This
lesson plan on political campaigning is designed for a high school, twelfth
grade American government course.
The government class this lesson is designed for is a regular course
(not Advance Placement) that is required for all seniors. However, the lesson can be adapted for
different student ability levels.
The student body most likely will consist of a mix of Socio-Economic
status backgrounds and a mix of prior knowledge on computers and political campaigns. Previous high school class most likely
required the use of computers, therefore, all government seniors should come to
class with a basic base of knowledge on computers. Naturally, the higher S.E.S. students will have more computer
knowledge. If any of the
government students have problems with computers, the first few weeks of class
should spend some time teaching how to use computer programs and the Internet
(probably after school).
Therefore, every student in the government course should be prepared to
use word processing and drawing programs.
Materials:
A
school computer lab is essential to the assignment, especially since some
students will not have a computer at home. The computer lab must be available for the students to use
after school and during one to two government class periods. The computers can be either Macintosh
or IBM compatible. The computer
lab needs Microsoft Office with Word and a drawing program. A government textbook to supplement
teaching on political campaign characteristics is also needed (use the textbook
utilized throughout the class). A
few actual political campaign examples of a brochure, poster, slogan, and
platform are needed to show the students.
Objectives:
The
students will create, in collaborative groups, an original political campaign
complete with a party, ideology, slogan, poster, and brochure, using Microsoft
Word and drawing program.
The
student will use a variety of graphics, color, text, style, and such on their
computer poster and brochure.
The
student will apply persuasion principles of political campaigns, party
ideology, and American individualism to their original campaign.
VA S.O.L. Objective:
12.10
The
student will explain and give current examples of how political parties, interest
groups, the media, and individuals influence the policy agenda and decision
making of government institutions.
12.11
The
student will describe campaigns for national, state, and local elective office,
including . . . the influence of media coverage, campaign advertising, and
public opinion polls.
12.12
The Lesson Plan:
While
studying a unit on political campaigning, the Government students will apply
their knowledge and create their own, original political campaign. In groups of two to three (computer
availability will determine the size of the groups), the students will
collaboratively work together on this Constructivist approach to teaching
campaign strategies, political ideology, and current American government. Students will also increase their
computer skills by designing their group campaign poster and brochure on
Microsoft Word and drawing programs.
Computers
naturally fit into this lesson plan and are necessary to use. The computers allow students to design graphically
a campaign poster and brochure. Only
computers provide a drawing program for an original symbol, color scheme, and
graphics. Microsoft Word can
easily set up a page layout for either a poster or brochure. Admittedly, the posters and brochures
could be done by hand, but not with the same quality. In addition, revisions can be made so quickly and neatly on
the computer.
The
students must create a political party.
The party will need a name, agenda, platform, ideology, slogan, color
scheme, symbol (like the Democratic donkey), and a perceived constituency (such
as soccer moms or blue-collar workers).
The ideals of the parties are up to the student; however, the teacher should
approve of the party to maintain a focus on government theories. The parties can be moderate, extreme,
nationalistic, local, focused on a particular cause, and such. Allow the students to use their
creativity.
The
brochures and posters must have a color scheme, written platform, picture,
symbol, graphics, and such. The
poster will measure 8½ by 14, and the brochures will be a three fold (3
sides on front, 3 sides on back) and measure 8½ by 11. The brochure must have a cover,
graphics, persuasion rhetoric, and contacts on the back. The inside of the brochure must contain
one page of text describing party name, ideology, a slogan, and
constituency. The two other inside
pages must discuss the individual candidate’s characteristics,
background, family, and platform.
Once the brochure
and posters are completed, the groups will present their campaign orally to the
class. Each
‘candidate’ will have five to ten minutes to explain their party,
show their work, and try persuading fellow classmates to vote for them. Every student is responsible to present
part of the argument. Presenting
and explaining posters, propaganda in any medium, visual aids, and such does
count as participation. To ensure participation within the group, the students
will assign grades for themselves.
Each individual will assign themselves and every other member of the
group a grade for participation and an explanation for that grade. At the end of the presentations, the
class will vote one group into office.
