Unit 3 Resources Political Parties and Interest Groups3+Resources.pdf · Political Parties and Interest Groups ... Guided Reading Activity 11-2 ... Unit 3 Resources Political Parties

Unit 3 Resources

Political Partiesand Interest Groups

Chapter 9 Political Parties and Politics

Chapter 10 Voting and Elections

Chapter 11 Influencing Government

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Source Credits: page 5: www.fec.gov; page 75: www.people-press.org

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To the Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v

Unit 3 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Citizenship and Decision-Making Activity 3 . . . . . . . . . . . . . . . . 3

Economics Activity 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Reading Skills Activity 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Speaking and Listening Skills Activity 3 . . . . . . . . . . . . . . . . . . 9

Enrichment Activity 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Primary Source Reading 3-A . . . . . . . . . . . . . . . . . . . . . . . . 15

Primary Source Reading 3-B . . . . . . . . . . . . . . . . . . . . . . . . 17

Chapter 9 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Content Vocabulary Activity 9 . . . . . . . . . . . . . . . . . . . . . . . 21

Academic Vocabulary Activity 9 . . . . . . . . . . . . . . . . . . . . . . 22

Biography Activity 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Writing Skills Activity 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Critical Thinking Skills Activity 9 . . . . . . . . . . . . . . . . . . . . . 27

Chart, Graph, and Map Skills Activity 9 . . . . . . . . . . . . . . . . . 29

Differentiated Instruction Activity 9 . . . . . . . . . . . . . . . . . . . . 31

School-to-Home Connection 9 . . . . . . . . . . . . . . . . . . . . . . . 33

Reteaching Activity 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Chapter 9 Section Resources . . . . . . . . . . . . . . . . . . . . . . . . . 36Guided Reading Activity 9-1 . . . . . . . . . . . . . . . . . . . . . . . . 37

Guided Reading Activity 9-2 . . . . . . . . . . . . . . . . . . . . . . . . 38

Chapter 10 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Content Vocabulary Activity 10 . . . . . . . . . . . . . . . . . . . . . . 41

Academic Vocabulary Activity 10 . . . . . . . . . . . . . . . . . . . . . 43

Biography Activity 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Writing Skills Activity 10 . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Critical Thinking Skills Activity 10. . . . . . . . . . . . . . . . . . . . . 51

Chart, Graph, and Map Skills Activity 10. . . . . . . . . . . . . . . . . 53

Differentiated Instruction Activity 10 . . . . . . . . . . . . . . . . . . . 55

School-to-Home Connection 10. . . . . . . . . . . . . . . . . . . . . . . 57


Chapter 10 Section Resources . . . . . . . . . . . . . . . . . . . . . . . . 60Guided Reading Activity 10-1 . . . . . . . . . . . . . . . . . . . . . . . 61

Guided Reading Activity 10-2 . . . . . . . . . . . . . . . . . . . . . . . 62


Chapter 11 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Content Vocabulary Activity 11. . . . . . . . . . . . . . . . . . . . . . . 65

Academic Vocabulary Activity 11 . . . . . . . . . . . . . . . . . . . . . 67

Biography Activity 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

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Writing Skills Activity 11 . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Critical Thinking Skills Activity 11. . . . . . . . . . . . . . . . . . . . . 73

Chart, Graph, and Map Skills Activity 11 . . . . . . . . . . . . . . . . . 75

Differentiated Instruction Activity 11 . . . . . . . . . . . . . . . . . . . 77

School-to-Home Connection 11. . . . . . . . . . . . . . . . . . . . . . . 79


Chapter 11 Section Resources . . . . . . . . . . . . . . . . . . . . . . . . 82Guided Reading Activity 11-1 . . . . . . . . . . . . . . . . . . . . . . . 83



Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

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Unit ResourcesGlencoe’s Unit Resources are packed with activities for the varied needs of all

of your students. They include the following activities:

Citizenship and Decision-Making Activities

These activities are designed to involve students in grassroots community projects that may have national or international implications. The service-learning projects help students understand how civic participation affects their lives on a daily basis.

Economics Activities

These interdisciplinary activities help students understand the influence of economics on the world around them. Students are familiarized with economic terms and principles as they apply to current situations and events.

Reading Skills Activities

These reinforcement activities correspond to the reading skill lessons presented in each unit of the student text. The worksheets emphasize identification of word meanings and provide visual and kinesthetic reinforcement of vocabulary words.

Speaking and Listening Skills Activities

These unit-level activities provide practical applications of oral or auditory English language conventions. Students are given instructions on various speaking and listening skills and asked to apply these skills to civics content. Examples of speaking and listening skills include organizing and summarizing information, delivering presentations, and reciting text.

Enrichment Activities

These activities extend concepts presented in each unit by encouraging students to conduct independent research and write materials such as presentations and essays. Each activity provides background information and a challenging activity, and allows students to gauge their progress through the use of project-specific self assessment checklists.

Primary Source Readings

These activities allow students to “see” civics concepts through the eyes of those who have influenced political ideas, worked in government, and lived through changes in civic participation. Each selection is preceded by an introduction and a guided reading suggestion and is followed by questions that allow students to analyze and interpret the material.

Content Vocabulary Activities

These review and reinforcement activities help students master unfamiliar content terms used in the student text. The worksheets emphasize identification of word meanings and provide visual and kinesthetic reinforcement of vocabulary words.

Academic Vocabulary Activities

Knowledge of academic words, combined with continued acquisition of general words, significantly boosts student comprehension of academic texts. These activities provide explicit instruction in word parts, word relationships, grammar, and other lexical information.

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Biography Activities

These biographic sketches of contemporary and historic figures expose students to a diversity of civics topics and to the real-world application of those topics. Questions emphasize the role of individuals in shaping government and politics.

Writing Skills Activities

These activities help students develop and practice writing skills. They are designed to help students not only increase their writing skills, but also enable them to apply, relate, interpret, analyze, compare, organize and write about civics facts and concepts.

Critical Thinking SkillsActivities

Critical thinking skills provide students with the tools to live and work confidently in an ever-changing world. These activities show students how to use information to make judgments, develop their own ideas, and apply what they have learned to new situations.

Chart, Graph, and Map Skills Activities

Students interpret and organize information in charts, graphs, and maps. These activities stimulate critical thinking abilities and help students learn visually.

Differentiated Instruction Activities

These activities provide an opportunity to address different types of classroom learners. Teaching strategies offer activities for these differentiated learning styles: English Language Learners, Gifted and Talented, Special Needs, Logical/Mathematical, Verbal/Linguistic, Kinesthetic, Interpersonal, and Intrapersonal.

School-to-Home Connection

These activities extend students’ classroom learning. Working with a partner at home, students confirm their comprehension of ideas from the text and identify Big Ideas.

Reteaching Activities

These activities allow students to reinforce their comprehension of key concepts presented in the text. Students use tools such as graphic organizers and matching lists to identify and organize information.

Guided Reading Activities

These activities aid students who are having difficulty comprehending the student textbook. Students answer a series of sequential questions designed to help them identify, organize, and understand key concepts from their reading.

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Unit 3 ResourcesPolitical Parties and Interest Groups

Citizenship and Decision-Making Activity 3Vote for Me! 3

Economics Activity 3Campaign Finance 5

Reading Skills Activity 3Summarizing Information 7

Speaking and Listening Skills Activity 3Evaluating Credibility 9

Enrichment Activity 3Political Party Platforms 13

Primary Source Reading 3-A1972 Presidential Campaign Commercials 15

Primary Source Reading 3-BGeorge W. Bush’s War Speech Reaction Poll 17

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Background

The United States holds national elections every two years. Different government positions have different term lengths; therefore, not all positions are open at each election. Members of the House of Representatives serve two-year terms. Senators serve six years. The president has a four-year term.

State and local elections follow different schedules, each determined by the individual state, county, or municipality. State and local elections are held for local leaders. Sometimes state or local election ballots allow citizens to vote on proposed state or local laws.

Questions to Consider

Directions: Answer the questions on a separate sheet of paper.

1. Contrasting Refer to your textbook. What is the difference between an

initiative, a proposition, and a referendum?

2. Making Connections What voting trends can you identify in the chart below?

3. Defending What could you say to convince a person of the importance of voting?

Statistics indicate that education may be a factor in determining whether a person votes. According to the U.S. Census Bureau, in the 2004 presidential election only 39.8 percent of the people who had not graduated from high school voted. This number was significantly lower than the percentage of high school and college graduates who voted: 56.4 percent and 77.5 percent, respectively.

Your Task

Learn how to run a successful election campaign.

Vote for Me!

CITIZENSHIP AND DECISION-MAKING ACTIVITY 3

An important responsibility of U. S. citizens is to vote. Voting allows citizens

to choose the people who will create and enforce the laws. Elections take

place at local, state, and national levels of government.

Why It Matters

Voter Turnout in Presidential Elections 1992–2004

YearNumber of People

of Voting AgeNumber of

Registered VotersVoter Turnout

Percentage Registered that Voted

1992 189,044,500 133,821,178 104,405,155 78.0%

1996 196,511,000 146,211,960 96,456,345 66.0%

2000 205,815,000 156,421,311 105,586,274 67.5%

2004 221,279,989 177,265,030 121,862,353 68.7%

Source: United States Election Assistance Commission

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(continued)

How to Do It

Work with a small group of classmates to plan an election campaign. Follow the steps below.

1. Choose a local office such as mayor, city council member, or county commissioner.

2. Study the issues that face a person holding that office and decide your group’s position on the issues.

3. Decide how you want to present your candidate to the public. Is your candidate conservative or liberal? To which political party does the candidate belong?

4. Create a 30-second radio or television campaign ad for your candidate. Your ad should establish your candidate’s credentials, relay the candidate’s position on important issues, and encourage citizens to vote for your

candidate. Incorporate some of the persuasive techniques from the chart below in your advertisement. Write an audio script for the radio spot or draw storyboards for the television commercial. If you have the necessary equipment, you may wish to record your ad.

5. Share your completed ad with the class.

Follow-Up ActivityInterview someone who has run for a

local office or someone who has worked on a candidate’s campaign. Ask the following questions:

1. Why did you decide to run for office? (or Why did you decide to work on this campaign?)

2. What challenges did you face?

3. What advice would you give someone who is thinking about running for office?

Vote for Me!

CITIZENSHIP AND DECISION-MAKING ACTIVITY 3

Persuasive Techniques

Technique Description

Emotional Appeal Appealing to the emotions of the listener or viewer—anger, fear, happiness, and so on

Rhetorical Question

Asking a question for which no answer is required, implying that the answer is obvious

Repetition Repeating a word or phrase throughout the message for special emphasis or effect

Testimonial Using the words or endorsement of a famous person to convey your message

Bandwagon Encouraging people to join those who already support your candidate

Analogy Making comparisons between your candidate or cause and something else that is either good or bad

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People choose to spend money in a variety of ways. These economic choices are often based on their personal preferences. One way in which individuals might choose to spend their money is by making contributions to political candidates and campaigns.

Most of the money used to pay for campaigns comes from private sources. These sources can include citizens, corporations, interest groups, and political action committees. In recent years, reforms in the federal government have instituted major changes in the way political campaigns in the United States are financed.

The Bipartisan Campaign Reform Act of 2002 placed limits on the amount of money that people could donate to

candidates and political parties each year. For instance, in 2005 and 2006, an individual citizen could contribute a maximum of $2,100 to the campaign of a particular candidate. The maximum amount an individual could contribute to a national party was $26,700.

One of the goals of this legislation was to force candidates and political parties to finance their campaigns by relying on smaller donations from a larger number of individuals and groups. Another goal was to reduce the influence over candidates and parties that donors could gain by making a large contribution.

The chart below shows how several candidates in the 2006 election financed their campaigns.

