Interest Groups, Political Parties, and Factions

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Overview

This lesson asks students to examine the role interest groups and political parties play in our society. Students will look at Federalist No. 10 by James Madison and analyze his points of view on interest groups and political parties as well as current critiques of citizens provided in the Interactive Learning Module: Public Criticisms of Congress.

Grade Levels

9 - 12

Objectives

Students will:

• identify local interest groups and their positions on local issues;
• identify the positive and negative effects of interest groups;
• analyze the opinion of James Madison on interest groups and political parties given in Federalist No. 10; and
• form and support an opinion on the positive and negative effects of interest groups as related to the complaints of citizens provided in the module.

Estimated Time

2 days

Materials Needed

• Interactive Learning Module: Public Criticisms of Congress
• Federalist No. 10 Worksheet
• Internet connection with Macromedia FLASH ® enabled
• Projection device

Procedure

Day 1

1. Access Interactive Learning Module: Public Criticisms of Congress and show students complaints #2, 11, 14, and 15.
2. Ask students to identify at least five interest groups in their school community of students, parents, and school employees that are actively trying to get their position on a school policy or rule adopted by the school board, the school administration, or the student government.
3. Discuss the proposed position, action, or agenda item(s) of the groups and the likelihood that they will be successful. Also list and discuss the tactics and strategies they are using to increase their chances of being successful. Could any of the complaints in the module list (2, 11, 14, 15) be leveled at the decision makers who will be responding to the interest groups in the school community? Why or why not?
4. Have students list seven positive reasons for having interest groups actively participating in the school community and seven negative effects that result from the interest groups' active participation.
5. Have students read Federalist No. 10 and complete the worksheet "Federalist No. 10" by (a) stating whether Madison supported or opposed the concepts or statements listed and (b) providing a short explanation of his rationale.

Day 2

1. Access Interactive Learning Module: Public Criticisms of Congress and listen to the responses to the critics for 2, 11, 14, and 15. Lead students in a discussion focusing on the following:
   • Why are interest groups or "factions," as Madison labeled them, useful?
   • What are the potential positive and negative aspects of each of the following characteristics of interest groups:
   • They provide information to legislators.
   • They provide money which helps legislators get elected or re-elected.
   • They organize people who have a common interest to effectively lobby Congress.
   • They provide visibility for and therefore more support for interests that might not be considered without the visibility.
   • They bring passion and commitment for an issue.
   • They provide legislators with expertise and language that aids them in writing bills to address a problem or concern of their group.
2. Have students work in small groups to compile lists of three or four interest groups in your community or the nation as a whole. For each interest group they list, ask students to summarize the group's position on their main issue (or one of their main issues) and list at least one opposing interest group in each instance.
3. Since we cannot eliminate factions and they are valued participants in the political process, what should be done to minimize or control the negative impact of interest groups? Ask students to write a paragraph response to each of the following questions.
• In what ways do interest groups cause political campaigns to become more polarized and nasty? What could be done to minimize or eliminate this problem?
• How do interest groups affect the level of honesty when legislators communicate with their constituencies?
• Should strict limitations be placed on monetary contributions by interest groups to legislators' political campaigns and strictly enforced?
• Can the influence of interest groups on the specific language of bills introduced and passed in Congress be controlled? Should it be controlled?

Extension Activity

Expand on this activity by assigning small groups of students to research interest groups in your community or the nation and prepare a presentation that provides an overview of the interest group, its position on issues it advocates, and other interest groups that oppose it.

Assessment

Check your students' understanding by asking them to answer the following question.

Ask your students to write brief responses to the following to assess their understanding of key concepts taught in this lesson.

1. Explain how James Madison described the role of interest groups and political parties in the U. S. government.
2. State your opinion on the value of interest groups to our form of democracy. Support your opinion with evidence from Federalist No. 10, from the Interactive Learning Module criticisms and responses, and from class discussion.

Scoring Guide for Interest Groups, Political Parties, and Factions

Elements	Possible Score	Assigned Score	Notes
Correct spelling	10
Correct grammar	10
Provides a clear explanation and rationale for stated opinions, supported by evidence as appropriate.	50
Demonstrates understanding of Madison's treatise on factions, interest groups, and political parties.	30

Lesson Plan Feedback

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