September 8, 2003

THEY HAVE ISSUES
Exploring the Political Platforms of the 2004 Democratic Presidential Candidates

Grades:  6-8, 9-12

Subjects:  Civics, Language Arts

Related New York Times Article
"Democrats Split on Pushing the Personal or the Political, By ADAM NAGOURNEY", September 8, 2003

Overview of Lesson Plan:: In this lesson, students examine the different campaign styles and political platforms of the six main candidates vying for the Democratic Party nomination for the 2004 presidential election.

SUGGESTED TIME ALLOWANCE:   1 hour

OBJECTIVES:
Students will:

  1. Reflect on political issues and personal qualities they consider important in a presidential candidate.
  2. Learn about the varying degrees of personal disclosure and different campaign styles of several contenders for the 2004 Democratic Presidential candidacy.
  3. Examine and compare the political platforms of six main Democratic candidates.
  4. Articulate a personal position on the notion of the personal versus the political in campaigning.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO-NOW: Ask students to respond in their journals to the following questions, written on the board prior to class: "If you were voting in a presidential election, what issues, goals, or principles would be most important in deciding for whom you would vote? Aside from these issues, what personal qualities might you find in your ideal candidate?" After a few minutes, ask students to share their responses. Write the headings "political" and "personal" on the board and list students' responses under each. Then discuss: How heavily should each category weigh when choosing a candidate? When considering issues and goals, how much should they reflect the candidate's "party platform"? You may wish to review the concept of a "political platform" with the class as a set of principles and aims by which a party (or individual) proposes to stand. Platforms may differ even among members of the same political party.
  2. As a class, read and discuss "Democrats Split on Pushing the Personal or the Political," using the following questions:
    1. What are some examples of personal stories Democratic candidates are sharing about themselves in their campaigns?
    2. Which candidates have revealed personal information as part of their campaigns?
    3. Which candidates have chosen not to use their personal lives or backgrounds in their campaigns?
    4. According to the article, how did former President Bill Clinton change the way campaigns are conducted?
    5. Why is there a "30-year gap" in candidate John Edwards' story, according to the article?
    6. Why might Dr. Howard Dean's upbringing not be considered "compelling"?
    7. How might regional differences account for candidates' campaign styles, according to the article?
    8. How might economic or class differences affect the amount of information a candidate chooses to disclose about him- or herself, according to the article?
    9. Why did a reporter ask Dr. Dean, "Does your wife know you're running for president?"
  3. Divide class into six groups, and assign each one of the following main contenders for the Democratic nomination: John Edwards, Howard Dean, Richard A. Gephardt, Bob Graham, John Kerry, and Joseph Lieberman. Explain to students that now that have read about some of the candidates' personal campaign styles, they are going to research their individual platforms, or positions on the issues. On the butcher paper cut and posted prior to class (preferably large enough to cover a wall or another flat surface in the classroom), create a chart by listing candidates on one side and creating a column for issues across the top. Platform issues (at least six are recommended) may be selected from the Warm-Up activity, or may be chosen at the teacher's discretion and charted before class. Some suggestions include: Campaign Financing, Economy (employment, social security, taxes, etc.), Education, Foreign Policy, Gay Rights, Gun Control, Healthcare, and Reproductive Rights. Groups are responsible for researching their candidate's position on each issue, then charting that position on the "Platform Chart." When all categories have been filled, class should reconvene to discuss and compare candidates' platforms. You may wish to expand this discussion to compare individual principles and goals to the larger party platform of the Democratic National Party.
  4. WRAP-UP/ HOMEWORK: Ask students to revisit the notion of candidates publicly sharing the most "intimate details of their lives," which they read about in "Democrats Split on Pushing the Personal or the Political." Do they agree or disagree with Senator Edwards' remark that "[w]hat people have to see is how sincere and authentic you are - and I think your personal background is directly relevant to that"? Students should write a persuasive essay reflecting their position on the personal versus the political in political campaigns.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on responses to Warm-Up activity, participation in group research, and thoughtfully written persuasive homework essay.

VOCABULARY:
prostate, animated, intricacies, stylistic, airing, intimacy, rigorous, avoidance, calculations, divulging, cautionary, disclosing, relevant, homey, anecdotes, recoiling, eclipsed, partisanship, imbroglio, variations, sensibilities, revealingly, perpetuating, soulless, reliance, leavened, archly

EXTENSION ACTIVITIES:

  1. Add the category "Political Experience" to the comparative chart from class, then research and document the amount and type of experience each Democratic Presidential candidate has had in the political arena. Do you think the experience each candidate has had qualifies him for fulfilling the duties of a president? Why or why not?
  2. Two candidates who have received media attention but are not considered top contenders for the Democratic Presidential nomination are Ohio Representative Dennis Kucinich, and former Illinois Senator Carol Moseley Braun. Add Mr. Kucinich and Ms. Braun to your chart of candidates and compare their platforms to the others.
  3. Though elections in the United States usually reflect the bipartisan, or two-party, nature of American government, other parties (known as "third parties") do exist. Research the platforms and potential 2004 Presidential candidates for several third parties (such as the Green, Reform, and Libertarian Parties) and compare them to the Republican and Democratic Party lines.
  4. Based on what you have discovered about each person's political platform, write a mock dialogue or debate using the "voices" of the various Democratic candidates.

INTERDISCIPLINARY CONNECTIONS:
Economics- The article mentions the economic or class backgrounds of candidates. Research and compare the net financial worth of each potential Presidential candidate (including the current President). Do you think there any correlation between personal wealth and political success?

Fine Arts- Explore leadership possibilities at your school, then create a logo or campaign poster that represents your capability to hold that office or position. How reflective of your personal life do you think your design should be?

Math- Conduct a school-wide poll to find out with how many potential 2004 Presidential candidates students are familiar. As a side note, ask students to share what they know or have heard about each candidate. Publish your results in the school paper.

Technology- The organization "MoveOn.org" gained national attention last spring when it conducted its own preliminary Democratic primary online. How many people took part in the primary? Which candidate won? What were some of the results of this experiment in "politics in the Internet"? Using this example as a starting point, write a paper on the ways in which the Internet has impacted politics in the United States.

Copyright 2003
The New York Times Company

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