Campaign Finance

ECONOMICS ACTIVITY 3

2006 Midterm Election Campaign Contributions

George Allen Republican

*James Webb Democrat

James Talent Republican

*Claire McCaskill Democrat

State Representing

Virginia Virginia Missouri Missouri

Individual Contributions

$9,740,852 $5,377,901 $7,945,132 $7,229,252

Nonparty Sources (e.g., PACs)

$2,723,881 $347,426 $3,072,041 $862,235

Party Committees

$38,300 $43,250 $35,000 $51,790

Other $1,081,107 $216,500 $1,163,067 $419,375

Total Receipts $13,827,747 $6,087,052 $12,403,944 $9,124,019

*Winner of election.

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(continued)

Campaign FinanceDirections: Answer the questions below in the space provided.

1. Stating Why is the decision to contribute to a political candidate or party considered an economic choice?

2. Computing How much would a person spend if he or she donated the maximum amount possible to both a candidate and a national party?

3. Explaining Explain how the Bipartisan Campaign Reform Act of 2002 works to reduce the political influence of wealthy individuals and groups.

4. Identifying According to the table, which candidate received the greatest amount of money from his or her party?

5. Identifying According to the table, which candidate collected the least in total contributions?

6. Naming According to the table, which two candidates received the most support from nonparty sources, such as PACs?

7. Concluding According to the table, in comparing the contributions collected by each candidate, does the total amount of money collected have any influence on the winner of the campaign? Why or why not?

ECONOMICS ACTIVITY 3

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Summarizing Information

Learning the Skill

Have you ever read something and then explained it briefly to a friend? When you did that, you were summarizing. Summarizing information—reducing many sentences to just a few well-chosen phrases that cover the key points—helps you clarify and remember main ideas and important facts in a longer passage. A summary is always shorter than the original text because a summary includes only the most important information.

Use the following steps to summarize what you read:

Identify the main idea or the focus of the passage by asking what the text is mainly about. Clues may be found in the title, in the headings, or within the topic sentence of the text itself.

Ask who, what, where, when, and how questions about the material. Although there may not be material for each question, categorize key details under the questions that can be answered.

Discard non-key facts or details and sort multiple examples under one category, such as “third parties” or “mass media,” instead of listing each example by name.

Check the length of your summary. If it is nearly as long as or longer than the original text, you have included too many details. Revise your summary to make it more concise.

Practicing the Skill

Directions: Read the passage below about the roots of political parties in the United States from Chapter 9 of your textbook. Then use the information to complete the activity on the next page.

The U.S. Constitution says nothing about political parties. . . . Even so, before the end of President Washington’s second term, two rival political groups had organized in opposition to one another.

Secretary of State Thomas Jefferson led one group, and Secretary of the Treasury Alexander Hamilton led the other. They disagreed strongly about how the U.S. government should operate.

Hamilton, like Jefferson, favored protection for individual rights. Hamilton believed that individual rights were at risk if the government was too weak, so he favored a strong national government. He especially wanted the president to have more power. Jefferson wanted to limit the power of the national government. He argued for more power for state governments, which were closer to the citizens.

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READING SKILLS ACTIVITY 3

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(continued)

Summarizing InformationUse the passage about political parties to complete this chart.

Two items have been completed for you.

Now use the information in the chart to write a summary of the passage.

Applying the Skill

Directions: Read the text under the heading “Sources of Public Opinion” in Chapter 11, Section 1. On a separate piece of paper, create a chart like the one on this page to record the main idea and key facts and details that answer who, what, when, and how questions. Then use the information in your chart to summarize the passage. Make sure that your summary contains only key phrases and ideas and is shorter than the original passage.

READING SKILLS ACTIVITY 3

Main Idea Political parties were not mentioned in the Constitution, but they were organized soon after our government began.

Key Fact/Detail

Key Fact/Detail The two parties disagreed strongly about how the U.S. government should operate.

Key Fact/Detail

Key Fact/Detail

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Evaluating CredibilityLearning the Skill

You know that some information and some speakers are more credible than others. This means that some things you hear or read are more accurate, plausible, and reliable than others. Some questions you can ask to determine credibility include the following:

Is the information presented as fact or opinion?

Is any evidence given to back up the ideas expressed?

Does the speaker use neutral, objective language or emotional language?

How old is the information that the speaker cites?

Double-check the information against another source. Can you find the same information given elsewhere?

Is the speaker well-respected?

Does the speaker present alternate viewpoints, or is only one side of an argument given?


The newspaper excerpts below describe the same televised debate between two candidates running for president of the United States. As you read, use the questions above to evaluate the credibility of each newspaper article, and try to detect bias found in either of the reports.

Directions: Read the excerpts or listen carefully if they are read aloud, and then answer the questions that follow.

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SPEAKING AND LISTENING SKILLS ACTIVITY 3

2006 Saturday Edition

The Civic Journal

Candidates Go Head to Head

in First Televised Debate

by Christopher B. Washington

Republican Mark Larsen and Democratic challenger Joshua Gold participated in the first televised debate of this campaign Tuesday

evening, squaring off on many of the campaign’s most vigorously argued issues, such as taxes, education, health care, and the environment.

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(continued)SPEAKING AND LISTENING SKILLS ACTIVITY 3

Evaluating Credibility

Representatives of both parties praised their candidates’ performances, and numerous public opinion polls conducted following the debate’s conclusion suggested that no clear winner had emerged from the event. “We were very pleased with President Larsen’s performance,” said Jonathan Studebaker, one of Larsen’s closest campaign strategists. “He laid out our positions clearly and showed that we have a better plan for the country.”

Gold’s campaign head, Stephen Schultz, offered similar sentiments. “I feel this debate was a huge success. Tonight, voters could see that our candidate has the vision to make changes for the better. I strongly believe that our campaign will benefit from tonight’s debate.”

The candidates responded to questions posed by audience members and read by a moderator. Larsen and Gold received two minutes to answer each question, with the opponent given one minute to offer a rebuttal. The discussion between the two candidates proved intense throughout the nearly two-hour proceedings. At times, the candidates lashed out at their opponents.

When asked about Larsen’s economic policies, Gold flatly stated, “President Larsen’s irresponsible actions regarding our economy are dangerous for the people of this country.”

Later in the debate, Larsen strongly questioned Gold’s leadership, saying, “My opponent, quite simply, does not have the experience necessary to hold this office. He doesn’t deserve to serve in this capacity.”

On most topics, however, the candidates remained civil and focused on their platforms and policy objectives. Many of the questions submitted by audience members addressed the candidates’ stances on issues such as tax hikes, improvement of public schools, health care reform, and global warming.

Larsen and Gold will participate in one additional debate between now and the election. That event will take place next Thursday and will adopt a format similar to that of last evening’s debate.

Both candidates returned to the campaign trail today, hoping to gain momentum from their debate performances. The president visited a veterans hospital in North Carolina, while Gold was in Illinois, speaking at a middle school.

Candidates Go Head to Head

in First Televised Debate (continued)

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SPEAKING AND LISTENING SKILLS ACTIVITY 3 (continued)

NEWSPAPER_FRONT_PAGE

2006 Saturday Edition

Today’s NewsCandidates Offer Differing Outlooks

in First Debate


by Adam Catherman

In last night’s presidential debate, the American public witnessed two candidates whose performances highlighted their fundamental differences. Their responses offered a glimpse into the stark contrast that exists in their ability to lead the nation.

Though Democrats were quick to give credit to Joshua Gold for his performance, it seemed that his responses in the debate were often too preplanned and partially irrelevant to the questions being asked. On the other hand, President Larsen seemed relaxed and spontaneous. His answers seemed to flow more easily and appeared to be drawn from his years of leadership experience, rather than from the pen of a speechwriter or consultant.

As the debate progressed, it became clearer and clearer that the president offered Americans a more viable plan for moving the country forward. He recommended specific policies and plans and, while acknowledging the shortcomings of his first term, proposed solutions for improving upon those areas after his reelection.

Gold, on the other hand, had little to offer in the way of concrete objectives that he would pursue as president. He spoke freely of many grand ideas and goals but gave voters little confidence that he has the vision or experience to bring them to fruition.

The challenger’s plan for preserving the environment seemed particularly unlikely. He has long been touted for his record as an environmentalist. However, on Tuesday night, the proposals he advanced for reducing pollution and utilizing alternative energy sources sounded more like wishful thinking than a realistic goal for the next four years.

President Larsen skillfully responded to similar proposals from Gold throughout the debate. The president was able to successfully poke holes in Gold’s arguments, while also laying out his plans for action. It is difficult to imagine that a spike in Larsen’s poll numbers will not occur as the candidates resume their campaigning efforts between now and next Thursday’s second debate.

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(continued)


1. Discussing Did you find the first article on the debate credible? Explain your answer.

2. Discussing Did you find the second article on the debate credible? Explain your answer.

3. Critical Thinking: Recognizing Bias What biases did you detect in these articles on the debate?

Applying the Skill

Directions: Answer the following questions.

1. Naming What speaker have you heard recently (either in person or in the media) whom you found credible? Explain your answer.

2. Naming What speaker have you heard recently (either in person or in the media) whom you did not trust? Explain your answer.

3. Critical Thinking: Formulating Questions In addition to the questions on page 9, write one more question you might ask yourself when judging the credibility of a speaker.

SPEAKING AND LISTENING SKILLS ACTIVITY 3

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Going Further with Political Party Platforms

Two Party Platforms

Party platforms usually follow a basic structure, opening with a preamble and then itemizing major issues and plans for action.

Introduction to Political Party Platforms

Writing and adopting a platform is a main order of business at a political party’s national convention. The task of formulating the party’s principles, its positions on issues, and the course of action it proposes to take is the job of the party’s platform committee. Debate and compromise are part of the process of creating a platform and getting it accepted by all groups in the party.

ENRICHMENT ACTIVITY 3

D em o c r a t i c P a r t y

http://www.democraticparty.org

As we come together to declare our

vision as Democrats, we are mindful that the

challenges of our times are new and profound. This

November, the choice we face as Americans may

have more impact on our people and our place in

the world than any in our lifetimes. We approach

this task with a seriousness that matches the

challenges before us, but also with a profound

optimism about our future. . . .

We know the stakes are immeasurably high.

For the first time in generations, we have been

attacked on our own shores. Our brave men and

women in uniform are still in harm’s way in Iraq,

Afghanistan, and the war against terror. Our alliances

are frayed, our credibility in doubt.

Our great middle class is hard-pressed. Millions

of Americans have lost their jobs, and millions

more are struggling under the mounting burden

of life’s everyday costs.

In Washington, the President and his allies

stubbornly press on, without regard to the needs

of our people or the challenges of our times.

It is time for a new direction.

John Kerry, John Edwards, and the Democratic

Party bring a new vision for America—strong at

home, respected abroad. . . .

from the 2004 Democratic Party platform

RepublicanNational Committee

http://www.republicannationalcommittee.org

from the 2004 Republican Party Platform

We are proud of the record we offer

to the American people. We have helped America

overcome extraordinary challenges. We are re-

shaping our government to meet the demands of

the modern world and better serve our citizens.

We are also proud of our agenda for America’s

future. President George W. Bush will lead this

nation with courage, hope, and resolve over the

next four years. Republicans have always been the

Party of fresh ideas and new thinking. We encourage

debate on the major issues of our day, and we will

consistently act in accord with the greatest values

of our country—freedom and opportunity for all.

Our plans focus on ensuring that America

remains safe, terrorists are defeated, and democracy

flourishes in the world . . . on expanding

opportunities for ownership and investment . . .

on making tax relief permanent and ensuring

greater energy independence . . . on increasing the

affordability and accessibility of health care . . . on

promoting works of compassion and strengthening

our greatest values . . . on preparing students for

success in life by bringing the benefits of education

reform to high schools . . . and on helping workers

adjust to a changing economy by offering flexible

training options that meet their individual needs.

Political Party Platforms

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(continued)ENRICHMENT ACTIVITY 3

Political Party PlatformsIssues

The issues that form the planks of the platform are indicated in each platform’s table of contents.

