The Roles of Individuals and Groups in National Politics

Please select your state to view the corresponding standards:

AlabamaAlaskaArizonaArkansasCaliforniaColoradoConnecticutDelawareDistrict_of_ColumbiaFloridaGeorgiaHawaiiIdahoIllinoisIndianaIowaKansasKentuckyLouisianaMaineMarylandMassachusettesMichiganMinnesotaMississippiMissouriMontanaNebraskaNevadaNew_HampshireNew_JerseyNew_MexicoNew_YorkNorth_CarolinaNorth_DakotaOhioOklahomaOregonPennsylvaniaRhode_IslandSouth_CarolinaSouth_DakotaTennesseeTexasUtahVermontVirginiaWashingtonWest_VirginiaWisconsinWyoming

Overview

In this lesson students will evaluate the contemporary roles of voters, political parties, and associations and groups in national politics.

Grade Levels

9 - 12

Objectives

Students will:

• examine Federalist Paper #10, written by James Madison; and
• describe the influence of interest groups in contemporary politics.

Estimated Time

60 minutes

Materials Needed

• E-Learning Module: Public Criticisms of Congress
• Internet connection with Macromedia FLASH ® enabled
• Projection device
• One copy of Federalist Paper #10 per student

Procedure

1. Briefly remind students that in a direct democracy all members in society have equal say and influence in the decision-making process. However, the outcome is usually a matter of majority will. In a representative democracy like the United States , people choose a small number of people to represent their interests and negotiate differences on their behalf.
2. Ask students to name some of the possible consequences if representatives do not listen to their constituents.
3. Have students listen to Criticism 12 in the Public Criticisms E-Learning Module. Ask students to share their responses.
4. Listen to the reply to Criticism 12 and discuss student responses. Discuss the role of interest groups.
5. Tell students that interest groups have influence over politicians because they present them with facts and information relevant to their districts/states.
6. Have students listen to Criticism 15 in the Public Criticisms E-Learning Module. Discuss student responses.
7. Give each student a copy of Federalist Paper #10. Read the document as a class and discuss Madison ’s fear of factions.
8. Ask students if they think interest groups have too much influence.
9. Listen to the reply to Criticism 15 and discuss student responses.

Assessment

Check your students’ understanding by asking them to answer the following questions:

1. What are the main arguments of Federalist Paper #10? Explain them.
2. What influence do interest groups have in contemporary politics? Describe how.

Lesson Plan Feedback

If you have suggestions for improving this lesson plan, or if you have ideas for others using the module, please let us know. We value your input. Thank you!

Feedback: