DEVELOPE YOUR OWN POLITICAL PARTY

Pre-Instructional Phase
I. UNIT OBJECTIVES & SUB-OBJECTIVES
A. Unit Objective: Given the opportunity to work together in small groups to propose problem solutions after a two to three day unit, Into the American Party System, the eleventh grade Modern American History students will construct a poster that will include the party mission statement and two issues the student feel are vital to the student developed political party. Sub-Objectives: Knowledge 1. Identify the key terms and concepts in the current American Party System. Comprehension 2. Explain the general differences between the Democratic and Republican Parties. 3. Relate current American party issues (examples: economy, environment, health care) into the blueprint of the student created political party. Application 4. Apply existing mission statements of school, companies, institutions, government agencies (ex. Walmart University of Alabama, Lowes, Republican, and Democrat) in developing peer group mission statement. 5. Employ the terms and concepts of the current political parties in the development of the three important political issues sleeted by the peer group. Analysis 6. Analyze the terms, political concept, and the political issues provided. Synthesis 7. Compose a mission statement claiming the main ideas of the student created political party in an organized and pleasing manner. B. National & State Standards: The following national standards related to the unit objectives and sub-objective are found in the National Council of Social Studies. National US History Standard:

Content Application ERA 9, Postwar United States (1945 to the early 1970s) Standard 3: Domestic policies after World War II Standard 4: The struggle for racial and gender equality and the extension of civil liberties ERA 10, Contemporary United States (1968 to the Present) Standard 1: Recent developments in foreign and domestic politics Standard 2: Economic, social, and cultural developments in contemporary United States The following state standard relevant to this unit is found in the Alabama State Department of Education (2004). Alabama State US History Course of Study: Content Application Standard 14: Trace significant foreign policies and issues of presidential administrations from Richard Nixon to the present

C. Planning Rational: The four mini-units that are the framework of the Into the American Party System unit are arranged from the simplest to the most complex terms of Blooms Taxonomy, level of thinking, and historical content. Mini-Unit #1 is at the lowest level of Blooms Taxonomy and cognitive learning as the students are introduced to the American Party System as they identify the general concepts that define the similarities and differences of the Republican and Democratic Party. In mini-unit #2, students investigate pre-existing mission statements from institutions, government agencies, schools, and business for the purpose of understanding the rationale behind the object of a mission statement. The students use critical thinking skills to use the examples and develop their own missions, a name for their party, and a mascot. This mini-unit will teach the students the principle of setting goals and to develop written detailed personal perspective. In mini-unit #3, students begin to relate their everyday lives to the political system. Using the information from the previous mini-unit, teacher given materials, and group discussion students will examine current political issues/conflicts and integrate three issues that fit the student peer group ideal political platform. D. Content Specification Chart: Information/Facts: Democrats

Republicans
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Independents Mission Statement

Platform Political issues

Concepts: Manifesto Political Platforms Democracy Republic Two Party Systems Three Party System

Differences between existing Parties Liberal Conservative

Relationships/Generalizations: 1. The political party systems nominate 2 to 3 Canaanites to run for political office (Mayor, Governor, Senator, and President), one is elected into the office. 2. Elected public officials and those who hold political office make decisions that affect our local communities all across America. 3. The future of our children relies on the decisions of the elected officials, and therefore, the citizens should take responsibility to vote on officials that reciprocate their political beliefs. Processes: 1. Working cooperatively in the assigned peer groups. 2. Creating a visual that explains the student developed party and platform/proposal. 3. Organizing notes, research, and individual tasks of the peer groups. 4. Problem-based learning procedures for analyzing problems, generating solution, use of critical thinking skills, and effectively choosing the most practical political issues.

E. ENTRY BEHAVIORS
Cognitive: 1. Identify civic and political party terminology. 2. Recognize the two leading political parties for the past century and coinciding objectives (mission statement). 3. Explain the Electoral College system.
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Affective: 1. Students are aware of the differences between conservative and liberalism. 2. Recognizes the need for citizen participation in the political process. 3. Appreciates the political party system, the purpose of the election process, and the need for good elected public officials. Social: 1. Works cooperatively with classmates and small groups. 2. Student is able to structure a given role for problem solving situations. 3. Actively participates and accurately communicates individual perspective (group perspective) in class discussion.

F. PRE-INSTRUCTIONAL ACTIVITIES
To assure all the students have the same information and that all are on the same page, the following pre-instructional activities will be introduced before the new material is introduced. 1. Informing Students about the Unit: Prior to instruction, the instructor will create an educational handout displaying the following necessary information (See Appendix A-1). The handout will contain information about the existing political parties that is necessary for the students to know to complete this unit properly. Also, the handout will, in turn, explain the rationale behind the teacher created unit.

