NAME _____________________________________________ DATE __________________ CLASS ___________
Hands-On Chapter Project
Political Parties
Creating Political Parties
Students will work in groups to create their own political parties. They will name their party, create a
party symbol, and write a party platform. They will conclude by giving a presentation about their
party to the class.
Step 1: Orientation
Directions Organize the class into groups of five or six, and explain that each group is going to create
a new political party. In this first step, they will determine the basic ideology of the party, choose the
party’s name, and create a symbol that communicates the party’s viewpoint. Discuss with students
the importance of using a distinctive symbol to send a message about the party’s ideology.
Choosing a Party Name and Symbol Direct students to work in their groups to write a brief statement
explaining their party’s ideology. For example, will it be a single-issue party, such as working to protect
the environment, or will it have a broader focus, such as working to attract moderately conservative
young adults? Explain that, based on this decision, each group should choose a name and symbol for
its party. Each group should also select the colors that will be associated with the party. Instruct
students to create a poster with their party name and symbol that incorporates the chosen colors.
Remind students that the poster should be eye-catching and readable at a distance, such as when
used at a party rally or convention.
Sharing their Posters Have the groups display their posters for the class to view. Encourage the rest
of the class to speculate about the party’s opinions on issues based on its name and symbol.
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Materials
• Poster board and colored pens and markers
Step 2: Developing the Platform
Directions Explain to students that they are going to create platforms for their parties. Ask: Why is a
party’s platform important? (It outlines the party’s views on specific issues.) Remind students that a
platform contains “planks,” each of which is a statement of the party’s position on a specific issue.
Researching Platforms of Existing Parties Instruct each group to research the platforms of existing
political parties. Have each group member research a different party. Examples might include the
Republican, Democratic, Libertarian, Green, and Constitution parties. When all group members have
completed their research, each member should report to the group information about that party’s
platform, such as the contents of the preamble and the party’s principles or its perspective on issues.
Tell students that the platforms they will be writing will not be as long or detailed as these platforms,
but they can use similar structures and styles when writing their own platforms.
Making Key Decisions Tell students that their platforms must include (a) a statement of the party’s
beliefs, (b) a list of the five issues that the party considers most important, (c) a paragraph for each
issue that explains why it is important and the party’s position on that issue, and (d) what the party
proposes to do about each issue. For each issue, the group should present a plan that is as specific as
possible, rather than a broad statement. Each group member should be assigned at least one issue to
research. That member should then present what he or she learns about the issue to the group, which
then works together to develop the party’s stand on the issue.
One member should be assigned to use a word processer to create the outline and the final platform.
Students should begin creating their platforms by developing an outline listing the issues to be covered
and the party’s position on each issue. The group should then expand the outline to create the
complete platform.
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NAME _____________________________________________ DATE __________________ CLASS ___________
Hands-On Chapter Project
cont.
Political Parties
Materials
• Internet access
• Computer with word processing software for writing the platform
Step 3: Presenting the Party
Directions Instruct each group to select a party chairperson. Explain that the chairperson will present
the party and its platform to the class. Allow time for the groups to prepare their presentations. After
each chairperson has finished his or her presentation, the class should ask the group any additional
questions they have about the party and its stand on specific issues. The group member who developed
the party’s position on a specific issue should answer any questions about it.
After all of the presentations have been made, ask for volunteers to summarize the purpose and
opinions of a party other than their own group’s party. Write these summaries on the board. As you
write each summary, ask other class members to suggest additions and improvements. Encourage the
class to discuss whether or not the presentations successfully communicated the parties’ platforms.
Assessing Explain that students’ posters, platforms, and presentations about their parties will be
assessed based on these factors:
S The platform, poster, and presentation are unusually well developed.
The party name and symbol are very well chosen and descriptive.
The platform very thoughtfully explains the party’s position on five issues.
The presentation clearly explains the party and its stand on issues.
T The platform, poster, and presentation are well developed.
The platform does a good job of explaining the party’s position on five issues.
The presentation explains the party and its stand on issues.
