The Role of Political Parties in the Legislative Process

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Overview

During this lesson students will investigate the role of political parties, explore the key positions taken by four major political parties, and learn how party politics impacts public policy decisions.

 

Grade Levels

9 – 12

 

Objectives

Students will:

• define the term political party;
• explain the role of political parties; and
• examine the positions major political parties take on current public policy issues.

Estimated Time

3 days

 

Materials Needed

• Interactive Learning Module: How a Member Decides to Vote
• Internet-enabled computer with Macromedia FLASH ® installed
• Projection device
• Optional: access to a school computer lab

Procedure

Day 1

1. Begin the discussion about political parties by learning more about four major political parties in the U.S. today—the Green Party, the Republican Party, the Democratic Party, and the Libertarian Party. Lead students in a discussion of the differences between a major political party (Republicans and Democrats) and a minor political party (Greens and Libertarians.) Ask students to tell what they know about each of the parties.
2. The following activity can be done as a whole class activity or by individual students working in a computer lab or other arrangement where pairs of students can work at computer stations.



Whole Class Activity:

• Use a computer and projection device to access, in turn, the four Web pages listed below. Have students take notes on the positions stated for each party on their respective Web pages.
• Ask students to summarize orally the key positions of each political party.
• Have students work in groups of 3-4 to prepare short descriptions of the key positions of each party. (They will use these descriptions in other activities in this lesson.)

Student Pairs Activity

• Provide students with the list of the four parties and associated links to Web pages describing each party's platform, stand on issues, or key values.
• Ask each student pair to prepare short descriptions of the key positions of each party. (They will use these descriptions in other activities in this lesson.)


Green Party (www.gp.org)
Ten Key Values of the Green Party: http://www.gp.org/tenkey.shtml


Republican Party (www.rnc.org)
2008 GOP Platform: http://www.gop.com/2008Platform/


Democratic Party (www.democrats.org)
What We Stand For: http://www.democrats.org/a/party/stand.html


Libertarian Party (www.lp.org)
Issues and Positions: http://www.lp.org/issues

Day 2

1. Begin by asking students how their prior knowledge of these four major parties compares with what they learned about the parties in their research.
2. Select ten public policy issues (for example, global warming legislation, universal health care, war in Iraq, tax policy, and any others on which the parties have positions) and have students use the descriptions they wrote about the party platforms/key issues for each party to decide which position each party would take on each issue. Have students rate the strength of each party's position on the issues as strongly support, support, oppose, strongly oppose, and no public position on issue. (Note: The public policy positions should be stated in such a way that the above choices can be applied. For example, "The government will provide health care insurance for all citizens" or "All citizens will pay a flat income tax instead of the current progressive income tax" or "Instead of paying taxes to support public schools parents will be able to use their tax dollars to send their children to private or church related schools of their choice." )
3. As an option, students could first be asked to indicate how they think each party would vote on each issue based on their descriptions of each party before they do the platform activity.
4. Next, lead the class in a discussion about the positions of the parties (Republican, Democratic, Green, Libertarian) on public policy issues that impact their age group such as minimum wage, teaching of creation science, increasing taxes to pay for lower class sizes, drafting 18 year olds for the military, abstinence education only in health classes.
5. Ask students to share what they think political parties do in their state and the nation. Then provide them with information on the roles and tasks of political parties. Explain that political parties have always existed but not always with the same names and beliefs that currently exist. (Note: As an alternative activity, have students research the links provided below and write a short paper on the roles of political parties – today and historically.)



Possible resources for this activity:

• The Changing Role of Political Parties (http://www.blackwellpublishing.com/mckay/pdfs/chapter5.pdf)
• The Role of Political Parties (http://www.america.gov/st/elections08-english/2008/April/20080423223737eaifas0.6480067.html)
• Library of Congress—Learning Page: Party System (http://memory.loc.gov/learn/features/election/partysys.html)
6. For homework have students read a summary of the majority and dissenting opinions of one of the most recent controversial U.S. Supreme Court cases on speech involving the flag, TEXAS v. JOHNSON, 491 U.S. 397 (1989) http://www.oyez.org/cases/1980-1989/1988/1988_88_155/). Have them write a one page position paper which states their position and substantive arguments supporting their position from the case. Also have them state which position each of the earlier mentioned political parties would be likely to take on the issue.

Day 3

1. Briefly discuss the homework assignment. Take a poll to determine how the class would have voted. List the key arguments on either side of the issue on the board. Tell students that the next activity will deal with the process used in making decisions in the legislature and that the issue will be freedom of speech and the flag.
2. Using an Internet-enabled computer and projection device, as a whole class work through the Interactive Learning Module: How a Member Decides to Vote. (Note: As an alternative, have students complete the activity individually or in pairs in a computer lab.)
3. After completing the activity, ask students how they would vote—having heard the opinions of the various people in the activity.
4. Debrief the activity by leading students in a discussion on the impact, if any, political parties had on their decision making process and final decision. Ask for specific examples which support student responses.
5. Finally, ask students if they have or are likely to become active in a political party or work for a candidate. Why or why not?

Extension Activity

As an alternative activity students have students create their own political party—giving the party a name, drawing or choosing a party symbol, developing a set of five party principles, and developing a party platform that takes positions on ten public policy issues.

Assessment

Basic Concepts and Processes

Ask your students to respond to the following requests for information and assess their knowledge of key concepts taught in this lesson.

1. Define the term political party.
2. Describe how political parties influence politicians to vote.
3. Describe how citizens would engage in politics without political parties.

Lesson Plan Feedback

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