Glenn Hall, Las Cruces High School, Las Cruces, NM
POLITICAL ISSUES AND OPINIONS
Appropriate for grades 8-12.
OVERVIEW: The study of United States history is bound to force
one's attention on political parties and issues. American
political parties have appeared, changed, disappeared, and
reappeared over the past 200 years, but we can at least identify
the two main political factions of the twentieth century. U.S.
history courses also offer the students a chance to assess their
position on the political spectrum.
PURPOSE: The purpose of the activity is for students to choose a
stance on several political issues. Based on their responses and
discussion of "liberal" and "conservative" students will be able
to align themselves with a political faction.
OBJECTIVES:
1. Students will become aware of political issues and argument.
2. Students will be able to weigh political issues and establish
priorities.
3. Students will be able to understand generalizations
concerning democrats and republicans.
ACTIVITIES: The following list of political statements should be
handed out to the students. Each statement will be addressed from
both (of several) points of view. Teacher may wish to lead the
discussion on both sides of the issue or can ask for volunteers.
It is necessary to remember, however, that this is not designed to
start a riot but to get a sampling of political impressions. It
is also best to eliminate the terms "liberal", "conservative",
"democrat", or "republican" from the discussion because they might
otherwise lock some students into an opinion. After a statement
has been addressed, the student simply circles whether they agree
or disagree with the statement. Complete discussion on as many
issues as time allows.
* Be aware that student debate at this point might inhibit or
alter personal decision making.
Indicate beneath each statement whether you agree or disagree with
the statement and whether it is the statement of a conservative or
a liberal:
1. The best way to improve economic problems is to reduce
government regulation and intervention.
AGREE DISAGREE LIBERAL CONSERVATIVE
2. Taxes should be raised in order that the federal budget
deficit could be reduced.
AGREE DISAGREE LIBERAL CONSERVATIVE
3. We should cut federal spending on health, education, and
welfare in order that the budget deficit could be reduced.
AGREE DISAGREE LIBERAL CONSERVATIVE
4. We should cut federal spending on the military in order that
the budget deficit could be reduced.
AGREE DISAGREE LIBERAL CONSERVATIVE
5. Economic considerations (jobs) should take priority over
environmental concerns (government regulations).
AGREE DISAGREE LIBERAL CONSERVATIVE
6. The federal income tax needs to be improved by cutting out
tax loopholes which aid the wealthy and big business.
AGREE DISAGREE LIBERAL CONSERVATIVE
7. The federal government should provide tuition aid to parents
of students in private schools.
AGREE DISAGREE LIBERAL CONSERVATIVE
8. Money for federally subsidized student loans should be cut.
AGREE DISAGREE LIBERAL CONSERVATIVE
9. Affirmative action regulations should be eased.
AGREE DISAGREE LIBERAL CONSERVATIVE
10. The U.S. should ratify the Equal Rights Amendment.
AGREE DISAGREE LIBERAL CONSERVATIVE
11. Busing should be banned as a tool to achieve racial
integration.
AGREE DISAGREE LIBERAL CONSERVATIVE
12. The price of natural gas should be controlled by the
government.
AGREE DISAGREE LIBERAL CONSERVATIVE
13. The government should require the registration of handguns.
AGREE DISAGREE LIBERAL CONSERVATIVE
14. The death penalty should be abolished.
AGREE DISAGREE LIBERAL CONSERVATIVE
15. The U.S. should tighten immigration restrictions (legal
immigration).
AGREE DISAGREE LIBERAL CONSERVATIVE
16. The U.S. should punish aggression by the Soviet Union with
economic sanctions.
AGREE DISAGREE LIBERAL CONSERVATIVE
17. The U.S. and the Soviet Union should negotiate a nuclear
freeze.
AGREE DISAGREE LIBERAL CONSERVATIVE
18. The U.S. is spending too much on defense.
AGREE DISAGREE LIBERAL CONSERVATIVE
19. Human rights should be a factor in determining what nations
receive U.S. military aid.
AGREE DISAGREE LIBERAL CONSERVATIVE
20. The U.S. should defend dictatorial governments from
communist-backed revolts if those governments are friendly to
the U.S.
AGREE DISAGREE LIBERAL CONSERVATIVE
21. The U.S. should send military aid to Taiwan.
AGREE DISAGREE LIBERAL CONSERVATIVE
22. The U.S. should support an independent Palestinian state.
AGREE DISAGREE LIBERAL CONSERVATIVE
23. The U.S. should turn to protective tariffs to protect
American industry and American jobs.
AGREE DISAGREE LIBERAL CONSERVATIVE
24. The U.S. should trade with all nations including communist
nations.
AGREE DISAGREE LIBERAL CONSERVATIVE
25. The U.S. should resume the draft.
AGREE DISAGREE LIBERAL CONSERVATIVE
LIBERAL:
CONSERVATIVE:
Scoring: Now go back to statement number one and inform the
students whether a liberal or conservative would most be likely to
make that statement. To complete the scoring, have the students
keep a tally score according to whether they agree or disagree
with the type of person making the statement. (Ex: If the
student agrees with a conservative statement, the student puts a
mark next to "CONSERVATIVE" at the bottom of the page; if the
student disagreed with the conservative statement, a point should
be marked next to "LIBERAL" and so on).
Follow up activities:
1. Have the students look back at what conservatives support and
do not support on the survey and come up with a platform for the
Republican Party: The same can be done for the Democrats. This
can be a group activity if desired-- having all the "Liberals"
from the survey working on the Democratic Platform and the
"Conservative" on the Republican Platform.
2. Use student results to introduce the political spectrum (as
if you didn't already know who the radicals were). Draw the
straight-line spectrum the length of the
chalkboard and either put the students next to their respective
number of liberal or conservative points (which ever is largest
for that person) or put their initials. It might also be possible
to teach the circular political spectrum by using the radicals and
reactionaries in the class.
RESOURCES/MATERIALS NEEDED: None needed.
TYING IT ALL TOGETHER: Most U.S. history classes spend at least
some amount of time discussing current events. A student's
awareness of the issues and interest in everyday affairs can be
increased by having a "side" to root for. Most importantly, it
gives students the chance to become intelligent voters-- a must
for a democracy. This perhaps can be the most important lesson
taught all year.
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John Kurilecjmk@ofcn.org