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Presidential Race 2008
Projects
James Madison:The two vital characteristics of the political system of the United States are, first, that the Government holds its powers by a charter granted to it by the people; second, that the powers of government are formed in two grand divisions — one vested in a Government over the whole community, the other in a number of independent Governments over its component parts. Hitherto charters have been written grants of privileges by Governments to the people. Here they are written grants of power by the people to their Governments.
Teaching Resource Sites
New York Times Lesson Plans
Washington Week
Objective: Students will be able to:
a. demonstrate their understanding of the candidates views on a variety issues
b. explain how candidates views can cross party lines
c. demonstrate how lobbyist roles in politics can change a candidates vote on a variety of issues.
d. explain how a lobbyists views may not reflect the popular view of a congressperson's representatives.
Preparing for the debate
a. Students decide which party they belong would like to represent.
They may choose or if it works in your classroom students can take a quiz to see where there views place them in a party.
Possible tests to use in the lesson
divide into party groups.
b. Students decide who will be the drug lobbyists, immigration lobbyists, free trade lobbyists and
Select 2 two three candidates to run for president.
c. Students who are not a lobbyists or candidate may choose who they would like to work with to prepare for the debates.
d. began preparing for the debate.
Note: Each student must be involved in at least one major issue and help their candidate and or lobbyists prepare for the debate.
As the students begin their research the teacher helps the candidates realize how they must be prepared to have a small understanding of each issue because they will be having small 5 minute meetings with the lobbyists. As the lobbyists learns more about his job he/she can start putting various pressure ont he candidate to vote his/her way.
The Teacher will give each lobbyists slips of paper that will represent various gifts from the lobbyists to give the congressmen to help persuade them.
Candidates meet with their team and decide which way they should vote.....
The candidate takes in to consideration what the lobbyists wants and why.
Candidate does not tell his team if he/she changed his/her mind in support or against the lobbyist till the debate.
Students watching the debate then discover the power of a lobbyists
Questions are submitted for the debate. The teacher looks over the questions and decides which one to use.
Teacher organizes the debate and helps the Debate Monitor prepare for the debate.
Rules for the debate are explained to the candidates.
Candidates are not told which side of an issue to be for or against. This way they come to understand how you can be in two different parties and can agree on some issues.
Debate: Presidential Candidates come before the class (it can take place in a theater with mikes)
A student has been selected to read the questions and handle the debate. (The teacher is the guide on the side)
The audience may not applaud till the debate is over.
The audience rates the answers for each candidate on their response prepared by the teacher.
After the debate celebrate the hard work.
Next day announce the rating of each candidate on each question and the issues. Provide a graph.
Students reflect on the results of the graph. Possible discussion questions:
How did the lobbyist play a role? Was their a clear cut difference between the two parties on every issue? Was there any issue that cross party lines? If so why. Sample suggestion of the graph
Candidates Well prepared Did not understand the issue Rate their answer 1-10
Which way is better? Brief History of political conventions.
Was this change better for the states needs, the peoples needs, the federal government, or for lobbyists?
Who and why? How does it effect today's world? How does it affect the senators time in regards to working for his/her states needs? Or do they spend more time making sure they have campaign money?
Last updated 2008 - 4 - 23 - 3:40 CST by dboehm
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