2. Giving students a rationale for learning the unit material:

This unit is about the American Political Party System, the instructor clarifies. Politics is a word that is taken from the Greek word polis which means city, and from polis developed politikos which meant affairs of the city. As citizens of the United States it is our obligation to be knowledgeable of the rights given to us in the constitution, and to put them in practice; such as the right to vote. It is the goal of this unit to instill a since of responsibility and ownership within the students and their involvement within the political process. The teacher will then explain the similarities and differences between the existing political parties (Democrats, Republican, Tea Party, and Independents). Political views, which create the existing political parties, are what drive our elected officials to write the policies that govern the Unities States. Political views play a huge role in who gets elected into office. The students will learn about the way political parties have an effect on government and, inadvertently, our everyday lives.
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3. Reviewing entry behaviors:

Placing the students in small peer groups of 4 (or 5), the teacher will assign responsibilities to each group: Task Leader responsible for the accountability of the group. Keeps the group focused on the problem and guides thought toward a constructive activity and conclusion. Keeps group log or journal of daily activities. responsible for producing and recording the information for the each group member which work towards a solution or conclusion to the problem

Recorder

Affect Leader responsible for keeping the group working well together by keeping the tension down and by making sure all individual group members perspectives are discussed. Presenter responsible for conveying to the class the information that is developed by the groups critical thinking, and the groups answer to the problem. The Presenter will present the final report to the class, calling on group members for assistance.

4. Providing a structured overview of the unit content:

The teacher will provide the students with a structural overview of the unit. The title of the unit is clearly identified as well as the titles of the four existing mini-units or sub-objectives. The teacher will go over the structural overview, explaining the titles, procedures, and the expectations of each mini-unit (visual below).

Into the American Party System

Party Systems: Similarities and Differences.

The Mission of the Party System

Political Issues
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5. Providing experiential background:

The teacher will receive a telegram, as previously arranged, from political interest group spokesmen that is trying to develop his interest group into an official political party. The teacher will then read the telegram allowed to the students, which will also be in their peer group folders (Appendix A 3). The students will then read it to themselves for clarity. The students will then ask the teacher any questions concerning comprehension, and once those questions are answered thoroughly the teacher will move to teacher-lead, in-class discussion concerning the learning issues of the prescribed problem (Appendix A 4).

6. Reassuring student that they can be successful in the unit:

The teacher will explain that the student will be able to work together in teacher designed peer groups within class to create solutions for the problem using critical thinking skills. The instructor will proctor and facilitate the work that all the peer groups produce. The teacher will be there to answer questions and guide the student in a proper path that will lead to a firm conclusion to the problem at hand. Every student will have every opportunity to succeed because they will be given a lot of help and guidance. The peer group folder will contain the same informational handouts, charts, and questions to help guide the students through the critical thinking process in the development of student created solutions for the Into the American Party System unit.

Instructional Phase
II. Mini-Unit #1: Analyzing the Qualities American Party System.
Students will identify crucial principles and concepts (Democracy, Republic, Two Party Systems, Three Party Systems, Congressional District Method, Electoral College, and Platform) that describe and classify the current American Two Party System, and the concepts (Liberal, Conservative) that organize the two dominating parties, the Democratic and Republican Parties.

A. Problem Overview & Introduction:

The teacher will introduce the sub-objectives of the first mini-unit, and will explain the mini-units relevance to the whole unit problem and objective. The instructor and the class will discuss a brief history of the current United States party system using the teacher provided handout (Appendix A-1). After review the brief history, the teacher will lead a short discussion concerning the students possible discontent with current government running our lovely nation (the teacher will require the students to not mention any specific names in the discussion, but will promote mention of policies, political issues, and preferences). (Discussion will last around 5 to 10 min) Questions to stimulate discussion: 1. 2. 3. 4. What is special about this November? How many of you will be 18 before this November? Did you know youre eligible to vote? How many of you are frustrated with the current government, or how our country is being run? Why? 5. What do you know about the United States government and foreign policy? 6. What do you want to see changed? How would change it within the boundaries of what you know of the United States Constitution? 7. What is a political party? What do you know about political parties? Following the discussion, by pre-arrangement, a telegram will be delivered or politician will appear to the classroom at this time! The telegram will contain or the politician will appeal to the young eligible voters by saying:

