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