The
lesson should take about a week to accomplish. On Monday, the teacher should introduce the project,
objectives, and directions. Then
the class will be divided into groups to brainstorm their party and campaign
strategies. On Tuesday, the groups
should work together for forty-five minutes, setting up the party and candidate
characteristics, writing the brochure text, and brainstorming visual aids. Wednesday and Thursday should be spent
in the school computer lab working on the actual design of the campaign. On Friday, the groups must present
their campaign to the class. The
class will vote for their favorite candidate. Finally, the class will discuss the campaign process, what
persuaded them, and what they learned about the political process and power of
the media.
Motivators:
The
campaign lesson plan should be interesting, fun, and intrinsically motivating
to the students. This lesson plan
demands creativity, enthusiasm, and application of knowledge on behalf of the
students. The students should rise
to the challenge of the hands-on project and produce a wonderful political
campaign. The students should be
intrinsically motivated by the project because of its hands-on nature,
opportunity for them to creatively express themselves, and its coverage of
several intelligences. Dale
Parnell, along with several other educational theorist, believe that learning
must be hands-on and Constructivist for students to be interested in the
material and to increase learning.
Students are able to make campaigns and principles of government
meaningful to their individual lives through this lesson. High school students in general love to
express themselves. This project
provides a medium for students to express their political viewpoints as well as
creative advertising/ campaigning.
The project allows opportunities for writing, artwork, debating,
persuasion, advertising, and computer skills. Therefore, just about all of Howard Gardner’s Seven
(plus) intelligences are covered.
From my experience teaching a course on computer instruction, students
today seem to honestly enjoy working on computers. Students in general, like how computers can manipulate and
create images, text, etc. Most
students today also have a fair grasp of word processing. Therefore, the students will not be
overwhelmed with a difficult computer program, but instead will be able to jump
right in and create masterpiece political campaign brochures and posters!
Rubric:
The
rubric for grading the computer-based political campaign is as follows:
Total
points 100:
10 points for group evaluations by students. Students will assign other members
of
their group and themselves a grade and an
explanation for that grade.
25 points for
participation (including group presentation)
30 points for
poster
34 points for the
brochure
1 point for voting – working
towards citizenship!
|
|
A |
B |
C |
D |
F |
|
Group
Evaluations |
All
group members state participation, cooperation, and work. |
Most
members state participation, cooperation, and work. |
Half
the members state participation, cooperation, and work. |
Few
members state participation, cooperation, and work. |
Members
all state no participa-tion. |
|
Participation |
Student
actively involved, working, and adding to the group at all 5 mandatory
meetings/ work sessions.
Involved in the presentation. |
Student
actively involved, working, and adding to the group at 4 meetings. Involved in the presentation. |
Student
actively involved, working, and adding to the group at 3 meetings. Involved in the presentation. |
Student
involved, working, and adding to the group at 2 meetings. Involved in the presentation. |
Not
involved. |
|
Poster |
Clear
party ideology/ platform with a slogan, party name, and logo. Organized, and persuasive rhetoric, party arguments
listed, and individual characteristics developed. Graphic design, original drawing used, color scheme, and
party symbol. |
Clear
party ideology/ platform with a slogan, party name, and logo. Organized, party ideals and
individual characteristics listed.
Graphic designs, color, symbol. |
Clear
party ideology/ platform with party name. Party and individual rhetoric. Color and symbol. |
Party
name, some ideology. Used Word. |
Covers
very little or does not present. |
|
Brochure |
Covers
campaign ideology, clear argument and platform, with individual
characteristics as evidence.
Organize and good grammar.
Uses party slogan and logo.
6 fold brochure. |
Covers
campaign ideology, lists argument and platform, with individual
characteristics as evidence. Uses
party slogan and logo. 6 fold
brochure |
Covers
campaign ideology, notes an argument or platform, with individual
characteristics as evidence. Uses
party slogan. 6 fold brochure |
Covers
some points. 6 part brochure. |
Covers
very little points. |