Young Voters and Fellow American: We are calling upon you to help make a difference in our nation, and the world. We, fellow citizens, are in the process of forming a third political party that will be geared for the youth of America, you, in the coming 2012 election. We need your help to accomplish this endeavor. We are asking young voters all across the United States to assist our cause by developing a model foundation for our campaigning platform. Your country needs you! Please report back to ASAP! We rely on you! William K. Witthrowe

The students will first investigate characteristics and qualities, such as similarities and differences, the existing parties hold in order to find qualities they would and would
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not want in the developing third party. Upon completion of their investigation (done on a separate sheet of notebook paper which will be put in the front pocket of the folder), the students will be expected to fill out the chart provided listing the good and bad qualities they have developed (Appendix A 4).

B. Problem Analysis:
The teacher writes on the white board in large print, INFORMATION, LEARNING ISSUES, HYPOTHESES, AND ACTION PLAN. The instructor will lead the class in examination of the problem with probing questions, and will fill in the appropriate section of the chart with student responses (Students will be provided with a four part chart with the same headings and will list the responses (Appendix A 4). Questions to stimulate examination of the problem? 1. What information do we know about the situation in William K. Witthrowes telegram? 2. What information doses Witthrowe want to know? 3. What information or factors do you need to investigate or think about prior to completing the problem? 4. What is Witthrowe calling you to do? 5. How could this change this years election? 6. What are the existing political parties? 7. What is a platform? 8. Why should American citizens think about these types of things? 9. What are qualities/values that you are looking for in a president/government? 10. How will your group develop a solution for this problem?

The students will first investigate characteristics and qualities, such as similarities and differences, the existing parties hold in order to find qualities they would and would not want in the developing third party. Upon completion of their investigation (done on a separate sheet of notebook paper which will be put in the front pocket of the folder), the students will be expected to fill out the chart provided listing the good and bad qualities they have developed (Appendix A 5).

C. Group Formation:
The teacher assigns the students into peer groups of four or five according to class size. Each peer groups will be assigned a color with corresponding folder. The folder will
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contain descriptions of each section of the problem in chronological order with related examples. The student will assign responsibilities to each member of the peer group (task manager, scribe/recorder, presenter etc). The first sheet(s) within the groups folder is a log where the students will record the names of the group members, and the contributions to problem each member completed each day of the unit (Appendix A 2).

D. Anticipated Learning Issues:

Students are expected to become acquainted and knowledgeable of the the information/facts, concepts, relationships, and processes that are made clear in appendix A-1, that are analyzed during the class discussion, and that are discussed during critical thinking portion of the class in the peer group setting for the purpose of problem solving in this Mini-Unit. Evidence of familiarity should be revealed through group problemsolving, through the written log, class discussion, and or the presentation of solutions: 1. What is the difference between a two party system and a three party system? 2. Briefly explain to me the difference between Conservative and Liberal. 3. Is there a difference between conservative and republican, liberal and democrat? What are some differences? 4. What is a moderate? Is there such thing as a Moderate Democrat or Moderate Republican? 5. Do you think it is better to vote by party or to vote by political issues such as economy, healthcare, etc?

E. Group Deliberation &Problem Solving Activities for Mini-Unit #1:

Teacher will conclude the lesson by conducting a short recap which will review the key concepts learned from the historical handout (Appendix A 2), the goal of the problem, and what was accomplished in mini unit #1. The teacher will then instruct the students to write each members accomplishments on the teacher provided log (Appendix A 1). This would conclude mini-unit #1, and the teacher will then end class or began the next mini-unit. 1. Group folders provided (First 3 5 minutes of class). 2. Students will get into their assigned groups, and will face their desks together. 3. A in class discussion of a brief history of the American Political Party System. Students will be provided with a handout (Appendix A 1) that will summarize the history that will be discussed, and will be provided with room for comments and notes (10 minutes). 4. Telegram and introduction (5 7 minutes).

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5. Class discussion concerning the INFORMATION, LEARNING ISSUES, HYPOTHISES, and ACTION PLAN that will need to take place in the student processes of problem-solving (10 minutes). 6. Fill-in party qualities chart. Students must list qualities (ex. Differences, and Similarities) of the existing parties, as well as, qualities they would wish to see in and those they would forbade in the development of this third party. Students will reveal these qualities in the good and bad party characteristics and qualities (Appendix A 4). (Last 15 minutes of class) 7. Turn in group folders to instructor. (Total Time: 45 minutes)

III.