For Investigation of Political Party Platforms

Review the 2004 platforms above and various third-party platforms from previous election years. Form a group to write the 2008 platform for a party of your own creation. Identify the issues on which your party will focus in its 2008 platform. Have individuals or pairs in your group focus on one issue, research it, and write the platform plank for it. Each plank should include a statement of the party’s position on the issue and the action that the party plans to take on the issue. As a final step, work as a group to draft a preamble for the platform.

RepublicanNational Committee

http://www.republicannationalcommittee.org

from the 2004 Republican Party materials

TABLE OF CONTENTS

Winning the War on Terror

Ushering in an Ownership Era

Building an Innovative, Globally

Competitive Economy

Strengthening Our Communities

Protecting Our Families

Summary and Call to Action

D em o c r a t i c P a r t y

http://www.democraticparty.org

CONTENTS

from the 2004 Democratic Party materials

A STRONG,

RESPECTED AMERICA

DEFEATING TERRORISM

KEEPING WEAPONS OF MASS

DESTRUCTION OUT OF THE

HANDS OF TERRORISTS

PROMOTING DEMOCRACY,

PEACE, AND SECURITY

STRENGTHENING OUR

MILITARY

ACHIEVING ENERGY

INDEPENDENCE

STRENGTHENING HOMELAND

SECURITY

A STRONG,

GROWING ECONOMY

CREATING GOOD JOBS

STANDING UP FOR THE GREAT

AMERICAN MIDDLE CLASS

STRONG,

HEALTHY FAMILIES

REFORMING HEALTH CARE

IMPROVING EDUCATION

PROTECTING OUR

ENVIRONMENT

A STRONG

AMERICAN COMMUNITY

Performance Assessment Checklist

Assess your party platform using the checklist below.

___ Our group created a political party to focus on a particular issue.

___ Our group decided which issues to address in our party platform.

___ Working in a smaller group, we wrote a platform plank outlining our party’s views and strategies relating to a specific issue.

___ Together, our group drafted a preamble for our complete party platform.

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Candidate: Nixon

Ad title: McGovern

Turnaround

[image of GEORGE McGOVERN]MALE ANNOUNCER: In 1967, Senator George McGovern said he was not an advocate of unilateral withdrawal of our troops from Vietnam. [180-degree turn of picture] ANNOUNCER: Now, of course, he is. Last year, the senator suggested regulating marijuana along the same lines as alcohol, which means legalizing it. [180-degree turn of picture] ANNOUNCER: Now he’s against legalizing it, and says he always has been. Last January, Senator McGovern suggested a welfare plan that would give a thousand-dollar bill to every man, woman, and child in the country. [180-degree turn of picture]

ANNOUNCER: Now he says maybe the thousand-dollar figure isn’t right. [180-degree turn of picture] ANNOUNCER: Last year, he proposed a tax inheritances of over $500,000 at 100%. [180-degree turn of picture] ANNOUNCER: This year, he suggests 77%.[180-degree turn of picture] ANNOUNCER: In Florida, he was pro-busing. [180-degree turn of picture] ANNOUNCER: In Oregon, he said he would support the anti-busing bill now in Congress. [180-degree turn of picture] ANNOUNCER: Last year—[180-degree turn of picture] ANNOUNCER: This year. [constant rotation of picture] ANNOUNCER: The question is, what about next year? [title: Democrats For Nixon]

Interpreting the Source

Television campaign commercials have been a part of presidential elections since the 1950s. Candidates and their supporters use television to show a candidate in a positive light and to attack an opponent’s policies or personality. The 1972 presidential election campaign between incumbent Republican Richard Nixon and his Democratic challenger George McGovern used several commercials, two sets of which are featured in this selection. If possible, view these commercials from your classroom or library computer at livingroomcandidate.movingimage.us/index.php.

Guided Reading

As you watch or read, consider the effects on the viewer’s opinion of the candidates.

1972 Presidential Campaign Commercials

PRIMARY SOURCE READING 3-A

advocate: one that defends a cause

unilateral: one-sided

indicted: charged with a crime

sabotaged: hampered or hurt

espionage: the practice of spying

The following are transcripts of two 1972 presidential campaign commercials. The visual elements of each commercial are described in brackets.

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Source: American Museum of the Moving Image. livingroomcandidate.movingimage.us/index.php

Document-Based Questions

Directions: Answer the questions below on a separate sheet of paper.

1. Summarizing What does the Nixon ad say that McGovern’s welfare plan would do?

2. Restating How does the McGovern ad suggest that people stop White House deception?

3. Translating What do the visual components in the ads (the picture of George McGovern and the newspaper headlines) attempt to convey to the viewers?”

4. Critical Thinking: Theorizing Why do you think that neither Nixon nor McGovern appears in the second set of ads?

PRIMARY SOURCE READING 3-A (continued)

1972 Presidential Campaign Commercials

Candidate: McGovernAd title: Newspapers

[Newspaper headlines montage: Testimony Ties Top Nixon Aide to Secret Fund . . . Nixon Ex-Aides, 5 Others Indicted in Bugging Case . . . Mitchell Links Security Man to Break-in . . . No. 1 ITT Question: Who’s Telling Truth? . . . U.S. Pays Grain Firms ‘Blind’ . . . FBI Finds Nixon Aides Sabotaged Documents . . . House Study Tells of $700,000 In a Suitcase For Nixon . . . President’s Credibility Under Attack]

MALE ANNOUNCER: This is about the government. This is about credibility. This is about electronics. This is about bugging. This is about spying. This is about thievery. This is about espionage. This is about lying. This is about payoffs. This is about contradiction. This is about special deals. This is about falsification. This is about testimony. This is about wheat deals. This is about hiding. This is about dishonesty. This is about sabotage. This is about secrecy. This is about stealing. This is about hidden funds. This is about deception. This is about the White House. And this is how you stop it—with your vote. [title: McGovern]

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Interpreting the Source

George Gallup began taking public opinion polls in the 1930s. His namesake company, the Gallup Poll (officially called the American Institute of Public Opinion), still organizes and reports public opinion polls today. Although many polls take place during election season, other polls are used by Gallup and news organizations to determine public opinion about specific events throughout the year. This poll measures the public response to President George W. Bush’s November 2005 speech explaining his strategy for achieving victory in Iraq.

Guided Reading

As you read, note the way in which Gallup phrases questions.

George W. Bush’s War Speech Reaction Poll

Field Date: 11/30/2005–11/30/2005 Sponsor: CNN/USA Today/GallupPopulation: National Adults Methodology: OutboundNumber of Questions: 17 Telephone

Question 1

How would you rate the job George W. Bush has done handling the situation in Iraq—as—Very good, Good, Poor, or Very Poor?

% NVery good 14.37 88

Good 29.27 180Poor 24.91 153Very poor 29.19 180DON’T KNOW 2.05 13REFUSED 0.22 1

Question 2

Do you think George W. Bush does—or does not—have a plan that will achieve victory for the United States in Iraq?

% NYes, does 41.06 253No, does not 54.57 336

DON’T KNOW 4.06 25

PRIMARY SOURCE READING 3-B

population: a group of individual persons from which samples are taken for statistical measurement

methodology: a particular procedure

N: the total number of observations

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George W. Bush’s War Speech Reaction Poll

Question 3

If you had to choose, which do you think is the better approach for deciding when the U.S. should withdraw its troops from Iraq—To withdraw U.S. troops only when certain goals are met, or To withdraw U.S. troops by a specific date and stick to that timetable, regardless of conditions in Iraq at that time?

% NTo withdraw U.S. troops only when certain goals are met 59.21 365To withdraw U.S. troops by a specific date and stick to that timetable, regardless of conditions in Iraq at that time 35.33 218DON’T KNOW 3.66 23

REFUSED 1.80 11

Question 4

Just your best guess, do you think each of the following is likely—or unlikely—to happen in Iraq in the next few years? How about—Iraq will be able to prevent terrorists from using the country as a base of operations for planning attacks against the United States?

% NLikely 33.04 203

Unlikely 62.67 386

DON’T KNOW 4.16 26

REFUSED 0.14 1

Source: Questionnaire Profile, “George W. Bush’s War Speech Reaction Poll.” The Gallup Poll®, 2005

Document-Based Questions

Directions: Answer the questions below on a separate sheet of paper.

1. Naming Who represents the population of this poll?

2. Clarifying What percentage of the respondents think that George W. Bush does have a plan that will achieve victory in Iraq?

3. Reporting What techniques does the Gallup organization use to encourage people to respond to the questions?

4. Critical Thinking: Analyzing If you were working for President Bush, how could you use these poll numbers to show support for the president and his policies?

PRIMARY SOURCE READING 3-B (continued)

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Chapter 9 ResourcesPolitical Parties and Politics

Content Vocabulary Activity 9Political Parties and Politics 21

Academic Vocabulary Activity 9Political Parties and Politics 22

Biography Activity 9Theodore Roosevelt 23

Writing Skills Activity 9Writing Parallel Structures 25

Critical Thinking Skills Activity 9Interpreting Point of View 27

Chart, Graph, and Map Skills Activity 9Reading a Time Line 29

Differentiated Instruction Activity 9Party Politics 31

School-to-Home Connection 9Political Parties and Politics 33

Reteaching Activity 9Political Parties and Politics 35

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Political Parties and Politics

Directions: True or False? Print T or F on the line by each statement.

Section 1

_____ 1. With two major political parties, it can be said that the United States follows a two-party system.

_____ 2. A platform is the ballot that a voter casts in an election.

_____ 3. In the past, the Progressives were a third party that had some influence on American politics.

_____ 4. A political party is an organization made of people who share similar ideas about government policy.

_____ 5. A plank is a political document written by a party member.

Section 2

_____ 6. A political party chooses its delegates only through a meeting called a caucus.

_____ 7. A political machine is a local party organization that has become so strong that its candidates sweep nearly every election.

_____ 8. Some states hold an open primary, in which voters may cast ballots for any party nominee.

_____ 9. In a direct primary, only declared members of a party are allowed to vote for its candidates.

_____ 10. A precinct contains a certain number of voters.

_____ 11. Each party has a national committee.

_____ 12. A ward is a larger election unit than a precinct.

_____ 13. A closed primary allows all voters to choose the candidates who will represent their party in an election.

_____ 14. If enough voters sign a petition supporting a candidate, he or she will go on the ballot for the election.

_____ 15. Candidates must obtain a plurality in order to win in most elections; therefore there can be only one winner.

_____ 16. A majority includes less than half the votes cast.

CONTENT VOCABULARY ACTIVITY 9

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Political Parties and PoliticsAcademic Words in This Chapter

A. Word Meaning Activity: Synonyms

Directions: Match the academic words in Column A with their meanings in Column B.

Column A Column B

_____ 1. stress A. support

_____ 2. promote B. variety

_____ 3. adjacent C. play up

_____ 4. range D. next to

B. Word Usage Activity: Using Academic Terms

Directions: Use a form of the academic terms at the top of this page to replace the common terms underlined in the lines below.

1. Political parties generally include members with a number of different views on

social and political issues.

2. Your voting precinct may include several neighboring communities in your area.

3. A candidate in an election may wish to focus on the issues that he or she knows are

important to most voters.

4. A celebrity may wish to speak in support of a political candidate he or she believes

will be a good leader.

ACADEMIC VOCABULARY ACTIVITY 9

stress range promote adjacent

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Theodore Roosevelt served his country with vigor. The twenty-sixth president of the United States led the country from 1901 until 1909 and was an outdoors enthusiast who lived what he called “the strenuous life.” Roosevelt would later use these traits to lead the Bull Moose Party to a historic second-place finish in the 1912 Presidential election.

A frail child born into a prominent New York family, Roosevelt worked hard to overcome his physical weakness, revealing a level of determination that would mark his entire life. Roosevelt served on the U.S. Civil Service Commission, was president of New York’s Board of Police Commissioners, and acted as Assistant Secretary of the Navy before making his name in the Spanish-American War.

