July 8, 2002

PERSUASIVE PRESSURES
Exploring Ways to Win Votes and Influence People

Grades:  6-8, 9-12

Subjects:  Civics, Language Arts

Related New York Times Article
"Loophole Lets Lobbyists Hide Clients' Identity, By ALISON MITCHELL", July 8, 2002

Overview of Lesson Plan:: In this lesson, students investigate various lobbying groups, then practice lobbying tactics by writing and presenting speeches advocating important local issues.

SUGGESTED TIME ALLOWANCE:   1 hour

OBJECTIVES:
Students will:

  1. Explore how hiding or revealing an identity might affect the process of convincing someone to do something.
  2. Examine how anonymous coalitions are allowed to lobby on Capitol Hill, by reading and discussing the article "Loophole Lets Lobbyists Hide Clients' Identity."
  3. Research some of the organizations and coalitions affected by lobbying regulations and loopholes; present their findings to the class.
  4. Write a speech in which they assume the role of lobbyists publicizing a meaningful local issue.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO NOW: Prior to class, write two brief letters on behalf of the class asking the principal to improve the quality of the food in the lunchroom (or about some other school issue). One letter should include your name, and the class grade or name. The other letter should not contain any information about who wrote the letter, or contain any clues that would allow the principal to guess who wrote the letter.

    In their journals, students respond to the following prompt (written on the board prior to class): "Should the quality of food in the lunchroom be improved?" After a few minutes, ask students to share their responses. Then, read each letter you wrote to the class, explaining that these are samples of letters that the class could send to the principal to bring the issue to his or her attention. Ask students to offer comments on which letter is more effective and to explain why. Ask students to look at the author's decision to remain anonymous in one letter, and to disclose his or her identity in the other letter. As a class, discuss the following questions: Which letter do you think the principal would prefer? Why? What are some advantages to remaining anonymous? What are some of the drawbacks of remaining anonymous? What are some situations that require anonymity? Why? What situations require full disclosure? Why?
  2. As a class, read and discuss the article, "Loophole Lets Lobbyists Hide Clients' Identity" focusing on the following questions:
    1. Why are lobbying coalitions becoming more popular according to the article?
    2. According to Representative Lloyd Doggett, why would someone use a coalition?
    3. What is the Section 877 Coalition?
    4. What role did Pricewaterhouse Coopers play in the lobbying for the Section 877 Coalition?
    5. Who is Ted Arison, and how is he involved with Section 877 Coalition?
    6. Why do businesses lobby in coalitions, according to the article?
    7. What did the Congressional lobbying law passed in 1995 require of lobbyists?
    8. What is the exception to this law for coalitions?
    9. Who is Jeff Tassey, and how does he feel about keeping the names of lobby members secret?
    10. According to Representative Lloyd Doggett, what is a "stealth coalition"?
    11. What types of coalitions has the Center for Responsive Politics identified?
    12. According to Lawrence Noble, what brought the lack of disclosure issue into the spotlight?
    13. What was Arthur Andersen's role in the Enron Corporation's collapse, according to the article?
    14. What bill is Mr. Doggett preparing?
    15. What type of opposition is this bill likely to face, according to the article?
  3. Divide the class into groups of three or four students. Explain that each group will be assigned one of the organizations or coalitions mentioned in the article to research. Each group will then report back to the class on the issues this organization is involved in, and explain its position on lobbying regulations. Assign each group an organization or coalition, such as the Congressional Research Service, Section 877 Coalition, Common Cause, Coalition for Responsible Bankruptcy Laws, Health Benefits Coalition, Center for Responsive Politics, and the Coalition for the Fair Taxation of Business Transactions. Using all available research materials, each group responds to the following questions about their lobbying organization (written on the board for easier student access):Each group will develop a short report profiling their organization or coalition, and present it to the class.
  4. WRAP-UP/HOMEWORK: Individually, students will write a speech in which they imagine themselves as lobbyists advocating a special interest before the student council, parent-teachers association, school board, or another "legislative" council. Students should pick issues that are meaningful to them personally. Examples of issues might include reducing homework, instituting co-ed football teams, increasing pollution controls or abolishing animal testing. In a future class, allow students to give their speeches before the class, and invite the audience to respond.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on thoughtful participation in class discussions, participation in group discussions, thoughtful completion of research and presentations about a lobbying organization, and thoughtful completion of persuasive speeches.

VOCABULARY:
loophole, lobbying, coalition, controversial, renounce, testimony, disclosure, expatriate, forthcoming, trusts, scrutiny, substantial, proliferated, stringent, stealth, routine, distinguish

EXTENSION ACTIVITIES:

  1. Write a letter to your state's representative giving your opinion on lobbying regulations, asking him or her to take your ideas into consideration.
  2. Create a pamphlet for a local lobbying campaign using an issue your local government official is currently working on. What is your position on this issue? Your pamphlet should introduce the issue, explain the history behind the issue, provide your opinion regarding the issue and persuade readers to join your cause.
  3. Create a illustrated timeline showing the history of lobbying in the United States. Include all benchmark cases and laws.

INTERDISCIPLINARY CONNECTIONS:
Economics- Research the "Big Five" accounting firms, including Pricewaterhouse Coopers and Arthur Andersen. What is the primary business of these companies? How are these companies organized and what is each division responsible for? Write an opinion article about whether or not you think these companies should have tax lobbying divisions.

Global Studies
-Create an annotated flow chart that describes how laws are passed in other countries. Choose a developed country, such as India, China, Japan, Australia, Chile, South Africa or Great Britain. What are the primary steps involved in passing a law?
-Write a report examining how politicians might gain the favor of lawmakers in another country. What are some of the current issues that politicians are trying to bring to the attention of the president, lawmaking body, king, or other ruler? What means are being used to do this?

Media Studies-
The movie "The American President" tells the story of a female lobbyist on Capitol Hill. Watch the movie, and write an assessment of how she went about getting support for her issues. Do you approve of her tactics? Why or why not?

Copyright 2002
The New York Times Company

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