Politics and Public Policy in the United States

Classroom Activities

Week 1

To introduce the unit on Political Parties, I will begin by reviewing the Federalist Paper No 9 & 10 and Washington’s Farewell Address through direct instruction and having students read excerpts from it with guided questions.  Through direct instruction, students will have good foundational knowledge on the formation of the political factions created during the Constitutional ratification process.  While many of my seniors have taken Advanced Placement United States History, this time of direct instruction will fill any gaps the students may have. 

Some of the other classroom activities involved during this week include a jigsaw activity where students will read from the textbook Government Alive!  On the different party systems.  Each group will consist of three members (four if necessary) to define: one-party system, two-party system, and multi-party system and to brainstorm two advantages and two disadvantages of each type of systems.  Each group will share out their answers and record new advantages and disadvantages shared. 

To conclude this week, I will assess student understanding through exit tickets:

According to George Washington in his Farewell Address, what are the problems caused by parties? 

What type of party system best meets the needs of our society today?  Explain your answer with evidence from class discussion. 

Week 2

At the beginning of the school year, I establish a clear expectation that students are encouraged to participate in classroom discussion.  As it is an advanced placement class, students are expected to engage in high-level discussions.  But none of this is possible if I don’t create an environment where students feel safe and inclusive.  As AP Government will be taught in the second semester, we will have had an entire semester to practice and establish an environment where students feel safe and comfortable to speak up in class.  One of the ways I help my students lessen the stress of speaking up during the class discussion is by providing a few minutes of silence to jot down their thoughts.  The students will also be allowed to share their ideas with a partner before opening the discussion to the whole class.  The second week of this unit will require a lot of class discussion so it is important to establish class discussion rules from the beginning of the school year.  I also frequently provide incentives for students to share their answers in the form of extra credit points. 

Students will take a survey provided through the supplemental materials in their textbook, Government Alive! to determine where they fall along the political spectrum.  The survey places students along a spectrum of being very liberal to very conservative.  After students take the survey, many of my students will fall along the middle of the spectrum, as well as most Americans.  This activity will allow open discussion about their understanding of what it means to be liberal, moderate or conservative.  I will also share with my students during the discussion of demographic data of political party affiliation broken down into gender, age, race, ethnicity, income, educational attainment, and geography. 

Another topic that we will be discussing is the importance of young people in the voting process.  Statistically, 18-24 year olds represent the lowest turnout of any election.  I would begin the class by posing the question, “What percentage of young people (age 18-24) do you think vote?  In the 2016 presidential election, only 46% of eligible voters in the 18-29 year old demographic voted—the lowest percentage of all age group³⁶.  Through a round table discussion, I will pose several questions for students.

1. Why do young voters turn out in low numbers?
2. What is preventing young voters from voting? Are there any barriers to voting for young voters?
3. What do you think needs to change in order to increase young voter turnout?
4. What are some issues that are important to young people?
5. Over 50% of young voters identify as independent. Do you think it is crucial to identify a political party?
6. How much does family or your immediate community influence how you think politically?
7. Why is it important for young voters to vote?

From this discussion, I will end the day with an exit ticket asking my students to revisit Alexander Hamilton, James Madison, and George Washington’s belief on political factions and see if their warnings and convictions still hold true today. 

This week, students will also view the debate episode from The West Wing (Season 4, Episode 1) where two opposing presidential candidates President Barlet and Florida Governor Ritchie face off on a national debate.  While watching the episode, students will identify 12 issues that commonly divide the two major political parties in America and where they stand on those positions.  At the end of the episode, I will pose the question, “Do you see certain issues as belonging to a party over the other?” 

Week 3

This week, students will examine the two political party system in the United States and the effect third parties have had upon it.  Students will be introduced to excerpts from Robert Dhal and the introduction written by Ian Shapiro to gain another perspective of why having a two-party system creates a weak government.  Students will also read several news articles to gain a better understanding of why it is so difficult for third parties to enter elections in the United States.  They will read an article from PBS titled “Third Parties in the United States Political Process,”³⁷ and write down four obstacles third parties face in the United States.  Students will also be given a New York Times article “Third Party Candidates Need to Get on the Debate Stage to Make a Difference”³⁸.  Using the model outlined in Facing History And Ourselves outline, students will prepare, then conduct a Socratic seminar on whether the United States should allow a third party candidate to debate on a national election.³⁹ 

Week 4

This week, students get into groups of no more than three members and choose an issue that is either effecting young people or their community.  They will research the history of the issue and create a timeline of the roles of both the Democratic Party and the Republican (and a third-party or outside organization if applicable) have taken in tackling these issues.  While the bulk of the research will be done outside of the classroom as homework, I will be meeting with groups throughout this week and next week to gauge their progress and to provide any assistance needed and to direct them to any additional resources.  As they are working on their research, they will be working to present their research to the class.