Political Issues and Opinions
Submitted by: Glenn Hall
School or Affiliation: Las Cruces High School, Las Cruces, NM
Endorsed by: These lesson plans are the result of the work of the teachers who have
attended the Columbia Education Center's Summer Workshop. CEC is a consortium of teacher
from 14 western states dedicated to improving the quality of education in the rural,
western, United States, and particularly the quality of math and science Education. CEC
uses Big Sky Telegraph as the hub of their telecommunications network that allows the
participating teachers to stay in contact with their trainers and peers that they have met
at the Workshops.
Date: May 1994
Description: The study of United States history is bound
to force one's attention on political parties and issues. American political parties have
appeared, changed, disappeared, and reappeared over the past 200 years, but we can at
least identify the two main political factions of the twentieth century. U.S. history
courses also offer the students a chance to assess their position on the political
spectrum.
Grade Level: Appropriate for grades 8-12.
Goal:
The purpose of the activity is for students to choose a stance on several political
issues. Based on their responses and discussion of "liberal" and
"conservative" students will be able to align themselves with a political
faction.
Objectives:
- Students will become aware of political issues and argument.
- Students will be able to weigh political issues and establish priorities.
- Students will be able to understand generalizations concerning democrats and
republicans.
Materials:
No special resources are needed.
Procedure:
The following list of political statements should be handed out to the students. Each
statement will be addressed from both (of several) points of view. Teacher may wish to
lead the discussion on both sides of the issue or can ask for volunteers. It is necessary
to remember, however, that this is not designed to start a riot but to get a sampling of
political impressions. It is also best to eliminate the terms "liberal",
"conservative", "democrat", or "republican" from the
discussion because they might otherwise lock some students into an opinion. After a
statement has been addressed, the student simply circles whether they agree or disagree
with the statement. Complete discussion on as many issues as time allows.
* Be aware that student debate at this point might inhibit or alter personal decision
making.
Indicate beneath each statement whether you agree or disagree with the statement and
whether it is the statement of a conservative or a liberal:
- The best way to improve economic problems is to reduce government regulation and
intervention.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- Taxes should be raised in order that the federal budget deficit could be reduced.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- We should cut federal spending on health, education, and welfare in order that the
budget deficit could be reduced.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- We should cut federal spending on the military in order that the budget deficit could be
reduced.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- Economic considerations (jobs) should take priority over environmental concerns
(government regulations).
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The federal income tax needs to be improved by cutting out tax loopholes which aid the
wealthy and big business.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The federal government should provide tuition aid to parents of students in private
schools.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- Money for federally subsidized student loans should be cut.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- Affirmative action regulations should be eased.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The U.S. should ratify the Equal Rights Amendment.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- Busing should be banned as a tool to achieve racial integration.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The price of natural gas should be controlled by the government.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The government should require the registration of handguns.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The death penalty should be abolished.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The U.S. should tighten immigration restrictions (legal immigration).
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The U.S. should punish aggression by the Soviet Union with economic sanctions.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The U.S. and the Soviet Union should negotiate a nuclear freeze.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The U.S. is spending too much on defense.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- Human rights should be a factor in determining what nations receive U.S. military aid.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The U.S. should defend dictatorial governments from communist-backed revolts if those
governments are friendly to the U.S.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The U.S. should send military aid to Taiwan.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The U.S. should support an independent Palestinian state.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The U.S. should turn to protective tariffs to protect American industry and American
jobs.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The U.S. should trade with all nations including communist nations.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
- The U.S. should resume the draft.
| AGREE |
DISAGREE |
LIBERAL |
CONSERVATIVE |
Liberal:
Conservative:
Scoring: Now go back to statement number one and inform the students whether a liberal
or conservative would most be likely to make that statement. To complete the scoring, have
the students keep a tally score according to whether they agree or disagree with the type
of person making the statement. (Ex: If the student agrees with a conservative statement,
the student puts a mark next to "Conservative:" at the bottom of
the page; if the student disagreed with the conservative statement, a point should be
marked next to "Liberal:" and so on).
Follow up activities:
- Have the students look back at what conservatives support and do not support on the
survey and come up with a platform for the Republican Party: The same can be done for the
Democrats. This can be a group activity if desired-- having all the "Liberals"
from the survey working on the Democratic Platform and the "Conservative" on the
Republican Platform.
- Use student results to introduce the political spectrum (as if you didn't already know
who the radicals were). Draw the straight-line spectrum the length of the chalkboard and
either put the students next to their respective number of liberal or conservative points
(which ever is largest for that person) or put their initials. It might also be possible
to teach the circular political spectrum by using the radicals and reactionaries in the
class.
Tying it All Together:
Most U.S. history classes spend at least some amount of time discussing current events.
A student's awareness of the issues and interest in everyday affairs can be increased by
having a "side" to root for. Most importantly, it gives students the chance to
become intelligent voters-- a must for a democracy. This perhaps can be the most important
lesson taught all year.
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