Mini-Unit #2: The Mission

Students will write a mission statement that will put in plain words that will demonstrate the predominate values that the students feel are crucial in the development of a successful third party, and represents the indentified concepts of the entire unit.

A. Problem Introduction & Overview

The teacher will introduce the mini-unit by showing and explaining the example Mission Statement handout, and how it relates to the entire unit and unit objective. The instructor will refer to the structural overview that was distributed at the beginning of the unit to confirm that we are going in the foreshadowed order of the unit.

B. Problem Analysis
Before beginning the activity, the teacher will ask the students to refer to the learning issues chart to help re-organize and to motivate the students to work (Appendix A 4). After reviewing example mission statements (Appendix A 6), the students will meet with the peer groups, will discuss, and create a student developed mission statement that will become a symbol for their third party (Appendix A 1).

C. Anticipated Learning Issues:

Students are expected to obtain a mastery of the concepts and skills explained in The Mission mini-unit which are the follow; what is a mission statement, reasons organizations and institutions have mission statements, and how to summarize values,
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principles, and beliefs into one sentence, how to confer with others using social skills, and decision making. This mastery will be assessed in the composition activity handout (Appendix A 6), teacher observation of peer group interaction, and in class participation. 1. What is a mission stamen? 2. Why is the wording important? 3. Why is it important for institution, businesses, and interest groups (like political parties) to have a publicized mission statement?

D. Group Formation
The teacher assigns the students into peer groups of four or five according to class size. Each peer groups will be assigned a color with corresponding folder. The folder will contain descriptions of each section of the problem in chronological order with related examples. The student will assign responsibilities to each member of the peer group (task manager, scribe/recorder, presenter etc). The first sheet(s) within the groups folder is a log where the students will record the names of the group members, and the contributions to problem each member completed each day of the unit (Appendix A 2).

E. Group Deliberation & Problem Solving Activities:

Teacher will conclude the lesson by conducting a short recap which will review the key concepts (mission statement, reasons for prescribed goals, social skills learned from the model mission statements handout (Appendix A 6), the goal of the problem, and what was accomplished in mini unit #2. The teacher will then instruct the students to write each members accomplishments on the teacher provided log (Appendix A 1). This would conclude mini-unit #2, and the teacher will then end class or began the next mini-unit. 1. Instructor will introduce The Mission mini-unit. (5 minutes) 2. Students will break up into their assigned peer groups for the deliberation of the mini-units. (3 minutes) 3. Teacher will refer students to the Learning Issues chart. (5 minutes) 4. Students & teacher will discuss the example mission statement sheet provided by the instructor within the folder. (5-7 minutes)

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5. Students will discuss, and develop a model mission statement for the purpose of creating an objective for the students model foundation for a youth geared third party. (15 minutes) 6. The teacher and students will reflect on the solutions created following the activity of mini-unit #2. (5-7 minutes) 7. Students will fill out teacher provided log. (3 minutes) 8. Teacher will end class or (according to time restraints) began to introduce mini-unit #3. (Total Time: 40 min)

IV.

Mini-Unit #3: Political Issues

Students will compare and contrast existing issues (ex. Environment, economy, jobs, war, health care, social security etc) that play important roles in the political primaries and elections surrounding the existing political parties.

A. Problem Overview & Introduction:

The teacher will introduce mini unit #3 by giving example issues that are currently being debated in the United States today (ex. Insurance, health care, economy, taxes, war). The teacher lead discussion will be controlled through the following questions. The discussion may turn into a small debate between the student due to conflicting opinions, however, the teacher will decided if the small debate is worth facilitating for learning purposes or if proceeding into the group activity would be more beneficial. Student will complete the activity in mini unit #3 by listing 3 political issues that they want to see improved in our nation, and will write a brief description on how they would prefer the detail of the issues in question to be governed as opposed to how they may be handle by our government officials presently or merely how they want the issue to be controlled in the student developed platform. The students will fill in the 3 issues in the teacher provided lines (Appendix A 7). Ex. Discussion Questions: 1. What did you learn about political issues in this activity? 2. You are an adult. Do you believe these issues affect you personally or locally? How? 3. Did you find any of the political issues you found out about good or bad, or even appalling?

B. Problem Analysis:
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The instructor will introduced Mini-Unit #3, Political Issues, by holding an in class discussion of what the students believe are the significant issues in the United States are in the present time. This is activity is all personal perspective. The Instructor and the students will analyze appendix C 9. This instructor will explain that the students may pick any issue they please as long as the group can logically explain why, in good reason, it is important hand how the groups prospective will positively effect the masses of the United States.