A Political Career Begins

Roosevelt returned to the United States a hero, and he was soon elected governor of New York. Roosevelt became vice-president under William McKinley in a Republican victory in the election of 1900. McKinley was assassinated just months after the election, thrusting Roosevelt into the presidency. At the age of 42, Roosevelt was the youngest person ever to have held the office.

Roosevelt became such a popular leader that he would later be elected to a second term in office. His administration was considered extremely progressive, with Roosevelt championing workers’ rights and supporting laws regulating big business. A dedicated conservationist, Roosevelt also created an extensive system of national parks throughout the United States in 1905, preserving 194 million acres of public lands.

Bull Moose Party

After serving two terms as president, Roosevelt supported his friend, William Howard Taft, for the presidency. However, once in office Taft alienated the progressive members of the Republican Party by not appointing progressives to his cabinet and by supporting high tariffs. Because of this, Roosevelt challenged him and decided to run for a third term as president. Primary voters selected Roosevelt as the Republican candidate, but party leaders nominated Taft. Roosevelt and his supporters split from the Republicans to form the Progressive Party, popularly called the Bull Moose Party. This split contributed to the election of the Democratic candidate, Woodrow Wilson. However, the Progressive Party won widespread support, and Roosevelt received more votes than Taft. The 1912 election marked the only time in U.S. history that a third-party candidate finished in second place.

Theodore Roosevelt (1858–1919)

BIOGRAPHY ACTIVITY 9

Theodore Roosevelt

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(continued)

Theodore Roosevelt

Directions: Answer the questions below in the space provided.

1. Reporting In what leadership roles did Theodore Roosevelt serve early in his life?

2. Retelling How did Roosevelt first become president?

3. Showing How did Roosevelt show his interest in conservation of natural resources?

4. Explaining Why did Roosevelt and his supporters form the Progressive Party?

5. Critical Thinking: Interpreting What does the example of the Progressive Party indicate about the power of third parties?


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Writing Parallel Structures

Learning the Skill

Parallel structures use the same pattern for words or phrases in a series to show that two or more ideas have the same level of importance. They make your writing more concise and easier for readers to follow. To join parallel structures, use coordinating conjunctions such as and or or.

Follow these steps for using parallel structure:

Identify instances of and or or in your writing. Check whether the items joined have a parallel structure or wording, such as all nouns or all phrases. If not, revise your writing.

Make sure that verbs match in person, number, and tense.

Use articles (a, an, the) either with every item in a series or with only the first item.

Use a chart to check for parallel structure by placing each word or phrase in the series in a separate column.

Read the sentence or sentences aloud. Do you hear the same sounds, such as a repeated -ing sound?


Directions: Read each pair of sentences below. Circle the sentence that uses correct parallel structure.

1. A political party is an association of voters with shared interests, beliefs, and values.

A political party is an association of voters with interests, shared beliefs, and values.

2. The founders of our country, such as George Washington, Jefferson, and Alexander Hamilton, disagreed about the establishment of political parties.

The founders of our country, such as Washington, Jefferson, and Hamilton, disagreed about the establishment of political parties.

3. Democratic and Republican became the two major political parties after the disappearance of the Whig Party and the election of Abraham Lincoln.

Democratic and Republican became the two major political parties after the Whig Party disappeared and then Abraham Lincoln was elected by the people.

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WRITING SKILLS ACTIVITY 9

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(continued)

Writing Parallel Structures 4. Some third parties form to promote a social, economic,

or moral issue.

Some third parties form to promote a social or economic issue and for promoting morality.

5. Other third parties focus on changing society or rally around an individual.

Other third parties focus on changing society or rallying around an individual.

Applying the Skill

Directions: Improve each sentence below by using what you have learned about parallel structure.

1. For fund-raising, each party has a national committee, and the committee organizes the convention.

2. A committee chairperson is in charge of managing the office, and he or she directs staff and leads fundraising efforts.

3. The running of Web sites is one thing that national committees do along with candidate recruitment and providing campaign funding.

4. Convention delegates choose candidates by primary elections and holding caucuses.

5. Delegates also write a platform that contains the party’s stance on key issues such as taxation, providing health care, and education funds.


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CRITICAL THINKING SKILLS ACTIVITY 9

Interpreting Point of View

Learning the Skill

Interpreting point of view involves understanding the feelings, attitudes, or beliefs of a speaker or writer. A person’s point of view is shaped by many factors, including his or her age, personal experiences, and political philosophy.

Use the following guidelines to help you interpret point of view:

Identify details that are clues to point of view, such as word choice and opinions.

If necessary, examine through research the background and experience of the individual whose point of view you wish to interpret. Try to find information that might help you understand the person’s point of view, such as his or her background, education, or political views.


Directions: Read the excerpt below, taken from a 1967 press conference given by Senator Eugene McCarthy. Then answer the questions that follow.

“I intend to enter the Democratic primaries. . . .“Since I first said that I thought the issue of Vietnam and the issues

related to it should be raised in the primaries of the country, I have talked with Democratic leaders from about 25 or 26 states; I have talked particularly to candidates for re-election to the Senate (Democratic candidates), to some House members and also to students on campus and to other people throughout the country.

“My decision to challenge the President’s position and the Administration’s position has been strengthened by recent announcements out of the Administration—the evident intention to escalate and to intensify the war in Vietnam and, on the other hand, the absence of any positive indications or suggestions for a compromise or for a negotiated political settlement. I am concerned that the Administration seems to have set no limit to the price which it is willing to pay for a military victory.

“Let me summarize the cost of the war up to this point:–the physical destruction of much of a small and weak nation by

military operations of the most powerful nation in the world; –100,000 to 150,000 civilian casualties in south Vietnam alone, to

say nothing of the destruction of life and property in north Vietnam;

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–the uprooting and the fracturing of the structure of the society of South Vietnam, where one-fourth to one-third of the population are now reported to be refugees;

–for the United States—as of yesterday—over 15,000 combat dead and nearly 95,000 wounded through November.

–a monthly expenditure in pursuit of the war running somewhere between $2 and $3 billion. . . .”

1. According to McCarthy’s remarks, what are two factors that influenced his point of view on the importance of making the Vietnam War a campaign issue?

2. In summarizing the costs of the war, McCarthy mentions several costs to Vietnam before he mentions any costs to the United States. What does this imply about his point of view on the war?

Applying the Skill

Directions: Use the excerpt to answer the questions below. Circle the letter of the correct answer.

1. Which phrase from the speech is a clue that McCarthy may have felt that the war against Vietnam was unjust?

A. “challenge the President’s position” B. “intensify the war” C. “the cost of the war” D. “a small and weak nation”

2. According to the excerpt, what do you think McCarthy would do if he were president?

A. send more troops to win the war quickly B. surrender and withdraw immediately C. try to negotiate an end to the war D. continue the war but try to cut costs

3. Which sentence best summarizes McCarthy’s point of view on the Vietnam War?

A. The war is too costly. B. The war was poorly planned. C. The war has dragged on for too long. D. The United States cannot win the war.

CRITICAL THINKING SKILLS ACTIVITY 9 (continued)

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Reading a Time Line

Learning the Skill

Time lines provide a visual representation of the order in which historical events have occurred. Time lines cover a specific number of years between the beginning and ending dates shown. Within this time span, the time line can show a series of events that took place during a short time period or events that occurred over a period of many years. To read a time line, use the following steps:

Read the title of the time line to determine its subject.

Locate the beginning and ending dates on the time line and calculate the time span shown between these dates.

Identify the benchmark dates on the time line. Determine the intervals between the benchmarks.

Study each of the events shown on the time line. Consider the way each event relates to the subject of the time line.

Think about the ways in which the time line events relate to one another.


Directions: Read the information on the time line below, and then answer the questions that follow.

1. Identifying What time span is shown on this time line? What intervals are used to divide the time line?

2. Specifying In what year was Thomas Jefferson elected president?

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CHART, GRAPH, AND MAP SKILLS ACTIVITY 9

Development of the Two-Party System

1800–Democratic-RepublicanParty defeats Federalist Party as Thomas Jefferson electedpresident

1830–Whig Partyarises to compete with Democratic Party

1860–Abraham Lincoln firstRepublican Party candidate elected president

1816–James Monroe becomes thirdconsecutive Democratic-Republicancandidate to win presidential election

1828–Democratic-Republican Party splits; Andrew Jacksonleads Democratic Party

1854–Republican Party formed; soon replaces Whig Party

1840–William Henry Harrisonfirst Whig Party candidate elected president

18501840183018201810 18601800

Third-Party Presidential Candidates in the United States

1924–Robert M. LaFollette of the Progressive Party receivesmore than 4 million votes

2000–Green Party candidate Ralph Nader receives morethan 2 million votes

1932–Socialist Party candidateNorman Thomas receives almost900,000 votes

1980–Independentcandidate John B. Anderson receives morethan 5 million votes

1980196019401920 20001900

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Reading a Time Line3. Naming Which party was established first: the Whig Party or

the Republican Party?

4. Calculating How many years passed between the formation of the Whig Party and the election of the first president from the party?

Applying the Skill

Directions: Read the information on the time line below, and then answer the questions that follow.

1. Add the following events to the time line:

In 1948, third-party candidates J. Strom Thurmond and Henry A. Wallace each received more than 1 million votes

George C. Wallace of the American Independent Party received more than 9 million votes in the 1968 election

H. Ross Perot, an Independent candidate, received more than 19 million votes in 1992

2. Identifying How many years does this time line span? What intervals are shown on the time line?

3. Calculating How many years passed between Robert M. LaFollette’s campaign and that of John B. Anderson?

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(continued)CHART, GRAPH, AND MAP SKILLS ACTIVITY 9

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Party PoliticsGeorge Washington did not want the country to become

divided by political parties. He feared political parties would inspire the pursuit of individual goals and encourage jealousy and divisiveness among Americans. Even as political parties began forming during his presidency, he could not comprehend that political parties would provide the avenue through which Americans debate and solve political issues. Read his farewell address from 1796 in which he issues a warning about the formation of political parties.

Let me now . . . warn you in the most solemn manner against the baneful effects of the spirit of party generally.

. . . The disorders and miseries which result gradually incline the minds of men to seek security and repose in the absolute power of an individual; and sooner or later the chief of some prevailing faction, more able or more fortunate than his competitors, turns this disposition to the purposes of his own elevation, on the ruins of public liberty.

. . . the common and continual mischiefs of the spirit of party are sufficient to make it the interest and duty of a wise people to discourage and restrain it.

It serves always to distract the public councils and enfeeble the public administration. It agitates the community with ill-founded jealousies and false alarms, kindles the animosity of one part against another, foments occasionally riot and insurrection . . .

There is an opinion that parties in free countries are useful checks upon the administration of the government and serve to keep alive the spirit of liberty. This within certain limits is probably true . . . But in those of the popular character, in governments purely elective, it is a spirit not to be encouraged.

Directions: Use the text of Washington’s farewell address and the information found in your textbook to answer the questions below. Write your answers on a separate sheet of paper.

1. Clarifying Why was Washington against the formation of and participation in political parties?

2. Analyzing Do you think today’s political parties have done what Washington feared? Explain your answer.

DIFFERENTIATED INSTRUCTION ACTIVITY 9

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TEACHING STRATEGIES FOR DIFFERENT LEARNING STYLES

English Language LearnerRemind students that George Washington was

the country’s first president. At that time, there were no Democrats or Republicans. These two parties formed over time. Have students write the names of the two parties and two brief paragraphs summarizing their views.

Gifted and TalentedAsk students to imagine that George

Washington were alive today. How would he feel about today’s political parties? Have them write an address to the nation from Washington’s perspective analyzing the success or failure of modern political parties.

KinestheticHave students review both parties’ platforms

and write a slogan or jingle for the Democratic or the Republican party that reflects the party’s views on either domestic or foreign issues. Have students create a poster for the slogan or jingle.

IntrapersonalRemind students that sometimes people feel so

strongly about an issue that they form their own party. Have them research the party platforms of some third parties, such as the Green Party, the Libertarian Party, or Americans for Democratic Action. Ask students to make a chart listing four parties and the focuses of their platforms from the last major election year.

