Participating in the Political Process

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Overview

This lesson describes the means that U.S. citizens use to participate in the political process.

Grade Levels

9-12

Objectives

Students will:

• explain why it is important to participate in government; and
• name at least three ways citizens can participate.

Estimated Time

2 days

Materials Needed

• E-Learning Module: Civic Participation
• Internet connection with Macromedia FLASH ® enabled
• Chalk and chalkboard or an overhead projector

Procedure

Day 1

1. Ask students to explain why it is important to participate in government. (They may say that citizens have the responsibility to identify societal needs or set directions for public policies.)
2. Have students name some ways individuals can participate in the political process.
3. Tell students to complete the introduction of the “Avenues of Participation” section of the Civic Participation module.
4. Discuss why civic participation in the United States is relatively low. (Students may point out that many people claim they do not have the time to participate, or that some people think they cannot have an impact on government.)
5. Have students finish completing “Avenues of Participation.” Ask them to choose the ways they are most likely to participate. Have student volunteers share the avenues they thought were most important. Discuss the avenues that students would not choose to participate in, and have them explain why they would not participate.
6. Invite the mayor to come to your classroom. Ask students to write questions that they may want to ask the mayor. Students should ask questions pertaining to involvement in local community problems.
7. Before the mayor comes to your classroom, send the questions to him or her.

Day 2

1. Have the county or town clerk come to your classroom. Ask him or her to talk about the procedure for hearing a resident who wants to discuss an issue and describe the types of hearings held by the government board. Have the county or town clerk discuss how residents can become involved on boards.
2. students to ask other questions that may not have been answered.
3. After the clerk’s presentation, ask students to write a paper that explains how they would make a request to put a stop sign by the local park. To whom would they make the initial request? Why choose that official? Would they be willing to speak at a public hearing? Why or why not?

Extension and Adaptation Activities

Extension Activity

Have students attend a local county board or city council meeting to observe the procedures. You may also want to have students arrange to present information or a petition concerning a local issue at the meeting they attend.

Cross-Curricular Connection

Ask students to learn about one person who has influenced American politics or politics in the state or local community. Have each student write a report that explains how this person influenced politics. Students can identify the influencer through interviewing friends, family, neighbors, or doing research in the local library.

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. Explain why it is important to participate in government.
2. Name at least three ways U.S. citizens can participate in their government.

Scoring Guide for Participating in the Political Process

Elements	Possible Score	Assigned Score	Notes
Correct spelling	10
Correct grammar (sentence structure, punctuation)	10
Good beginning, middle, and end	10
Explains how to make a request to put a stop sign by the local park	20
Tells whom to make the initial request to and explains why to go to that person	25
Describes why or why or not he or she would be willing to testify at a public hearing	25

Lesson Plan Feedback

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