Politics of the Moment

Title: Politics of the Moment
Trustee: Annette Strauss
Subject: Civic Education, Government
Topic: Civic Responsibility\
Grade Level: 10-12
Time: 90 minutes

View how this lesson plan fits state standards

View Annette Strauss' video or read the transcript

Materials:

• Computer with internet access, external speakers, and a LCD projector OR access to a computer lab with Internet access and headphones for each student
• Updated Media Player recommended. Download QuickTime. Problems playing? Check our Media Help page.
• Chalkboard
• Student Worksheets (MS Word, PDF)
• Download Lesson Plan: (MS Word, PDF)

Learning Objectives:

Students will
1. identify currently debated public policy issues;
2. analyze selected issues;
3. formulate a solution to a selected issue; and
4. defend their solution plan in a classroom debate.

INTRODUCTION & VIEWING (15 minutes)

1. Tell the students that they are about to watch a short video about the former Mayor of Dallas, Annette Strauss. During the film, one of her former political aids comments, “She understood the politics of the moment.”

2. Ask students to think of actions that they would expect from a person who understands politics of the moment. Elicit answers and write them on the board. Do the same for personal qualities/character traits.

Answers might include:

3. Ask the class to name a politician/politicians known for the qualities and actions noted on the blackboard. On what level does s/he operate (federal, state, local)? What position does s/he hold? What has s/he achieved in that position? Does the person have to be an official to know or understand the politics of the moment? Why or why not?

Viewing and Discussion (20 minutes)

1. As a class, watch the brief Annette Strauss video, which can be accessed online at www.americantrusteesproject.org. If you have difficulties accessing the videos, please visit our Media Help page. While watching, ask the class to note additional actions to include to their list of characteristics and qualities.

2. Ask your students, what was Annette Strauss’ most outstanding characteristic. (Note: She was fair.) Discuss if it is necessary for a politician or a public servant to be ALWAYS fair.

3. Have the following questions on the board and guide the discussion around them:

• What were the “politics of the moment” during Annette Strauss term?
• What did she achieve?

Application (50 minutes)

1. Remind the class about the video’s description of attitudes towards the poor and the underprivileged (”What do you mean you are homeless, get a job!”). Is this attitude still widespread? Why was (or is) it so persistent? Ask the class what they think is needed to solve the problem of the homelessness? Elicit 2-3 possible solutions to address the problem of homelessness.

2. Ask students what would make their solution(s) most convincing and doable.

3. Tell the class that there are going to learn how to develop a persuasive argument to support a solution. Distribute WORKSHEET 1 to each student. Go over the steps and explain each one.

4. Divide the class into small groups (4-5 people) and instruct each group to a) agree on a solution to homelessness and b) work out an argument that would support their solution.

NOTE: Depending on the sophistication of your class, you may apt to allow students to select their own topic as apposed to everyone using homelessness.

5. When groups are finished, invite them to share their solutions. Limit the presentations to 2-3 minutes per group.

EXTENSION ACTIVITIES

1. In their small groups of 4-5, ask students to identify a pressing issue that is currently debated on a federal, state, or local level. If possible, encourage them to use various resources (Internet, library, newspapers, radio, etc) to find out the following: What is at stake? Who is involved? Who is affected? What is currently being done? What is being proposed as a solution?

2. Distribute WORKSHEET 2 and ask groups to prepare mini-presentations of their issues.

3. As students present, write the issues that they have selected on the chalkboard. After the last group has finished, ask the class to rank order the list starting with the most urgent issue. Discuss possible consequences of changing the order of priority in which issues are resolved. Which issue(s) cannot wait?

ASSESSMENT

Student may be assessed on:
1. grasping the fundamentals of developing a problem/solution argument;
2. presentation skills; and
3. debating skills.

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