Logical/MathematicalHave students read the Republican and

Democratic Party platforms and make a chart comparing the two. Students should conduct research on public opinion on each plank and include this data on the chart. Students may review the chart and decide which party more closely represents their own beliefs and values.

Verbal/LinguisticHave students select a current events topic.

Ask them to conduct research and make inferences about the two parties’ views on the issue. Students should write a report describing the issue and both the Democratic and the Republican responses to the issue.

Visual/SpatialHave students research animal symbols of

the political parties (Republican elephant and Democrat donkey). Have them find an example of the parties’ animal symbols and write an accompanying paragraph for each, explaining the meaning of the symbol. Have students explain to the class how each animal’s characteristics relate to its corresponding political party.

InterpersonalHave students interview a parent, teacher, or

friend to learn more about the person’s political views. Students should determine the person’s party affiliation and his or her reasons for this affiliation. Students may also want to ask the interview subject to discuss any political issues about which he or she feels strongly. Students should write short reports detailing their interviews.

The following activities are ways the basic lesson can be modified to accommodate students’ different learning styles.

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Partner’s answer:

Political Parties and Politics—What Do You Know?

Directions: Ask each other the questions below to see how much you know about the development of political parties and the role they play in politics today.*

SCHOOL-TO-HOME CONNECTION 9

Student: What were the names of

the country’s first two

political parties?

Student: Who is on the national

committee of each

political party?

Partner: How many political parties

are usually found in most

democracies?

Partner: What type of election allows

only members of a political

party to vote for that

party’s candidate?

*With your student, find answers to these questions on pages 270–287 of the student textbook.

Student’s answer:

Partner’s answer:

Student’s answer:

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Political Parties and Politics—Understanding the Big IdeasDirections: Use your textbook to answer the questions below. Write your answer on the space provided.

Section 1 Big Idea Political and economic institutions evolve to help individuals and groups accomplish their goals.

What opposing views of government have most often defined the two political parties in this country?


How do candidates unaffiliated with any political party get on a ballot in an election?

SCHOOL-TO-HOME CONNECTION 9 (continued)

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Political Parties and Politics

Although the Constitution makes no mention of them, political parties have been with us since the early years of the United States. They have played a large part in shaping our political system into its current form. Without political parties, we would select our leaders in a very different manner.

Directions: Filling in the Blanks Knowledge of the following terms will give you an understanding of the nature and function of political parties. On each blank line below, write the term that most accurately completes the statement. You will not use all of the terms.

1. Abraham Lincoln was the nation’s first president.

2. The Prohibition Party is an example of a party.

3. China is an example of a country with a system.

4. The national committee of each party holds a every four years.

5. is the only obligation of membership in a political party.

6. Parties that are not in power perform a function by pointing out governmental mistakes or misuse of power.

7. A movement is one that begins with the people.

8. Political parties choose candidates through the process.

9. One-party systems cannot be considered .

10. John Anderson and H. Ross Perot are examples of candidates.

RETEACHING ACTIVITY 9

affiliation democratic Republican convention

grassroots paying dues one-party watchdog

single-issue socialist voting elected

nomination independent multiparty

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Chapter 9 Section Resources

Guided Reading Activity 9-1 37


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Directions: Write an answer to each question below in the space provided. Use your textbook to answer the questions.

1. Specifying What are the two main parties in the United States?

2. Describing How did the Democratic Party form?

3. Describing How did the Republican Party form?

4. Identifying What two third parties influenced American politics?

5. Summarizing What is one drawback of a multiparty system?

6. Explaining In what way are one-party systems undemocratic?

7. Identifying Which main American party tends to believe in government regulation?

8. Explaining What is the purpose of a party platform?

You may find it helpful to use a K-W-L chart when reading. Before you begin to read, make a three-column chart. In the first column, write one fact that you already know. In the second column write one item that you want to know. When you have finished reading, write one item that you have learned in the third column.

Development of Political Parties

GUIDED READING ACTIVITY 9-1

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DIRECTIONS: Write an answer to each question below in the space provided. Use your textbook to answer the questions.

1. Specifying What are the responsibilities of a political party’s national committee?

2. Defining What is a precinct?

3. Identifying Why are precinct and ward party leaders important?

4. Describing What was Tammany Hall?

5. Explaining What is the purpose of a primary election?

6. Identifying In which type of primary do only declared members of a party vote?

7. Stating How can an unaffiliated candidate get on a ballot for a general elections?

8. Listing What are the six functions of political parties?

To prepare for reading nonfiction, preview the visuals, such as fine art, charts, graphs, and maps, to get an idea of some of the main ideas of the text.

Role of Political Parties Today


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Chapter 10 ResourcesVoting and Elections

Content Vocabulary Activity 10Voting and Elections 41

Academic Vocabulary Activity 10Voting and Elections 43

Biography Activity 10Esther Hobart Morris 45

Writing Skills Activity 10Writing a Persuasive Composition 47

Critical Thinking Skills Activity 10Making Decisions 51

Chart, Graph, and Map Skills Activity 10Interpreting a Map/Reading a Line Graph 53

Differentiated Instruction Activity 10Presidential Campaign Financing 55

School-to-Home Connection 10Voting and Elections 57

Reteaching Activity 10Voting and Elections 59

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Voting and ElectionsDirections: Next to each vocabulary word, write the letter of the definition shown in the right column that correctly describes it.

Section 1

a. the list of candidates on which you cast your vote

b. the results of a count of the votes from a polling place

c. all the people who are eligible to vote

d. a lack of interest in voting

e. a voting district

f. an informal poll of voters leaving a voting place; taken to try to predict the winner

g. a ballot that is mailed before an election by a voter who is unable to be present at the polls

h. the location at which voting is carried out

Section 2

a. a proposed law

b. in this kind of election, citizens can vote to remove a public official from office

c. a person who is slated by his or her state to a particular candidate

d. part of the process that Americans use to elect the president

e. a way that citizens can propose new laws or state constitutional amendments

f. a system in which the candidate who wins the state popular vote gets all of the state’s electoral votes

g. a way for citizens to approve or reject a state or local law

_____ 1. polling place

_____ 2. precinct

_____ 3. ballot

_____ 4. absentee ballot

_____ 5. returns

_____ 6. exit poll

_____ 7. electorate

_____ 8. apathy

_____ 9. Electoral College

_____ 10. initiative

_____ 11. proposition

_____ 12. referendum

_____ 13. recall

_____ 14. elector

_____ 15. winner-take-all system

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Voting and Elections

Section 3

a. an organization set up by an interest group to collect money to support a favored candidate

b. a politician who has already been elected to office

c. used to try to persuade voters to choose one candidate over another

d. a type of donation that is given to a political party and not designated for a particular candidate’s election campaign

CONTENT VOCABULARY ACTIVITY 10 (continued)

_____ 16. propaganda

_____ 17. soft money

_____ 18. political actioncommittee

_____ 19. incumbent

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Voting and ElectionsAcademic Words in This Chapter

ultimate odd devote

image issue fee

A. Word Meaning Activity: Identifying Synonyms and Antonyms

Directions: Determine whether the following pairs of words or phrases are synonyms or antonyms. Synonyms have similar meanings, and antonyms have opposite meanings. Place an S in the blank if the words or phrases are synonyms and an A if they are antonyms.

_____ 1. ultimate—first

_____ 2. devote—give over

_____ 3. issue—problem

_____ 4. odd—even

_____ 5. image—representation

_____ 6. fee—charge for service

B. Word Meaning Activity: Multiple Choice Definitions

Directions: Circle the correct definition or phrase for each underlined word.

1. Because in a democracy citizens hold ultimate power, voting is very important.

A. weak B. fundamental C. only D. real


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Voting and Elections

2. It is important to know each candidate’s position on an issue that is important to you before going to vote.

A. matter B. party C. process D. value

3. Political campaigns can be very expensive, in part because many people hired to work on campaigns charge a fee for their services.

A. tip B. salary C. plan D. sum

4. Advertising is a key part of political campaigns because it can provide an image of the candidate and attract voters.

A. idea B. accent C. impression D. attack

5. Major television networks devote the entire evening to broadcasting presidential elections.A. lose

B. set aside C. gain D. interrupt

(continued)

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Esther Hobart Morris learned at an early age the weight of independence. By the time she was 11 both of her parents had died. Morris knew that she would have to work hard to support herself. This New York state native became an apprentice to a seamstress and would go on to open a successful business of her own, making and selling hats.

Morris married in 1841 and had a child a year later, but she would again face loss when her husband died just four years after their marriage. Morris was once again on her own.

An Independent Woman

Morris moved to Illinois to take control of land owned by her late husband. She encountered difficulty when she learned that Illinois did not allow women to own or inherit property. This would be her first brush with an issue with which Morris would become most identified: women’s rights.

It was in Illinois that Morris met and married John Morris, a wealthy merchant. The two lived in Illinois for more than twenty years, having two children, before John Morris was caught up in a fever sweeping the nation: gold fever. The Morris family moved west to Wyoming Territory.

Life in Wyoming

While her husband mined for gold and kept a saloon in South Pass City, Esther Hobart Morris began to make a name for herself. Although she had been politically active in the past, taking part in the antislavery movement while

living in New York, her experience in attempting to control her first husband’s property in Illinois had made her acutely aware of the need for women’s rights. Morris is said to have encouraged her friend William H. Bright to introduce a bill in support of woman suffrage into the Wyoming territorial legislature. The motion passed in 1869 and was signed into law by territorial governor John Campbell. Wyoming’s women became the first in the nation to achieve voting rights.

The bill also gave women the right to hold office in the territory, another milestone for women in the United States. In 1870, Morris was appointed justice of the peace for South Pass. The appointment was extremely significant: Morris became the first woman in U.S. history to hold a judicial office.

Esther Hobart Morris (1814–1902)


Esther Hobart Morris

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Esther Hobart Morris

Morris served in this position for eight months, and none of the seventy decisions she made in her cases was ever reversed or appealed. Morris is said to have been able to silence quarreling lawyers simply by saying: “Boys, behave yourselves.” Morris died in 1902 in Cheyenne, Wyoming. Her statue stands in the Wyoming Capitol, as well as in the National Statuary Hall of the U.S. Capitol.


1. Identifying What events in Esther Hobart Morris’s early life showed her the importance of women’s independence?

2. Explaining How did women achieve voting rights in Wyoming?

3. Recalling How long did Morris serve as justice of the peace?

4. Specifying What evidence shows how the people of Wyoming honor Morris’ contributions to women’s rights?

5. Critical Thinking: Considering Why might Wyoming’s territorial status have helped women attain the vote there?

(continued)BIOGRAPHY ACTIVITY 10

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Writing a Persuasive Composition

Learning the Skill

Have you ever read an essay or an editorial that made you change your mind about an issue? Maybe the text caused you to think about aspects of an issue you had never before considered. Perhaps the writer presented supporting evidence or statistics of which you were unaware. A good persuasive writer can move readers to change their thinking or to take action.

Use the following techniques to write a persuasive composition:

State your opinion clearly, and support it with reasons, evidence, and examples.

Connect your points with transition words and phrases such as however, although, if, so, and so, but, clearly, on the other hand, therefore, furthermore, and on the contrary.

Anticipate and address possible objections and counterarguments. Then, show why these points are incorrect or unacceptable.

Conclude with a forceful restatement of your position and a comment about how readers will benefit by agreeing with you.


Directions: Review the chart and the passage below. Each contains information that is relevant to the debate over campaign finance reform. Also, review the information in your textbook regarding this issue.

Constitutional Amendment I

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

•

•

•

•


Bipartisan Campaign Reform Act or McCain-Feingold Act

• Prohibits candidates from raising soft money

• Restricts broadcasting of advertisements

• Places limits on hard money contributions

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Writing a Persuasive CompositionDirections: Prepare to write a persuasive composition on campaign finance reform. To do so, you must first form an opinion on the issue. Respond to the questions below to help you determine your opinion.

1. Critics of the Bipartisan Campaign Reform Act argue that the act violates the First Amendment. Do you agree or disagree with this position? Why? Should people be able to donate their money without restrictions? Should people be able to run advertisements without restrictions? Does unrestricted access give wealthy people an unfair advantage over poor people in choosing who runs the government?

2. Explain whether the government should have a role in regulating how political parties choose to spend soft money.

3. Explain whether the government should have a role in regulating media.

4. Explain whether the government should have a role in regulating how much hard money candidates are allowed to collect.

(continued)WRITING SKILLS ACTIVITY 10

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Writing a Persuasive Composition5. Evaluate the Bipartisan Campaign Reform Act. Will it

accomplish its purpose, or will political parties and candidates find ways around it? If you think the Bipartisan Campaign Reform Act will prove ineffective, how do you suggest that campaign finance be reformed?

6. Is campaign finance the real problem with the election process in the United States, or is a greater issue involved?

Applying the Skill

Directions: Prepare an outline for a persuasive composition on the issue of campaign finance reform. To help order your argument logically, use the following steps:

First, form an opinion on the subject. Use your responses on the previous page to help you with this task. This opinion will become your position or thesis statement.

Next, identify three reasons that support your opinion. For each reason, you will need to provide evidence or examples.

Also, anticipate readers’ objections and counterarguments. Plan ways to address these.

Finally, name the most compelling reason that readers should agree with you.

Position or thesis statement:

Reason 1:

Supporting Evidence:

Reason 2:

•

•

•

•

(continued)WRITING SKILLS ACTIVITY 10

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Writing a Persuasive CompositionSupporting Evidence:

Reason 3:

Supporting Evidence:

Possible objections:

Responses to these objections:

Conclusion:

WRITING SKILLS ACTIVITY 10 (continued)


Assess your persuasive composition using the checklist below.

___ I formed an opinion on the issue of campaign finance reform.

___ I identified three reasons to support my opinion and found evidence to support those reasons.

___ I considered possible counterarguments and developed ways to address them.

___ I determined the most compelling reasons for readers to agree with me.

___ Using the outline above, I laid out my ideas in a clear, logical way.

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Making Decisions

Learning the Skill

Each of us makes decisions every day. We make decisions on small and large scales. Making decisions is an important part of being a citizen.

Use the following guidelines to help you make decisions:

Identify all of the available choices.

Gather as much information as possible about each choice.

Think about the likely consequences of each choice.

Make your decision.


Directions: Read the excerpt from an article that appeared in the Houston Chronicle in 2006. Then answer the questions that follow.

•

•

•

•

by Kristan Mack

NEW ORLEANS—Their plans to rebuild the city are largely the same, making it difficult for undecided voters to differentiate between C. Ray Nagin and Mitch Landrieu, who will face off in a mayoral runoff Saturday.

Although the race is still too-close-to-call, voters clearly have a choice between a businessman who shoots-from-the-lip and a career politician from the first family of Louisiana politics.

The incumbent Mayor Nagin is a former cable company executive, who first sought elected office four years ago.

Landrieu, Louisiana’s lieutenant governor, is seasoned by 16 years in the Louisiana House of Representatives, and comes from a long political lineage. His father was New Orleans’ last white mayor, Moon Landrieu, and his sister is Democratic U.S. Sen. Mary Landrieu.

In a poll released this week by Tulane University researchers, Landrieu came out ahead with 48 percent of likely voters, compared to 38 percent who said they backed Nagin.

But the key factor may be undecided voters, the 14 percent of people who, even at this late stage in

the campaign, have yet to make up their minds. . . .

The regular cues aren’t there, because Nagin and Landrieu are both Democrats who are backing similar rebuilding policies. . . .

Landrieu leads in the traditional indicators of support—endorsements and money.

He has been endorsed by the police and fire unions, both of whom backed Nagin four years ago. The New Orleans Times-Picayune also has endorsed Landrieu, saying he’ll bring freshness to the mayor’s office, yet he is still a “known quantity.” . . .

New Orleans mayoral battle to conclude Saturday

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1. In the election described in the article, what choices were available to residents of New Orleans?

2. If you had been eligible to vote in this election, what decision would you have made and why?

Applying the Skill

Directions: Use the excerpt to answer the questions below. Circle the letter of the correct answer.

1. Why were so many voters undecided shortly before the election described in the excerpt?

A. Little information was available about the candidates. B. The candidates had similar positions on key issues. C. Both candidates were endorsed by influential groups. D. The election was being held on a Saturday.

2. What was the most important issue facing New Orleans at the time of the election?

A. rebuilding the city B. ending corruption in local politics C. improving relations among different races D. fighting crime

3. Which of the following did Mitch Landrieu offer voters? A. continuity B. lower taxes C. a fresh start D. business experience

(continued)CRITICAL THINKING SKILLS ACTIVITY 10

Still, Nagin touts the contacts he has made during his four years as mayor and the executive experience he gained before taking office.

The city is poised for greatness, Nagin said,

and he has served it with honesty and integrity.

New Orleans has the opportunity to begin again and it needs a mayor who will help restore its credibility nationally, according to Landrieu.

It needs a mayor who will bring neighborhoods together and someone who has the ability to get things done.

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Interpreting a Map/Reading a Line Graph

Learning the Skill

Making connections between two visuals focusing on a related subject can help you learn more than you would from just one of the sources. In this activity, you will use both a map and a line graph to learn more about redistricting and voting patterns. Use the following techniques when interpreting maps and reading line graphs:

Read the title of the map and determine the map’s subject.

Refer to the key to identify any important symbols used on the map. Use the scale to calculate distance on the map.

Study the information shown on the map.

Identify the title and subject of the line graph.

Pay attention to the information along the x-axis and the y-axis.

Choose a point on the graph and observe its location along both axes. Compare this information for various points along each line, as well as similar points on other lines on the graph.


Directions: Study the maps below showing redistricting, or redrawing the boundaries by which voters elect Congressional leaders, in Arizona. Answer the questions that follow on a separate sheet of paper.

•

•

•

•

•

•

0 100 200 kilometers

0 100 200 miles

N

S

EW

0 100 200 kilometers

0 100 200 miles

N

S

EW

UT

NV

CA

NM

AZ

Flagstaff

Tucson

Santa Cruz

Mesa

Scottsdale

Tempe

Phoenix

7

8

2

3 5

64

2

1

2

MEXICO

COUT

NV

CA

NM

AZ

2

5

6

3

4

1

MEXICO

CO

Cities

State capital

State boundaries

Arizona Congressionaldistrict boundaries

Cities

State capital

State boundaries

Arizona Congressionaldistrict boundaries

Flagstaff

Tucson

Santa Cruz

Mesa

Scottsdale

Tempe

Phoenix

Arizona Congressional Districts 1998, 2004

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Interpreting a Map/Reading a Line Graph

1. Which two congressional districts were the smallest in area in 1998? Which two were the largest?

2. In what way did the number of districts in Arizona change between 1998 and 2004?

Applying the Skill

Directions: Study the information in the line graphs below. Answer the questions that follow on a separate sheet of paper.

1. How were Arizona’s congressional districts divided between Democratic and Republican candidates in 1998? In what way did this division change by 2004?

2. Look at the maps on page 53. In what way did District 5 change geographically between 1998 and 2004? In what way did election results change in District 5 between 1998 and 2004?

CHART, GRAPH, AND MAP SKILLS ACTIVITY 10 (continued)

1 62 43 50

100

20

10

30

90

80

70

60

50

40

Pe

rce

nta

ge

of

Vo

te

Congressional District

1998

7 81 62 43 50

100

20

10

30

90

80

70

60

50

40

Pe

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nta

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of

Vo

te

Congressional District

2004

Congressional Voting Patterns in Arizona

Democrat

Republican

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Presidential Campaign FinancingPresidential candidates raise a lot of money to run campaigns.

Candidates acquire money from the government, individuals, businesses, and political action committees. Several attempts have been made to reform campaign financing, including limiting the amount of money a person or business can contribute. Study the charts below to learn how much money went into the 2004 presidential campaigns.

Directions: Use the charts on this page and the information found in your textbook to answer the questions below. Write your answers on a separate sheet of paper.

1. Comparing How is the data in the charts similar?

2. Speculating Which candidate raised and spent the most money? Do you think this had an effect on the outcome of the election? Explain your answer.


2004 Presidential Campaign Finances for George W. Bush

Dollars Percentage of Total

Individual contributions $271,814,020 74%

Federal funds $74,620,000 20%

Other $17,877,764 5%

PAC contributions $2,917,017 1%

Total Receipts: $367,228,801Total Spent: $345,259,155

2004 Presidential Campaign Finances for John Kerry

Dollars Percentage of Total

Individual contributions $225,283,370 69%

Federal funds $74,620,000 23%

Other $26,191,000 8%

PAC contributions $141,918 <1%

Total Receipts: $326,236,288Total Spent: $310,013,730

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English Language LearnerTo help students understand campaign

financing, explain the information presented in the charts. In a class discussion, ask students: (1) Who were the two main candidates in the 2004 presidential election? (George W. Bush and John Kerry) (2) How many millions of dollars did George Bush take in from individuals? ($367,228,801) (3) Which candidate spent more money? (George Bush) (4) How much money did each candidate get from the government? ($74,620,000) (5) Why do presidential candidates need to raise a lot of money? (because it takes a lot of money to pay for advertisements, travel, and people to run the campaign)

Gifted and TalentedHave students consider the following and

form a hypothesis: What are the effects of costly political campaigns on the democratic process? Have students share their thoughts. They should discuss issues such as (1) candidates may become obligated to respond to their wealthy contributors’ political goals, (2) the huge sums of money necessary for a successful presidential campaign may deter worthy candidates from pursuing office, and (3) incumbent presidents spend a lot of time raising campaign funds instead of fulfilling their presidential duties.

Special NeedsHelp students access the Federal Election

Commission Web site to learn about the commission. Have them summarize the goal of the FEC and name four facts about it.

IntrapersonalHave students conduct research to learn the

ways in which the government limits individual and corporate contributions to political campaigns. Students should write a brief report summarizing their findings. Students should conclude the report with their opinion about their findings. Should the government limit campaign contributions and spending? Why or why not?

Interpersonal; KinestheticHave students work with a partner. One

student should pretend to be a news reporter. The other student should pretend to be (1) a presidential candidate, (2) a wealthy individual contributor, or (3) someone supporting campaign finance reform. Have pairs plan their interviews and present them to the class.

MathematicalStudents can conduct research to learn how

a presidential candidate’s raised funds are distributed. Information is available from the Federal Election Commission’s Web site. Have students select a previous or current presidential candidate and chart the receipts and disbursements of his or her campaign financing. Have students include a circle graph showing the percentages of spending for the categories.

Verbal/LinguisticPose the following question to students: Do

wealthy individuals “buy” government influence by donating large sums of money to presidential campaigns? Have them write journal entries explaining their views.

LogicalAsk students to review the First Amendment

to the Constitution in the textbook. Then have them use the Internet to review Supreme Court cases related to campaign finance reform. Have them write a report on their findings and explain why the Supreme Court has ruled that limiting campaign contributions violates the First Amendment.


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Student’s answer:

Partner’s answer:

Student’s answer:


Student: What right and responsibility

allows citizens to choose who

runs their government?

Voting and Elections—What Do You Know?Directions: Ask each other the questions below to see how much you know about voting and elections.*

Partner: Who are in the electorate?

Student: What is the main purpose of

political conventions today?

Partner: What is the source of the

money in the Presidential

Election Campaign?


Partner’s answer:

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Voting and Elections—Understanding the Big IdeasDirections: Use your textbook to answer the questions below. Write your answer on the space provided.

Section 1 Big Idea The right to vote is one of the fundamental rights of citizens in a democratic society.

How does an exit poll help predict election results?

Section 2 Big Idea A successful democracy is built on an informed electorate.

How do presidential campaigns seek to inform the electorate?

Section 3 Big Idea A successful democracy is built on an informed electorate.

What is the main restriction on soft money campaign donations?


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Voting and ElectionsThe authority of the United States government ultimately

comes from the people. Voting is the primary way citizens exercise this authority. By voting, citizens choose the people who represent them and influence the laws under which we live. Citizens who choose not to vote do not participate fully in our democratic way of life.

Directions: Matching Write the letter of the term on the left that best corresponds with each statement on the right. You will not use all of the terms.


A. registration

B. elderly

C. 270

D. McCain-Feingold Act

E. soft money

F. voting

G. endorsement

H. hard money

I. popular vote

J. electoral vote

K. projections

L. middle-aged

M. recount

N. 538

_____ 1. This is both a right and a responsibility of citizenship.

_____ 2. This is the first step in the voting process.

_____ 3. Television networks often make these when a small number of votes has been counted.

_____ 4. This age group has the highest voting turnout rate.

_____ 5. This is sometimes held to settle a disputed election result.

_____ 6. A presidential candidate must receive this number of electoral votes to win.

_____ 7. A presidential candidate can be elected even if he or she loses this.

_____ 8. A famous and popular person will sometimes give this to a candidate.

_____ 9. Direct donations to a candidate are called this.

_____ 10. This prohibits certain national groups from raising soft money.

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Chapter 10Section Resources




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1. Specifying Early in U.S. history, who had the right to vote?

2. Describing What are the voter qualifications in most states today?

3. Defining What is a ballot?

4. Explaining Why is it important for voters’ choices to be secret?

5. Summarizing In what circumstances do people use absentee ballots?

6. Explaining What is the purpose of an exit poll?

7. Identifying What is the electorate?

8. Listing What are three reasons why it is important to vote?

Look for patterns or signal words in the text. For example, a sequence is often signaled by words such as first, next, then, later, and finally.

Who Can Vote?


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When you have finished reading the material below a main heading, check with a partner to see whether you both identified the same main idea.

Election Campaigns



1. Specifying When do general elections always take place?

2. Describing How does an initiative lead to a proposition?

3. Explaining What is the purpose of a recall?

4. Summarizing How have national conventions changed in recent years?

5. Describing What is the winner-take-all system in presidential elections?

6. Stating How is the total number of votes in the Electoral College determined?

7. Explaining How may a presidential candidate win the popular vote but lose the election?

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1. Defining What is the purpose of canvassing?

2. Explaining Why do candidates use propaganda?

3. Summarizing Why are some election campaigns so expensive?

4. Listing What are three requirements under the Federal Election Campaign Act, or FECA?

5. Paraphrasing What did the Supreme Court rule in Buckley v. Valeo?

6. Explaining What is the purpose of political action committees, or PACs?

7. Identifying How did the McCain-Feingold Act increase the importance of the Internet in political fund-raising?

Before reading the text below each main heading in a section of your textbook, preview the Reading Check question to focus your reading.

Paying for Election Campaigns


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Chapter 11 ResourcesInfluencing Government

Content Vocabulary Activity 11Influencing Government 65

Academic Vocabulary Activity 11Influencing Government 67

Biography Activity 11Edward R. Murrow 69

Writing Skills Activity 11Engaging Readers’ Interest: Writing a Strong Lead 71

Critical Thinking Skills Activity 11Analyzing Information 73

Chart, Graph, and Map Skills Activity 11Interpreting a Bar Graph 75

Differentiated Instruction Activity 11Influencing Government 77

School-to-Home Connection 11Influencing Government 79

Reteaching Activity 11Influencing Government 81

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Influencing GovernmentDirections: Complete the paragraphs below by filling in each blank with the correct Content Vocabulary term from the word list.

Section 1

The president may take into consideration when

making decisions. But how does the president learn what the

public is thinking? A(n) may be taken to monitor

public opinion. A(n) ’s job is to conduct public

opinion polls on a regular basis, often to monitor the president’s

popularity. The may influence public opinion,

but it also communicates the results of opinion polls to the general

public. A group who tries to influence public opinion and persuade

people to adopt its point of view is called a(n) .

Section 2

The First Amendment guarantees freedom of the press. The

“press” refers to such as newspapers. It also

applies to such as television and the Internet.

One important aspect of this protection is freedom from

, which means that the government can censor


public opinion mass media public opinion poll

interest group pollster

print media electronic media public agenda

leak prior restraint libel

malice

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Influencing Government

material only prior to its publication. Media stories about public

officials sometimes damage a public official’s reputation. When

this happens, the official may wish to sue for ,

but successfully doing so requires proof that actual

, or evil intent, was involved. The media also

pays close attention to the , the problems and

issues that receive the most government attention. Government

officials may information to newspapers or

television stations to test the public’s reaction to a government

proposal.

Section 3

Interest groups are an important part of the U.S. democratic system

because they affect public policy. An interest group that works to

benefit all of society is called a . Such a group is

often , or not affiliated with a political party. If

this is the case, the group can be impartial about a candidate or an

issue. An interest group may form a to collect

money that will be used to support candidates. An interest group

may also use a to contact lawmakers or other

government officials directly and persuade them to take a certain

position on an issue that is important to that interest group.

CONTENT VOCABULARY ACTIVITY 11 (continued)

public interest group nonpartisan

political action committee lobbyist

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Influencing GovernmentAcademic Words in This Chapter

A. Word Meaning Activity: Matching Words to Definitions

Directions: Study the words and their definitions below. Then, match the words in Column A with their definitions in Column B.

Column A Column B

A. governing

B. male or female

C. secure

D. always the same

E. principal

F. admit

G. poll

H. advantage

uniform acknowledge primary

gender benefit survey

regulatory guarantee

_____ 1. uniform

_____ 2. gender

_____ 3. survey

_____ 4. acknowledge

_____ 5. benefit

_____ 6. regulatory

_____ 7. primary

_____ 8. guarantee

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Influencing GovernmentB. Word Family Activity: Word Chart

Directions: Determine whether the words below are in noun, verb, or adjective form. Put a check mark (√) in the appropriate column. Some words have more than one form.

Words Noun Verb Adjective

1. uniform

2. gender

3. survey

4. acknowledge

5. benefit

6. regulatory

7. primary

8. guarantee

(continued)

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A plaque in the lobby of Columbia Broadcasting System (CBS) headquarters bears the image of journalist Edward R. Murrow with the inscription, “He set standards of excellence that remain unsurpassed.” The plaque is a small indication of the sphere of influence cast by the pioneering radio and television broadcaster who worked hard to defend the civil liberties of all Americans.

Changing Times

Murrow began his 25-year career at CBS in 1935 as Director of Talks and Education. Two years later, he was sent to head the network’s European bureau, where he reported on the events of World War II. His dramatic radio broadcasts during the Battle of Britain, each beginning with his hallmark phrase “This is London,” were frequently punctuated by the sound of exploding bombs in the background. Murrow’s broadcasts made him a nationally known figure and a symbol of courageous news reporting.

After the war, Murrow returned to the United States and CBS, becoming vice president in charge of news and, later, a news analyst. He moved from radio to the new medium of television with a news digest program called See it Now. Its most historic program, broadcast on March 9, 1954, profiled Senator Joseph McCarthy.

Fighting McCarthyism

The junior senator from Wisconsin, McCarthy had gained national attention by accusing large numbers of people of being communist sympathizers. He used his control of the Senate’s Committee on Government Operations to investigate people he called Communists. His investigations cost many people their jobs

and ruined many careers. Murrow’s program used McCarthy’s own words and pictures to show the senator’s fanaticism. The program, which received the prestigious Peabody Award, was seen as a turning point in McCarthy’s crusade. Murrow’s program reminded viewers of their right to free speech. Murrow stated emphatically that “We must not confuse dissent with disloyalty.”

Murrow had been present at the beginning of television news. Later in his career, he became concerned with the course that television was taking. He warned newscasters that the business was “fat, comfortable, and complacent.” Rather than stimulating thought and discussion, television was being used to “distract, delude, amuse and insulate us.”

Murrow’s concerns in part led to his resignation from CBS in 1961. After leaving the network, he accepted an appointment from President John F. Kennedy to lead the United States Information Agency. Murrow died in 1965.

Edward R. Murrow (1908–1965)


Edward R. Murrow

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Edward R. Murrow


1. Retelling How did Edward R. Murrow become a well-known broadcaster?

2. Paraphrasing How did Senator Joseph McCarthy gain national attention?

3. Expressing In what way did Murrow influence public opinion about Senator Joseph McCarthy?

4. Explaining Why did Murrow resign from his work in television news?

5. Critical Thinking: Appraising Why might it have been dangerous for Murrow to broadcast a program about Senator Joseph McCarthy?

(continued)

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Engaging Readers’ Interest: Writing a Strong Lead

Learning the Skill

Do you sometimes find it difficult to get interested in what you are reading? At other times, does the first sentence or paragraph grab your attention and make you want to read on? The difference in your response probably lies in the lead. In all types of writing, the introductory sentence or paragraph, the lead, serves an important purpose: it invites readers to read the work. This function is especially true in expository pieces, in which writers must spark reader interest in a topic and motivate the audience to continue reading. Analyzing the leads of published writers will help you develop effective leads for your own writing.

Writers engage readers in a variety of ways:

description, or language that appeals to the five senses When Pat Vesper heard that the school board planned to cancel the soccer and band programs, her cheeks began to burn and the metallic taste of anger flooded her mouth.

dialogue, or conversation “The school board can’t cancel the band and soccer programs. It’s not right!” Pat Vesper said heatedly.

action Pat Vesper picked up the telephone and started entering the school board’s number before she had even finished reading the letter announcing the cancellation of the band and soccer programs.

reaction “How can the school board cancel the band and soccer program?” wondered Pat Vesper, suddenly worrying about the impact this news would have on her children.

foreshadowing, or hinting at what’s to come Pat Vesper knew that the school board’s decision to cancel the band and soccer programs was final, but she, along with some other parents, requested an open meeting with the school board anyway.

question, which will be answered later in the piece What can parents do when the school board makes decisions with which parents disagree?

When you read or write a lead, review its effectiveness by considering the following questions:

What level of detail does the lead provide?

What question does the lead prompt readers to ask?

How does the lead connect with the rest of the passage?

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Engaging Readers’ Interest: Writing a Strong LeadPracticing the Skill

Directions: Review the lead paragraph below. Answer the questions that follow on a separate sheet of paper.

Pat Vesper picked up the telephone and started entering the school board’s number before she had even finished reading the letter announcing the cancellation of the band and soccer programs. When she heard a busy signal, she felt hopeful. Other parents surely wouldn’t tolerate this decision; they must be calling the school board, too. Her mind raced, formulating a plan of action. She would organize an interest group of concerned parents. The group would research the benefits of extracurricular activities and would suggest funding methods. Group members would approach the school board with their findings and save the band and soccer programs.

1. Identifying What general question does the lead make readers ask?

2. Naming The lead begins with action. What other lead technique does the author use later in the paragraph?

3. Critical Thinking: Defending Explain whether this lead interests you in reading the story that follows.

Applying the Skill

Directions: Review the information in the textbook about special interest groups. Choose one group to research further, such as the National Rifle Association, the Humane Society of the United States, or Mothers Against Drunk Driving. Then, use the space below to write a lead you could use to introduce a short article on this group.

WRITING SKILLS ACTIVITY 11 (continued)


Assess your lead using the checklist below.

___ I selected an appropriate special interest group about which to write a lead.

___ I conducted needed research on the special interest group I chose.

___ I reviewed the types of leads discussed in the lesson.

___ Using the techniques in the lesson, I wrote an effective, engaging lead.

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Analyzing InformationLearning the Skill

Analyzing information involves breaking it into meaningful parts so that you can understand it more fully. The ability to analyze information helps you interpret what you read and draw conclusions.

Use the following guidelines to help you analyze information:

Identify the topic or main idea to which all the information relates.