C. Group Formation:
The teacher assigns the students into peer groups of four or five according to class size. Each peer groups will be assigned a color with corresponding folder. The folder will contain descriptions of each section of the problem in chronological order with related examples. The student will assign responsibilities to each member of the peer group (task manager, scribe/recorder, presenter etc). The first sheet(s) within the groups folder is a log where the students will record the names of the group members, and the contributions to problem each member completed each day of the unit (Appendix A 2).

D. Anticipated Learning Issues:

Students are to obtain master of the importance of the concepts explained in mini unit #3 Political Issues. Students are to understand it is the view on the issues that make the political parties what they are today, and through the years. Students will be introduced to the conservative, liberal, or moderate concepts with political information sheet (Appendix A 1).

E. Group Deliberation & Problem Solving Activities:

The groups will meet, discuss, compromise when necessary, and sufficiently solve the problem in mini-unit #3 by completing the handout, stating the issues, why the group decided it was important, and what their groups perspective was on the particular issues. Following the peer activity, the student groups were ready to present their mission statement and where their group stands on the issue.

V.

Formative Assessments
Mini Unit #1: Activity #1 Students will fill out the Good & Bad Qualities of Political Parties chart with the information that the student consider to be positive and
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negative attributes of the existing political parties (Appendix A 4). Student will be graded by thoroughness and completion. Mini Unit #2: Activity #2 Students will compose a Mission Statement on the teacher provided sheet (Appendix B 6). Students will be graded on originality and completion. Mini Unit #3: Activity #3 Students will fill in the teacher provided chart with three separate political issues and the peer groups rationale on how they wish the issue would be governed (Appendix B 7). Students will be graded on thoroughness and completion. Student Log: The student will fill out the teacher provided log following each activity describing the role (Task leader, Affect Leader, Recorder, and Presenter) each student played in activity(s) in question. Grade Chart: Activity #1: Activity #2: Activity #3: 20% 20% 20%

Student Log: 20% Poster: Total: 20% 100%

VI.

Resources

Danzer, Gerald A. The Americans: Reconstruction to the 21st Century. Evanston, IL: McDougal Littell, 2005. Print. "Political Ideology Definitions." BalancedPolitics.org -. Google. Web. 25 Apr. 2012. <http://www.balancedpolitics.org/ideology.htm>. "Politics For Dummies." Cheat Sheet. Trademark by John Wiley & Sons, Inc. Web. 26 Apr. 2012. <http://www.dummies.com/how-to/content/politics-for-dummies-cheat-sheet.html>.

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"US Political Parties - 2008 Election - ProCon.org." US Presidential Candidates 2008. Web. 26 Apr. 2012. <http://2008election.procon.org/view.resource.php?resourceID=001570>. "US Political Parties - 2008 Election - ProCon.org." US Presidential Candidates 2008. Web. 26 Apr. 2012. <http://2008election.procon.org/view.resource.php?resourceID=001570>. "THE VOTER - Educating Voters since 1999;." THE VOTER. Virginia College. Web. 25 Apr. 2012. <http://www.thevoter.org/glossary.php>.

Post Instructional Phase

VII. Summative Assessment
The unit will be evaluated at the end of a two week unit through two different forms of assessment: traditional and alternative assessment. The traditional method will be a teacher test in that will require hand written answers by the students. The alternative assessment will be evaluated via a creative visual (poster) and oral presentation. The traditional test will be styled after chapter tests in (Textbook). A copy of the full teacher developed test and the answer key is attached in the appendices (Appendix C 8 and C - 9). The visual and oral presentation will take place two class periods before the traditional summative test is administered. Each peer group made up of 4 or 5 students will be required to give a brief presentation on what their individual solutions were to the Political Party problem. The presentation must be no more than 5 min if the class period that is 45 minutes long, and or no more than 10 minutes if the class period is 90 minutes long. They will play the role of an interest group that is giving a mini proposal for the development of a new political party. The rubric for the poster and oral presentation is attached in the appendices (Appendix C 10 and C 11).

