The Role of Special Interest Groups

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Overview

In this lesson students will analyze the role of special interest groups in American politics. They will discuss the problems and benefits of interest groups. Students will then use a variety of resources to research recently passed legislation and examine the influence special interest groups had on the passage of this particular legislation.

 

Grade Level

9–12

 

Objectives

Students will:

• define the term special interest group ;
• identify and explain the concerns some U.S. citizens have with special interest groups;
• name at least three reasons why special interest groups are important in American politics; and
• examine the influence of special interest groups on legislation.

Estimated Time

1 week

 

Materials Needed

• E-Learning Module: Understanding Representative Democracy
• Internet connection with Macromedia FLASH ® enabled
• Projection device
• One copy of Federalist Paper #10 by James Madison per student
• Newspapers and news magazines

 

Procedure

Day 1

1. Conduct a whole-class discussion about special interest groups. Have students determine what special interests are. Make sure students understand that special interest groups are organizations or associations that represent a specific industry or community of people. Examples include: labor unions, retired persons, teachers, insurance agents, doctors, or ethnic or religious communities. Many special interest groups hire lobbyists to speak for them or form political action committees (PACs) to raise money for candidates who support their causes.
2. Explain to students that in 1787 James Madison warned U.S. citizens of the dangers of factions. Tell them that “factions” is the 18 th century term for “special interests.” Distribute copies of “Federalist #10,” and have students read it.
3. Ask student volunteers to summarize Madison’s views on factions. Make sure that students understand why Madison believed factions were dangerous and that they can explain how he proposed to control the problem of factions.
4. Ask students if we have factions today. If so, ask for some examples of factions. Tell students that it is estimated that there are more than 20,000 special interest groups today. Ask students if Madison’s opposition to factions in the 18 th century would still make sense as an argument today.
5. Explain to students that many people currently believe that interest groups have gained too much influence and have overpowered the voice of individual citizens, while others assert that so many different kinds of special interests exist that everyone’s point of view ends up being represented.

Day 2

1. Use a projection device to show students the “Lobbyists and Special Interests” video clip in the Understanding Representative Democracy E-Learning Module. Tell students they should take notes about the benefits and detrimental effects of special interest groups.
2. Conduct a whole-class discussion about the importance of special interest groups.
3. Help students identify a recently passed law that is of interest to them. Suggest candidates such as the new prescription drug coverage in Medicare for seniors, new education standards established in the No Child Left Behind law, or the law establishing a national “Do Not Call” registry.
4. Ask students to search the Internet and read archived newspaper articles from their local newspaper to find out whether or not specific special interest groups lobbied for the passage of this law and learn which political parties supported the bill. Students should also read what public opinion polls said about the legislation before it was passed, look for newspaper ads special interest groups may have published on the issue, and read past editorials to get a general idea about how some individuals felt about it. In addition, students should find out how their local representatives voted.

Day 3

1. 1. Have each student create a presentation that summarizes his or her findings; explains whether or not he or she thinks the local representatives were influenced the most by political parties, special interest groups, public opinion polls, or individual citizens; discusses the effects of interest-group activities on legislation; and explains whether or not James Madison’s concerns turned out to be true in today’s world. Students may want to create visual aids for their presentations.

Days 4–5

1. Allow students to present their findings to the class.
2. After everyone has presented, conduct a whole-class discussion about the influence that political parties, special interest groups, public opinion polls, the news media, and individual citizens have on the legislative process. Ask students if they think special interest groups have too much power. If they think so, ask them what limitations they think should be placed on the activities of special interest groups. Discuss whether such limitations would seem consistent with First Amendment free speech protections.

Extension Activity

Ask students to interview someone who is a member of a special interest group and find out what that special interest group is doing to influence legislators.

 

Assessment

Basic Concepts and Processes

Ask your students the following questions and assess their knowledge of key concepts taught in this lesson.

1. Define the term special interest group .
2. Identify and explain the concerns some U.S. citizens have with special interest groups.
3. Name at least three reasons why special interest groups are important in American politics.
4. Do you think special interest groups have too much influence in American politics? Why or why not?

Scoring Guide for Student Presentations

Elements	Possible Score	Assigned Score	Notes
The presentation was well organized	5
Summarizes the bill	5
Identifies the special interest groups that supported and/or opposed the bill and explains why	10
Explains which political party supported the bill and why	10
Describes what political opinion polls said before the passage of the legislation	10
Describes how some individuals felt about the bill	10
Explains how their local representatives voted and whether or not they believe the representatives were influenced by special interest groups, political party, public opinion polls, and/or individuals	10
Discusses the effects of interest-group activities on legislation	20
Explains whether or not James Madison’s concerns turned out to be true	20

Lesson Plan Feedback

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