Identify key facts and ideas.

Think about how to organize the key facts and ideas to help clarify how they relate to one another and to the topic.


Directions: Read the excerpts. Then answer the questions that follow.

Source: www.editorandpublisher.com/eandp/news/article_display.jsp?vnu_content_id=1002801550

•

•

•


WASHINGTON—A majority of Americans say Congress should pass a resolution that outlines a plan for withdrawing U.S. troops from Iraq, according to a USA TODAY/Gallup Poll taken Friday through Sunday. Half of those surveyed

would like all U.S. forces out within 12 months. . . .

In the poll, 57% say Congress should pass a resolution that outlines a plan for withdrawing U.S. troops; 39% say that decision should be left to the president and his advisers.

Precisely half support withdrawing all U.S. forces immediately or within 12 months, while 41% say the United States should keep troops there for as many years as needed. Eight percent call for sending more troops. . . .

June 26, 2006

NEW YORK—A new Gallup poll finds that roughly 2 in 3 Americans urge a U.S. withdrawal from Iraq, with 31% wanting this to start immediately. . . .

Results showed that

almost 1 in 3 want to “pull the troops out and come home,” as soon as possible. About the same number seem to wish for a gradual pullout. The remaining one-third back the present

course or want to “finish what we started.”

Only 2% want to send more troops. The same number urge: “Admit we made a mistake/Apologize and move forward. . . .”

July 7, 2006

Source: www.usatoday.com/news/world/iraq/2006-06-26-iraq-poll_x.htm

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Analyzing Information

Source: www.cnn.com/2006/POLITICS/06/16/iraq.poll/

1. What is the topic of all three excerpts?

2. What is one key fact that is presented in all three excerpts?

Applying the Skill

Directions: Use the excerpts to answer the questions below. Circle the letter of the correct answer.

1. How are the excerpts organized? A. by city B. by source C. by date D. by importance

2. Which of the following would be the most useful way to reorganize the information presented in the excerpts?

A. in a table B. in a pie graph C. in a Venn diagram D. in a flowchart

3. What is one way in which the excerpts differ? A. Not all the excerpts state who conducted the poll. B. Not all the excerpts give exact percentages. C. Not all the excerpts discuss timetables for troop withdrawals. D. Not all the excerpts tell how many Americans want to send

more troops to Iraq.

CRITICAL THINKING SKILLS ACTIVITY 11 (continued)

WASHINGTON (CNN) — A majority of Americans—53 percent —favors setting a timetable for U.S. troop withdrawal from Iraq, with 47 percent saying the deadline should be

in a year or less, according to a CNN poll released Friday.

Among those who favor setting a deadline of a year or less, opinions also are divergent.

The survey found 13 percent of Americans want withdrawal within a few weeks; 15 percent want it in six months; and 19 percent want it in a year. . . .

June 16, 2006

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Interpreting a Bar Graph

Learning the Skill

Bar graphs can prove helpful when you study large amounts of data and statistical information. These graphs allow a great deal of data to be presented in a relatively small space. Bar graphs can help you identify and compare important information more quickly than would be possible if you had to read lengthy passages of text. To interpret a bar graph, use the following steps:

Read the graph’s title to determine the information it shows.

Locate the vertical and horizontal axes, which run from top to bottom along the left side of the graph and from left to right along the bottom of the graph, respectively. Use the labels and numbers along the axes to identify the data being measured.

Locate the graph key. Use it to determine what information the bars of the graph represent.

Study the length of the bars on the graph. Use the axes to determine the specific data indicated by each bar.

Make comparisons between the bars on the graph. Draw conclusions based on your findings.


Directions: Read the information on the bar graph below. Answer the questions that follow on a separate sheet of paper.

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100

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50

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American TV News Viewership

1996 200220001998 2004

Local TV News

Nightly Network News

Network TV Magazines

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Interpreting a Bar Graph1. Identifying What information does this graph show?

2. Identifying What time period does this graph cover?

3. Locating Which type of television news had the smallest overall decrease in percentage of viewers during this period?

Applying the Skill

Directions: Read the information on the bar graph below. Answer the questions that follow on a separate sheet of paper.

1. Identifying What information does this graph present?

2. Identifying From which source did the largest percentage of Americans get their news in 1998?

3. Analyzing Visuals Describe how the percentage of Americans who read newspapers changed between 1996 and 2004.

4. Calculating Which source experienced the largest increase in the percentage of Americans who use it for news between 1996 and 2004?

(continued)

1996 20041998 200220000

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Where Americans Get Their News

Newspapers

Newsmagazines

Radio

Online News

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Influencing GovernmentPolitical action committees (PACs) typically support political

candidates during elections, but they often address political issues during nonelection years, as well. PACs often lobby political leaders to support or not support an issue. The excerpts below show two opposing PAC viewpoints on a bill introduced in the House limiting the availability of data regarding firearms purchases.

Directions: Use the information shown here and the information found in your textbook to answer the questions below. Write your answers on a separate sheet of paper.

1. Specifying What does the NRA-ILA claim H.R. 5005 will help?

2. Specifying What effect does the Brady Campaign say H.R. 5005 will have on law enforcement?

3. Identify Central Issues What do both PACs agree is important in criminal investigations?


From the Brady Campaign Against Gun Violence, a PAC supporting

gun controlH.R. 5005 would protect corrupt gun dealers at the expense of law enforcement and the public’s safety. Its most egregious provisions will block the disclosure of crime gun trace data exposing the complicity of gun dealers who supply the illegal gun market.

• H.R. 5005 Will Shield High-Risk Gun Dealers from the Public Eye

• H.R. 5005 Will Impede Development of Effective Law Enforcement Strategies to Combat Gun Violence

• H.R. 5005 Will Deprive Local Law Enforcement of Warnings of Possible Criminal Activity in Their Communities

• H.R. 5005 Will Increase the Risk of Gun Violence by Weakening Federal Gun Laws

From NRA-ILA, the PAC of the pro-gun National Rifle Association (NRA). . . Over the past several years,

amendments to appropriations bills for the [Bureau of Alcohol, Tobacco, and Firearms (ATF)] have contained provisions to prevent access to firearm trace data and firearm dealers’ records, except for legitimate criminal investigations. H.R. 5005, the “Firearms Corrections and Improvements Act,” . . . includes language to strengthen those limits and make them permanent.

. . . H.R. 5005 doesn’t create any new crimes for police officers or anyone else; it simply blocks anti-gun governments from trolling through nationwide data to support reckless and politically motivated lawsuits against the firearm industry . . . In doing so, it protects gun owners’ privacy, the integrity of investigations, and the safety of law enforcement officers.

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English Language LearnerReview the statements with students. Ask

them to explain the points of view of both groups. Then discuss the following questions: (1) What does each group hope to accomplish? (Each wants its supporters to speak out for or against H.R. 5005.) (2) Why do people form political action committees, or PACs? (A large group of people is more likely to influence government than can one or two people acting alone.)

Gifted and TalentedThe Libertarian Party supports gun rights

and strongly opposes gun control legislation. Tell students to research the Libertarian Party. What is the party’s platform? Who are its leaders? How is the party distributing its message to Americans? Have students write a report presenting their findings.

Special NeedsHelp students to better understand the issues

in H.R. 5005 by reviewing the definition of gun control. Have students visit the official Web sites of the National Rifle Association and the Brady Campaign Against Gun Violence to review each organization’s position on the issue. Have students make a chart that shows the meaning of gun control and the major arguments for and against it.

Verbal/LinguisticAsk students to research and find a PAC that

supports an issue that the student also supports. Have students write and present a short speech about this PAC, including details about how and why the PAC was founded and in what ways the PAC tries to influence legislation on key issues.

LogicalHave students use the Internet or library

resources to identify three of the largest PACs in terms of membership and money raised. Ask students to determine which issues and candidates or elected officials these PACs support and which political party benefits most from each PAC’s attention. Tell students to create a chart showing their findings.

KinestheticAsk students to research PACs that support

environmental causes. Tell students to choose one and create a map of your local area indicating those areas that the PAC may be interested in helping. For example, the map could include areas in danger of flooding or soil erosion, a potentially dangerous dumping area that needs to be cleaned up, or a possible location for a recycling center. Maps should have a key and be somewhat detailed.

InterpersonalExplain to students that controversy surrounds

the issue of gun control. Proponents claim that gun control deters crime, while opponents say that the Bill of Rights protects gun ownership. Have small groups of students research and debate the issue.

Intrapersonal Have students choose three legislators from

their state. Students should research the voting record of each individual on gun control and related issues. Encourage students to find out whether any background or other underlying issues may have influenced the legislators’ views. Have students write a short report comparing the legislators.

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Student’s answer:

Partner’s answer:

Partner’s answer:

Student’s answer:

Student: What term refers to forms

of communication that reach

a large number of people?

Influencing Government—What Do You Know?Directions: Ask each other the questions below to see how much you know about how the media and interest groups influence public opinion.*


Partner: What forms of

communication are a part

of the print media?

Student: Why is it important for

the media to be free

from prior restraint?

Partner: What propaganda

technique would rely on

down-to-earth statements

about ordinary people?


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Influencing Government—Understanding the Big IdeasDirections: Use your textbook to answer the questions below. Write your answer on the space provided.

Section 1 Big Idea A democratic society requires the active participation of its citizens.

What is a public opinion poll? How is this type of poll related to public opinion?

Section 2 Big Idea In a democratic society, various forces shape people’s ideas.

In what way does the government clash with the media over national security?


How do lobbyists attempt to make an impact on public policy?


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Influencing GovernmentIn a democracy such as the United States, citizens have the

right to express their viewpoints in orderly ways. We also have the right to try to influence the opinions of other citizens and, ultimately, the government. The Constitution guarantees these rights, and keeping informed is the responsibility of every citizen.

Directions: Making a Chart It is important to understand the ways in which our government is influenced. Some methods attempt to influence the government directly, while others try to influence the beliefs and choices of individual voters. Write the letter of each example of influence beneath the most appropriate heading on the chart.


Mass Media Propaganda Interest Groups

A. United States Chamber of Commerce

B. lobbyists C. radio D. endorsements E. name-calling F. The National Rifle Association G. The Internet H. leaking information

I. The Tobacco Institute J. Political Action Committees K. journalists L. symbols M. bandwagon N. The NAACP O. “watchdog” P. stacked cards

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Chapter 11 ResourcesSection Resources




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Read the title of a chapter or section, and write three to five general statements on the topic that you believe to be true. Check your statements for accuracy when you have finished reading the text.


1. Summarizing How does public opinion shape the decisions of every president?

2. Specifying What are the four sources of public opinion?

3. Listing What are the three components of public opinion?

4. Describing How do political leaders measure public opinion?

5. Explaining Why do some people condemn push polls?

6. Explaining For what two reasons do critics think that polls distort elections?

Forming Public Opinion


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1. Identifying What are the two types of mass media, and what is one example of each?

2. Explaining How do the media affect the public agenda?

3. Describing In what ways do government officials use leaks?

4. Explaining How do the mass media play an important “watchdog” role?

5. Summarizing How might the government control information about national security that the media can report?

6. Defining What is libel?

7. Identifying What agency of the federal government regulates the broadcast media?

When you encounter an unfamiliar term, study it to see whether you know other words that are related and that could help you determine the new term’s meaning. For example, you could use what you know about the word public to determine the meaning of the term publicize, which means “to make known to the public.”

The Mass Media


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1. Labeling What type of interest group is the AFL-CIO, and what is its purpose?

2. Identifying What interest group represents the interests of women?

3. Describing What does a public interest group do?

4. Listing What are three ways in which interest groups influence government?

5. Explaining What services do lobbyists perform for lawmakers?

6. Specifying Why do citizens need to recognize the different types of propaganda?

7. Describing What limits have been put on the power of lobbyists?

As you read, occasionally pause and ask yourself, “What is the most important word or phrase in the paragraph?” If you cannot identify the word, reread the paragraph.


Interest Groups