USF's WebQuest 

Teacher's Page

WebQuest Title:    Interest Groups and Public Policy  

Dear Colleague:  I have created this unit from a desire acquired as an undergrad studying political science.  When I began to study public policy and found my base knowledge of material to be very lacking. 

Author:  John Holloman                   

Date: March 2006               

Age Group: This was designed for a senior class however it can be done with most any high school age class

Unit Summary:
    Goals/Objectives: The students will understand the basics of the public policy process.  Students will also be able to understand and explain how interest groups work and what tactics they use to influence public opinion.
    Days: 5-6 days
    Content: Internet research, lecture material
    Methods: Lecture, Group discussion, Class Presentation and Webquest

WebQuest  Summary:
    Goals/Objectives: Students will investigate various interest groups.  Students will take the material they find and then create their own interest group and address issues such as member benefits, tactics, and mission. 
    Days:2
    Content: Interest group web pages
    Methods: Group work   

Teachers Resources

Unit Information:
    

Background Resources

Web-based Subject Matter Content

Source for overall legal and interest group information. CRS Report

Site that contains some information on the lobbyist client relationship  If they only knew

Other Resources

A valuable book for planning which interest groups to use and finding background information.  It is expensive so I would check at a library first.  http://www.cqpress.com/product/Public-Interest-Group-Profiles-2004.html

A diagram of the public policy process created with assistance from DR. Kemp, Public Policy Professor FSU

An explanation of the diagram is here

Unit Lesson Sequence
 

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Day 1    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)	Content/Key Ideas/Concepts/Facts	Materials (Transparencies, audio, handouts, etc)
Bellwork	Students will begin by a short writing assignment about where they see themselves fitting into government.
Lecture	Public policy overview.  Cover public opinion, policy formation and policy implementation.	Power Point
	Teacher reference notes	Notes
	This is a handout you can either duplicate on the board or overhead or pass to the students to have for reference.	Handout

 

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Day 2    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)	Content/Key Ideas/Concepts/Facts	Materials (Transparencies, audio, handouts, etc)
Attention Getter	A video advertisement from the Truth.	1st slide of power point
Lecture/discussion	Overview Interest groups.  Tactics, member benefits, and types of interest groups.	Power Point
	Teacher reference notes	Notes

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Day 3    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)	Content/Key Ideas/Concepts/Facts	Materials (Transparencies, audio, handouts, etc)
Webquest		Webquest

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Day 4    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)	Content/Key Ideas/Concepts/Facts	Materials (Transparencies, audio, handouts, etc)
Webquest		Webquest

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Day 5    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)	Content/Key Ideas/Concepts/Facts	Materials (Transparencies, audio, handouts, etc)
Presentations
class questions	Questions to direct class discussion and encourage higher thinking about the issue.	Discussion Questions

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Day 6    Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)	Content/Key Ideas/Concepts/Facts	Materials (Transparencies, audio, handouts, etc)
presentations	Carry over from day 5	see above

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Students WebQuest :

Go to Students Section

Conclusion: This I hope is a good teaching tool to help expand out the students awareness of not only their part in government, but their potential to affect government.  It may come as a shock to them that so many people could be concerned with trying to influence them to get their extemely valuable voice and vote. 

Credits/References:

Most of the material is adapted from notes from two undergraduate public policy course.  Most of the credit for the material should go to Dr. Kathleen Kemp.  The heavy reliance on this material is from a direct lack of available online resources on the subject matter that are suitable for education. 

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