U The platform, poster, and presentation are generally as good as those receiving a rating of T, but
they are uneven and less developed in some aspects.
The presentation and platform do a fair job of explaining the party and its stand on issues.
V The platform, poster, and presentation are generally similar to those receiving a rating of W,
except that one or two areas are better developed.
The party name and symbol could have been better chosen.
W The platform, poster, and presentation do not convey a clear purpose or an understanding of the
party’s purpose.
The party name and symbol are poorly chosen.
It is not clear that the students understand the core content related to this project.
X The platform, poster, and presentation are very poorly done.
Step 4: Wrap-Up
Discussing Write on the board the Essential Question: How does the two-party system influence
American democracy? Encourage students to discuss what they have learned concerning the
importance of political parties to our system of government.
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Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.
The party name and symbol are well chosen and descriptive.
Technology Extension: Creating a Web Page for a Political Party
Creating websites allows students to practice their communication skills for a larger audience, as well
as learn to visually organize content for better understanding. Students who are reluctant writers also
may see the creation of a website as a less daunting and more approachable task. Though students
are still expected to adhere to writing guidelines, the website format of presentation can engage
students who do not succeed in traditional written formatting.
Websites can be created easily using free online tools. Students can work in groups in order to divide
the necessary tasks. Completed websites can be presented to the class or linked to a class site in order
to reach a wider audience. In this EdTechTeacher technology extension project, we will provide you
with the resources you will need to help your students create websites in class.
Copyright © The McGraw-Hill Education. Permission is granted to reproduce for classroom use.
Creating Web Pages
There are a number of free tools online that allow K-12 students to create websites. Most platforms
offer simple editing tools and clear instructions. In addition, websites can be constructed
collaboratively, offering students many opportunities to add to their sites and edit each other’s work.
Students can also access their work outside of the classroom, allowing for more time to be spent on
the assignment. To learn more about creating websites, please visit the Webpages page at
EdTechTeacher’s Teaching History with Technology website: http://thwt.org/index.php/presentationsmultimedia/web-pages. On this page you will find information about the various multimedia tools as
well as video tutorials for each one.
Take time to review the different multimedia tools in order to choose the one most appropriate for
your students and this project.
Creating Web Pages for a Political Party
Students will work in groups to create their own political parties. Students will then build a web page
detailing their party’s name, symbol, and platform.
Students will work together to research the platforms of existing political parties. This information will
serve as a guide as students work to write a brief statement explaining their own party’s ideology.
These statements, which will be published on their party’s web page, must include:
• A statement of the party’s beliefs
• A list of the five issues that the party considers most important
• A paragraph for each that explains the party’s position on that issue
• What the party proposes to do about each issue
You might want to have students divide the issues and keep separate notes to be handed in as part of
their grade. Instruct students to save images that they come across in their research that can be used
on their websites. Have students show you their completed research to ensure that they have gathered
the information they will need before moving on to the next step.
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Once research has been conducted and students are ready to begin building their web pages, it would
be helpful to set aside one class period for students to become familiar with the platform you have
chosen to use. Have students explore the various tools, options, layouts, and features of the website
creator they will be working with and show them examples of other websites. Discuss with the
students how to organize their web pages to effectively highlight their party’s platform. Remind
students to incorporate any relative images or multimedia where appropriate.
When the web pages have been completed, allow for a day for students to present their work and
explore each other’s web pages. You may want to publish the links to the students’ sites so that the
larger school community can also access them.
Assessment and Rubrics
Utilize the rubric included with the hands-on project, modifying it if necessary. If you would like to
create a completely customized rubric to assess the online posters, please visit the Rubric page at
EdTechTeacher’s Teaching History with Technology website:
http://www.thwt.org/index.php/assessment-rubrics/rubrics.
Additional Online Resources
Citation Tools: To help students with their citation, you might encourage them to use one of several
online citation generators. For more on these free online tools, visit the Citation page at
EdTechTeacher’s Teaching History with Technology website: http://thwt.org/citationtools.html.
Copyright © The McGraw-Hill Education. Permission is granted to reproduce for classroom use.
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