Social Studies Education--Examining Issues in a Democracy

IN A DEMOCRACY

Grade Level: 9-12

Description:

This lesson was developed by Brent Brayko and Pat Hinckley to help students apply their knowledge of the institutions/organizations of the federal government to current issues. Democratic Citizenship is a required nine-week course taught during a block schedule at 11th grade in Ashwaubenon High School, Green Bay, Wisconsin. Prior to this course, students have completed courses in American Heritage and 20th Century history and will follow this with a course in Global Issues and Citizenship.

Political Science and Citizenship Performance Standards from the Wisconsin Model Academic Standards for Social Studies:

C.12.5 Analyze different theories of how governmental powers might be used to help promote or hinder liberty, equality, and justice, and develop a reasoned conclusion.

C.12.6 Identify and analyze significant political benefits, problems, and solutions to problems related to federalism and separation of powers.

C.12.8 Locate, organize, analyze and use information from various sources to understand an issue of public concern, take a position, and communicate the position.

C.12.9 Identify and evaluate the means through which advocates influence public policy.

C.12.10 Identify ways people may participate effectively in community affairs and the political process.

C.12.11 Evaluate the ways in which public opinion can be used to influence and shape public policy.

Behavioral Science Performance Standards:

E.12.4 Analyze the role of economic, political, educational, familial and religious institutions as agents as both change and continuity, citing current and past examples.

E.12.6 Analyze the means by which and extent to which groups and institutions can influence people and events in both historical and contemporary settings.

E.12.9 Defend a point of view related to an ethical issue.

E.12.14 Use the research procedures and skills of the behavioral sciences (such as gathering, organizing, and interpreting data from several sources) to develop an informed position on an issue.

Evidence - Students can:

Summarize the issue and related concepts of democracy including liberal and conservative views of an issue.
Analyze the political party and interest group view of the issue.
Examine the current and proposed legislation and executive agencies that deal with the issue.
Determine how the courts have dealt with the issue.
Construct a position paper that includes a final analysis of the issue and proposes the role of the government.

Concepts/Key Ideas:

Power, government

Instructional Activities:

The student will examine an important issue facing the United States today through many different perspectives throughout the term to learn about how citizens can influence policy making and how the institutions of the federal government make, enforce, and interpret policy. The goal is to determine what the role of government should be in this issue. This project will help students examine issues facing America in the future and develop a personal position on the best course of governmental action.

Students should be engaged in a brainstorming session on current issues/problems in America today. (Examples: abortion, drug policies, legalization of marijuana, school violence, driving laws, school choice, death penalty, immigration restriction, gun control, tax reform, social security, tobacco, gay rights, minority rights, school prayer, gambling, censorship . . .).

Have students choose a topic that interests them. (This can be done individually or with partners.)

Give each group a file folder to keep their findings in for the term.
Hand out General Internet Sites, the student introduction, and Portfolio Form #1. (Suggestion: Hand out each task separately instead of one big packet at the beginning.)
Give them some internet or library time to begin research for the summary of their issue.

The following forms for the issues should be spread out on separate pages: See Perrier Bottling Plant as an example of an issue portfolio.

Issue Portfolio - Form 1 - Summary/concepts of democracy/political thought

Name

Due date

Issue

Summary of issue (basic sketch of background and current status)

Issue Portfolio - Form 2 - Political party/interest group involvement

Name

Due Date

Political party positions on issue (any key leaders mentioned?)

Republican

Democrat

Third party

Interest groups involved in debate on this issue (and their position!)

Choose one interest group involved in the issue and analyze in greater depth

Name of Interest Group:

Type:

Address/phone number:

Internet address

Goals/mission/purpose of this group

Issues of concern

Specific legislation (past or currently being worked on)

Is this group more liberal or conservative? Justify your opinion!

If available, how much money has this group spent on lobbying efforts

Issue Portfolio Form 3 - Existing and pending legislation/executive branch

Websites to Get Started
http://thomas.loc.gov/home/textonly.html Excellent!
www.senate.gov/
www.av.qnet.com
www.law.cornell.edu/statutes.html
www.clerkweb.house.gov/
www.congress.org

Names

Due date

Issue

Current (already exists) legislation (or constitutional amendments) related to the issue

Proposed bills related to the issue (indicate whether state or federal)

Which level of government should deal with the issue and why

Answer the following questions for the level of government most appropriate (national, state, or local)

Cabinet department that would deal with issue

Other executive agency that might deal with issue (and their positions including any reaction to legislation proposed or existing)

Chief executive's feelings on issue

Issue Portfolio - Form 4 - The issue and the courts

Names

Due Date

Issue

What decisions have been made by either federal or state courts related to the issue?

What cases are currently being considered by either the federal or state courts related to the issue?

If the bill as the student proposed it in the "bill to law" project became law, would there be a challenge to it in the courts on constitutional grounds? Explain. What group might bring the law suit and why? (If are interested in what the "bill to law" project entails, please email
bbrayko@ashwaubenon.k12.wi.us)

Use the following websites as a starting point in your research:
- The United States Federal Supreme Court cases websites
- The State of Wisconsin Supreme Court cases websites
Issue Portfolio - Form 5 - Final analysis

Throughout the course of this class, you have been analyzing an issue currently facing the United States. You have looked at this issue from many different perspectives. In approximately two pages, in essay format (introduction with thesis, body, and conclusion), give your final thoughts on the role of government in your issue. You will be evaluated using the following criteria on a scale from 0 to 10 for each: (0 being the lowest level of proficiency demonstrated, 10 being mastery).
1. Basic overview
2. Differing viewpoints
3. Liberal/conservative views
4. Government's current role (levels and branches)
5. Evaluation of role of government

Your Task

Start with a basic overview of what you have learned about your topic.
Then, discuss the different perspectives you have seen in regards to your topic. What have been some of the different viewpoints? What might be the conservative view and the liberal view? What is your view?
Next, discuss how the government has been dealing with the issue. What level(s) of government - national, state, and/or local and which branches of government?
Conclude with your opinion on how this issue should be dealt with. What level of government? What branch? Be specific. Are new laws needed or just better enforcement of the existing ones? Amendment to the Constitution? More regulations? Less? Perhaps government should not be dealing with your issue - if not, who should? Is there anything you, as a citizen, could do?

One of the cornerstones of a healthy democracy is an informed citizenry. By completing this final analysis, you will have proven that you are on your way to becoming a valued member of this democracy by being able to examine issues critically so that you can better make informed decisions.

Contact: Michael George, phone 608-266-2364

For questions about this information, contact Beth E. Ratway (608) 266-2207

Last updated on 2/25/2008 1:42:52 PM