VIII. Bibliography
Work Cited

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Danzer, Gerald A. The Americans: Reconstruction to the 21st Century. Evanston, IL: McDougal Littell, 2005. Print. "Lowe's Mission Statement - Home Improvement Value and Valuable Solutions." About.com Retail Industry. The New York Time Company. Web. 26 Apr. 2012. <http://retailindustry.about.com/od/retailbestpractices/ig/Company-MissionStatements/Lowe-s-Mission-Statement.htm>. Merriam-Webster. Merriam-Webster. Web. 25 Apr. 2012. <http://www.merriamwebster.com/>. "Political Ideology Definitions." BalancedPolitics.org -. Google. Web. 25 Apr. 2012. <http://www.balancedpolitics.org/ideology.htm>. "Politics For Dummies." Cheat Sheet. Trademark by John Wiley & Sons, Inc. Web. 26 Apr. 2012. <http://www.dummies.com/how-to/content/politics-for-dummies-cheat-sheet.html>. "The University of Alabama." Mission & Objectives -. The University of Alabama | Tuscaloosa. Web. 26 Apr. 2012. <http://www.ua.edu/mission.html>. "US Political Parties - 2008 Election - ProCon.org." US Presidential Candidates 2008. Web. 26 Apr. 2012. <http://2008election.procon.org/view.resource.php?resourceID=001570>. "US Political Parties - 2008 Election - ProCon.org." US Presidential Candidates 2008. Web. 26 Apr. 2012. <http://2008election.procon.org/view.resource.php?resourceID=001570>. "THE VOTER - Educating Voters since 1999;." THE VOTER. Virginia College. Web. 25 Apr. 2012. <http://www.thevoter.org/glossary.php>.

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"Wal-Mart Stores' Mission Statement - People, Saving Money, Living a Better Live." About.com Retail Industry. The New York Time Company. Web. 26 Apr. 2012. <http://retailindustry.about.com/od/retailbestpractices/ig/Company-MissionStatements/Wal-Mart-Mission-Statement.htm>.

Appendix Table of Contents

A. Pre Instructional Phase
1. Information Handout 2. Telegram from William K. Withrowe 3. Learning Issues Chart

B. Instructional Phase
4. Good & Bad Qualities Chart 5. Example Mission Statements 6. Mission Statement Chart 7. Political Issues Chart 8. Student Activity Log

C. Post Instructional Phase 9. Traditional Test 10.Answer Key 11.Poster Rubric 12.Oral Presentation Rubric
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A -1

Terms & Concepts The following is a list of terms and concepts that will assist your group in completing the problem. Directions: Read all the terms and concepts and use them in developing your groups solutions. You will be held responsible for the knowledge given to you on this handout. Happy learning!

Third party: a party that presents a viable alternative to the Republicans or Democrats. During the late eighteenth and nineteenth century, there were a number of powerful third parties in American politics. The Greenback Party, the Union Labor Party, and the Peoples' Party, for example, forced the major parties to pass significant antimonopoly and labor legislation. In 1912, Theodore Roosevelt's Progressive Party split the Republican vote and helped the Democrats win back the White House. In 1996, Ross Perot's Reform Party won 7 percent of the vote in the presidential election. Liberal: in political speech now in the U.S. a liberal is a person who believes it is the duty of government to ameliorate social conditions and create a more equitable society. Liberals favor generous spending on the welfare state; they exhibit a concern for minorities, the poor, and the disadvantaged and often see these conditions as a product of social injustices rather than individual failings. This also applies to crime and juvenile delinquency, where liberals are as concerned with removing the social causes of such behavior as they are with detection and punishment. Liberals also tend to be concerned about environmental issues, the defense of civil liberties, and do not favor excessive military spending. Conservative: a person who supports conservatism. Naturally, those who are most conservative are usually those who have most to conserve, such as those who own wealth and property, or who are otherwise privileged, and thus have a stake in the disposition of things as they are. A conservative tends to be for the free market in economic affairs, and against what he calls "big government"-an excessive federal bureaucracy that intervenes in a wide range of social and economic areas. Conservatives prefer a kind of individualistic self-sufficiency. On social issues conservatives are pro-family, anti-abortion, and in general support traditional moral values and religion. Conservatives usually favor a strong military.
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Moderate: not extreme. Moderate political policies are those that occupy the middle ground, between the right and the left, and that do not try to effect fundamental societal change. As such, moderate is the opposite of radical. Platform:
a declaration of the principles on which a group of persons stands; especially: a

declaration of principles and policies adopted by a political party or a candidate Republican & Democrat: See chart for explanations. Representative Party Abortion ANWR Drilling (Oil) Business Crime Democrats Pro-choice Prevent the Alaska drilling Increase regulation and worker protection Republicans Pro-life Pursue this and other domestic oil sources Ease regulation and keep government out of business

Protect the rights of the accused first Provide maximum punishment and and foremost protect the rights of the victim first and foremost Ban Maintain Increase Don't use federal funding for the research Reduce the government and use more capitalistic, free-market policies

Death Penalty Embryonic Stem Cell Research Government Size Gun Control Health Care

Defense Spending Decrease or maintain Use federal funding for the research Increase the government and use more socialistic policies

Ban all gun ownership by civilians, Protect gun ownership especially handguns and assault rifles Make 100 percent government controlled De-regulate and introduce free market reform

Immigration

Grant amnesty to illegal aliens; don't Prevent amnesty for illegal & driver's build a fence along the Mexican licenses for illegal aliens; construct a border; allow illegal aliens to obtain Mexican border fence; create
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driver's licenses; prevent the creation of a national ID card & database to track people in the country. Mexican Border Fence Minimum Wage Missile Defense Personal Responsibility Do not build the fence Increase Scrap this program

a national ID card &database to track people in the country. Increase or maintain legal immigration only. Build the fence Lower or eliminate altogether Pursue this program

People should be responsible and be Government needs to protect people held accountable for their own from themselves actions Prevent Introduce more religion in schools; allow faith-based government initiatives Ban Expand the program

Physician- Assisted Allow Suicide Religion Same-Sex Marriage School Vouchers Social Security Maintain separation of church and state; prevent faith-based government initiatives Legalize End the program

Increase age of beginning eligibility Privatize; i.e. allow citizens control (e.g. 68 or 70); increase salary limits over their own money and subject to tax allow stock investments Increase Increase taxes, especially on the rich Decrease or maintain Cut taxes, especially on businesses that invest and hire

Social Spending Taxes

Unions

Workers should be unionized Unionization should be limited, and wherever possible, even if it means workers should never be forced to mandatory joining of a union to work join at a place Work with world bodies and use Negotiate first and only take military negotiation, but take military preaction if sanctioned by the U.N. and emptive action if necessary to other world organizations protect America

World Peace

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A2

Introduction: Into the Political Party System Directions: Read the telegram to your selves as the instructor reads it aloud.

Young Voters and Fellow American: We are calling upon you to help make a difference in our nation, and the world. We, fellow citizens, are in the process of forming a third political party that will be geared for the youth of America, you, in the coming 2012 election. We need your help to accomplish this endeavor. We are asking young voters all across the United States to assist our cause by developing a model foundation for our campaigning platform. Your country needs you! Please report back to ASAP! We rely on you! William K. Witthrowe

Notes of class discussion: ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
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A3

Directions: Fill out the following table according to in class discussion and group deliberation. Information (What We Know) Learning Issues Hypothesis (What We Need to (Possible Know) Solutions) Action Plan

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B4

Directions: List the factors, characteristics, etc. that you would or would not want to be a part of this political party. Good Bad

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B5

Directions: Review the following mission statements to help guide you and your group in the development of your own model mission statement for your own 3 rd political party.

Example Mission Statements:

Wal-Mart Mission Statement: "We save people money so they can live better." Lowes Mission Statement: "We will provide customer-valued solutions with the best prices, products, and services to make Lowe's the first choice for home improvement." University of Alabama Mission Statement: To advance the intellectual and social condition of the people of the State through quality programs of teaching, research, and service. Democratic Mission Statement: "The Democratic Party is committed to keeping our nation safe and expanding opportunity for every American. That commitment is reflected in an agenda that emphasizes the strong economic growth, affordable health care for all Americans, retirement security, open, honest and accountable government, and securing our nation while protecting our civil rights and liberties." Republican Mission Statement: "Republicans believe in basic principles: Individuals, not government, can make the best decisions; all people are entitled to equal rights; and decisions are best made close to home."

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B-6

Group Mission Statement: Directions: On the provided lines write a model mission statement that you would like to see in this new Third Party. Refer to the example mission statement, and or ask the instructor if you have any questions concerning the solutions to this problem. (Suggestion: Write down some ideas on a scratch piece of paper before writing the final draft.)

MISSION STATEMENT: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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B8

Student Activity Log

Directions: After each activity, each member of the group will fill out the role they played in the activity as well as their contributions to the solving of the assigned problem. Responsible for the accountability of the group. Keeps the group focused on the problem and guides thought toward a constructive activity and conclusion. Keeps group log or journal of daily activities. Responsible for producing and recording the information for the each group member which work towards a solution or conclusion to the problem Responsible for keeping the group working well together by keeping the tension down and by making sure all individual group members perspectives are discussed. Responsible for conveying to the class the information that is developed by the groups critical thinking, and the groups answer to the problem. The Presenter will present the final report to the class, calling on group members for assistance.

