It's my party, and I'll win if you'll 'lect me!
OAK PARK MIDDLE MIDDLE
|Learning how the election process works will become evident as
students take constituent surveys, create campaign material, and
give persuasive speeches to their peers about relevant issues in
Duration: [6-8] 45-minute classes
- Civics: Citizenship and Government
Students develop an
understanding of the structure and purposes of government, the
foundations of the American democratic system, and the role of
the United States in the world, while learning about the
rights and responsibilities of citizenship.
explaining major ideas about why
governments are necessary and evaluating competing positions
on the purposes government should serve;
describing the organization and
major responsibilities of local, state, and national
explaining how public policy is
formed, debated, and carried out at local, state, and national
analyzing democratic processes
used to institute change;
analyzing the necessity and
purposes of politics and government and identifying examples
of programs that fit within those purposes;
- Structure and Purposes of Government
Explain and evaluate the
major purposes of government
Describe ways by which
public policies are formed, including the role of lobbyists,
special interest groups, and constituents
- Foundations of the American Political System
AnalExplain how changes are
made in a democratic society
Analyze how the democratic
process has been used to institute change in Louisiana
- English/Language Arts : Standard 2
Students write competently for a
variety of purposes and audiences.
- Demonstrate the operations of a computer (e.g.,
touch-keyboarding skills, save, organize and back-up files)
and other peripheral devices (scanner, digital and video
cameras, VCR, laser disc player) at an intermediate level.
- Compose and edit a multi-page document with appropriate
formatting using word-processing skills. (e.g., menu, tool
bars, dialog boxes, spell check, thesaurus, page layout,
headers and footers, word count, margins, tabs, spacing,
columns, page orientation)
- Use information, media, and technology in a responsible
manner which includes following the school's acceptable use
policy, adhering to copyright laws, respecting the rights of
others, and employing proper etiquette in all forms of
- Use multimedia tools and desktop publishing to develop and
present computer-generated projects for directed and
independent learning activities.
- Communicate information using spreadsheets and databases to
visually represent data and integrate into other documents
(e.g., entering data, formatting using formulas, analyzing
data, and sorting).
The student will:
Identify generally accepted beliefs of national political
Surey peers or staff concerning issue(s) they have been
Analyze the importance of issues facing schools and
Decide how they would get other students to support a
generally accepted view on a topic/issue;
Communicate to their constituents (peers), through their
presentations, their evaluation of the issue and their reasons for
Materials and Resources:
Handouts and teacher resource material are supplied elsewhere in
the lesson. Teacher should print Topic Cards on cardstock. Also
print plenty of survey sheets, ballots and lyric sheets.
Tools and Materials:
Computer(s) with internet
PaintShop or other art programs
Some students may also want to use MS Publisher or other software.
•It's My Party Midi
•Huey Long singing Every Man a King
•It's My Party Midi (alt. site)
Students should have a basic working knowledge of political
campaigns. They also need general knowledge of the three branches
of government, the various levels of government [local, parish,
state, national] and where ideas for laws begin and how they
filter up the governmental ladder.
Do students (democrats) and adults (republicans) have different
opinions of the topics?
How do you convince the opposite group to vote for the other
What topics do you think would interest both students and staff?
DAY ONE – Teacher will spend the first day discussing the
basic difference between political parties, general beliefs, how
platforms are created using surveys of their constituents, and the
role of their constituents by using attached Party Power-Point.
Explain that students will draw party affiliation and political
issues out of a hat. Instead of using national issues they will
use local school level issues such as uniforms, lunchroom menus,
class time schedules, arrival/leave times, lunch times, class
requirements, earrings on boys, paper-towels/soap in the
rest-room., testing (LEAP), and lack of dances. Explain that they
will interview other students or faculty which will represent
their constituents. (Teacher should change cards based on
“hot” topics for their own school)
Draw cards then hand out constituents survey form. Have students
write their survey topic on the top of a survey sheet. Collect
topic cards. Some students will survey students (Democrats), half
surveying boys, half girls. Others will survey faculty staff
(Republicans) half men, half women.
"Democrats" will represent the student population
whereas the "Republicans" will represent the
DAY TWO – Between day one and day two students should
interview various student/adult constituents and use those
findings towards their “side” or argument for their
‘campaign’. They will complete survey forms before coming to
class on day 2.
In class, teacher should explain that students will create a
campaign slogan concerning their issue, campaign poster/sign,
flyer about themselves and their “issue”, create a song such
as Huey Long’s “Everyman a King” (use video clip) using
“It’s My Party” midi (the line must be “It’s my party
and I’ll win if Ya ‘lect me”).
Show video clip of Huey Long singing his song then play
You might want to put all “Republican” students on side of the
room and “Democrats” on the other so that they can compare
notes as to faculty vs students.
Once students have their campaign ideas together, allow them to
create their presentation material/posters/flyers on Day
three/four. Day five can be used for working on their Power-Point
material to be used during their oral presentation.
In my classroom students have access to computers all hour,
therefore many will choose to do their flyer in MicroSoft
Publisher, their flyers in MicroSoft Word, and or compile survey
data in Excel.
DAY THREE - Check to see that all students have survey
forms completed. Give them time to work on campaign materials.
(Song should be worked on outside of class – explain where
students can locate an internet copy of the “Party” midi file)
Students should create persuasive materials that would convince
all students to “vote” for their proposal. Their proposal
should be based solely on what their constituents want. Depending
on class size, unfinished work becomes home assignments. With
smaller classes you may be able to allow more or less in-class
Note: Campaigns should represent the feelings of their
constituents not their own personal beliefs.
DAY FOUR Final day of campaign material work. Students will
begin presentations on days five/six.
DAY FIVE In either a computer lab, individual classroom, or
home have students create a power-point respresenting the view
that their constituents. This PPt will be shown as the student
does his/her presentation.
DAY SIX/SEVEN - Allow students three minutes to make their
presentations. Do both presentations (Dems & Rep) of an issue
back to back.
DAY EIGHT - Voting day. Give students a copy of ballot form
and allow time to vote. Then allow students to tally votes for
each class. Class ballots will represent “district” votes. All
Classes will represent the total “state” vote.
Student projects may be assessed according to accuracy of
presenting candidates' stand on topic assigned, the clarity of
presentation and creativity. A superior project would demonstrate
an in-depth understanding of considered issue and their probable
impact on voter decision-making.
A rubric has been supplied for students to self-grade their work.
Based of the individual students IEP you might:
Allow students to peer tutor or pair up with a stronger or
Allow two students to choose a single topic and do survey together
as a team.
Assign an easier topic to a particular student
by Greg English
Allow students who would like to survey students/adults on a
"real" issue or current topic to read the newspaper or
watch the news and create their own "Hot Topic".
(Locally, students can watch KPLC TV's Sunrise morning show where
they hav a daily 'Hot Topic')
Lessons are always better once I try them out in my own classroom.
It allows me time to work out the "bugs" and kinks.
Without field testing an MC lesson is just an idea without the
'meat and bones'.