Task Leader

Recorder

Affect Leader

Presenter

Activity 1: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Activity 2: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Activity 3: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

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C9

Into the Political Party System I. Multiple Choices Directions: Answer the following questions by choosing the correct answer and
writing the letter in the space provided (12 pts.). 1. _____ A political policy that occupies middle ground, between the right and the left, and does not try to effect social change. a. b. c. d. 2. ______ Platform Third Party Conservative Moderate

A declaration of principles on which a group of persons stands; especially: a declaration of principles and policies adopted be a political party. a. b. c. d. Third Party Platform Conservative Moderate

3. ______

A party that presents a valuable alternative to the norm. a. b. c. d. Conservative Republican Third Party Democrat

4. ______

Who is the Democratic candidate for the2012 election? a. b. c. d. Mick Romney Ale Gore Barack Obama Ralph Nadasor

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II.

True/False
Write TRUE if the statement is correct or FALSE if the statement is

Directions:

incorrect in the space provided (8 pts). 5. ____________A conservative is one who believes it is the duty of the government to improve social conditions and create a more fair society. 6. ____________ A liberal is one who promotes the rights of those owning wealth and property. 7. _____________ Liberals do not favor military spending. 8. _____________ Conservative are pro-family and death penalty.

III.

Fill In-The-Blank
Write the accurate political party name in the space provided (20 pts). Make health care 100% government controlled. Cut taxes, especially on businesses that invest and hire. Votes to allow Physician assisted suicide. Votes to maintain the death penalty. People should be responsible and held accountable for their own actions.

Directions:

9. _____________________ 10. _____________________ 11. _____________________ 12. _____________________ 13. _____________________

14. _____________________ 15. _____________________ 16. _____________________ 17. ____________________ 18. _____________________

Expand government spending on school aid/vouchers. Legalize same sex marriages. Vote against the fence on the Mexican border. Grant amnesty to illegal aliens. Promote AMWR (Oil) drilling, and pursue domestic sources of oil.

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IV.

Short Answer Directions: Write 3 to 5 sentences to completely answer the following question
(5 pts).

In your own words describe the purpose of having mission statements within institutions (Hint: Why would the University of Alabama publish their mission statement on their web site?) ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

V.

Essay
Write a five paragraph essay thoroughly explaining the following question(s) and or statement(s) (20 pts.).

Directions:

Describe the difference between liberal and democrat as well as the differences between conservative and republican (Hint: One is a belief and the other a political party).

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C 10

Student Name:
CATEGORY

________________________________________
4 Excellent 3 Great 2 Good 1 Poor

Title

Title can be read Title can be read from 6 ft. away and is from 6 ft. away and quite creative. describes content well. The completed mission statement, and 3 of the political issues the groups feel are significant The poster includes all required elements as well as additional information. The poster is exceptionally attractive in terms of design, layout, and neatness. Graphics are all in focus and the content easily viewed and identified from 6 ft. away. Used time well during each class period. Focused on getting the project done. Never distracted others. The completed mission statement, and 2 of the political issues the groups feel are significant All required elements are included on the poster. The poster is attractive in terms of design, layout and neatness. Most graphics are in focus and the content easily viewed and identified from 6 ft. away. Used time well during each class period. Usually focused on getting the project done and never distracted others.

Title can be read from 4 ft. away and describes the content well. The completed mission statement, and 1 of the political issues the groups feel are significant All but 1 of the required elements are included on the poster. The poster is acceptably attractive though it may be a bit messy. Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Content

The title is too small and/or does not describe the content of the poster well. The completed mission statement, or 1 of the political issues the groups feel are significant Several required elements were missing.

Required Elements

Attractiveness

Graphics Clarity

The poster is distractingly messy or very poorly designed. It is not attractive. Many graphics are not clear or are too small.

Use of Class Time

Did not use class time to focus on the project OR often distracted others.

C 12

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Oral Presentation Rubric

Student Name:
CATEGORY

________________________________________
4 Student is completely prepared and has obviously rehearsed. 3 Student seems pretty prepared but might have needed a couple more rehearsals. Shows a good understanding of the topic. 2 The student is somewhat prepared, but it is clear that rehearsal was lacking.

Preparedness

Content

Shows a full understanding of the topic.

Shows a good understanding of parts of the topic.

Vocabulary

Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks Clearly

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Presentation is 4 minutes long.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Presentation is 3 minutes long.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Presentation is 5-6 minutes long.

Time-Limit

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