GoPoPro Activities
Public Policy Lesson Sampler
Overview of Elite and Pluralist Models of Democracy in the United States
Table 1 The Basic Principles of the Elitist Model of Politics
1. American society is divided into those who have political power (the few) and those who do not have political power (the many). Only a small number of people allocate society's resources and make policy; the masses do not decide public policy. Values are determined by elites.
2. Those who govern are not typical of the masses. Elites come from the upper echelons and upper socioeconomic strata of society. They are wealthier, better educated, and have many other social and economic advantages over the average citizen.
3. Nonelites must slowly be elevated into higher positions to avoid revolution or social and political instability. Only nonelites that have accepted the basic values of the elites can be brought into the circles of those who govern.
4. Elites share a basic consensus about the basic values of the social system and are committed to protecting and preserving the system (the status quo). Any changes made to the system must be slow and evolutionary. In the United States, the basics of the elite consensus are for the sanctity of private property, limited government, and individual liberty (freedom).
5. Public policy does not reflect demands made by the masses. Public policy reflects the values of elites and changes in public policy will be incremental (not revolutionary).
6. Elites are subject to little direct influence from the apathetic masses. The masses are generally poorly informed and can be controlled by the elites, who hold a disproportional amount of political power. The elites influence the masses far more than the masses influence elites.
7. Public policy is directed from the top downward. Power is concentrated at the top and public policy decisions are made and implemented from the top.
Source: Adapted from James Lester and Joseph Stewart, Jr. Public Policy: An Evolutionary Approach (Belmont, CA: Wadsworth, 2000), pp. 54-55. The original source of these basic descriptions is credited to Thomas Dye and Harmon Zeigler, The Irony of Democracy (Monterey, CA: Brooks/Cole, 1981).
Overview of Elite and Pluralist Models of Democracy in the United States
Table 2 The Basic Principles of the Pluralist Model of Politics
1. Power is an attribute of individuals in their relationships with other individual in the process of decision-making. Interest groups are the key to understanding American democracy and the public policy process. It is the competition between interest groups in the governmental process that influences public policy.
2. Power relationships are not permanent. They are often formed for a particular decision. After the decision is made, the relationships may disappear and may be replaced by another set of power relationships when the next decision is made. These power relationships involve what we think of today as interest groups.
3. There is not a permanent distinction between the elites and masses. Individuals who participate in decision making at one time may not be the same individuals who participate in the next decision at a different time. Individuals move in and out of the ranks of decision-makers simply by becoming active or inactive in politics.
4. Leadership is fluid and mobile. Wealth and social status are assets in politics but are only one of many assets that are part of political power. Elites are elites only in the sense that they hold leadership positions of power, not because of some superiority of social or ruling class. The term "leader" is a better description than the term "elite" for those who hold temporary positions of political power. Power resides in the position more so than with the person. An aristocracy does not govern America.
5. There are multiple centers and bases of power in society. No single group dominates decision making in all areas.
6. Considerable competition exists between interest groups.
7. Public policy reflects the bargains and compromises reached between competing groups.
Source: Adapted from James Lester and Joseph Stewart, Jr. Public Policy: An Evolutionary Approach (Belmont, CA: Wadsworth, 2000), pp. 54-55. The original source of these basic descriptions is credited to Thomas Dye and Harmon Zeigler, The Irony of Democracy (Monterey, CA: Brooks/Cole, 1981).
Elite & Pluralist Policy Making Models
There are two competing theories about how policy decisions are made in the US.
Read the two tables (above) and decide for yourself which theory is more accurate.
1) Rename the two theories:
2) Take each of the seven points from each theory and transcribe it into: a graphic image (drawing, sketch, cut and pasted digital image); a 140 character Tweet with hashtag, or a condensed bullet point in your own words.
3) Name the theory you find to be a more accurate description of how policy actually gets made in the US today:
4) Choose any one policy area - health care, gun control, tax policy, oil tax, immigration, trade - and decide which theory does the better job of explaining the specific steps and actors (people, groups, institutions) involved in the actual making of policy in the US today. Show your answer in a flow chart, graphic organizer, storyboard, digital image from the internet, or any visual form that would be convincing to a student of US politics.
40 Forms of Civic Engagment
40 Forms of Civic Engagement
1. Petition the government about an issue of importance. Get people to sign your petition or create an online petition at change.org
2. Contact your local board of elections & make your own voter registration drive
3. Hold a teach-in on a topic of importance to you and educate your peers about something of importance to you
4. Assemble a group of people for a rally/protest/march of an issue you support
5. Attend a public meeting and speak out for something you believe in
6. Attend a meeting of a local or national interest group
7. Call in to a talk show and express your opinion on a topic of importance
8. Write a letter to the editor about something important to you
9. Speak to a politician or member of government on the phone or in person
10. Invite a member of government/politician to speak to your class/group
11. Send a press release to a local media outlet promoting an interest of yours
12. Tag a public sidewalk in erasable CHALK (do not use any permanent materials!) espousing a particular idea or belief
13. Print and disseminate posters, pamphlets, or flyers supporting your opinion
14. Post your civic or political opinion on social media
15. Make up 5 poll or interview questions about a topic you know something about and hold an opinion on and poll/interview 10 people, then post your results
16. Register to vote and vote as soon as you turn 18
17. Volunteer your special skills to an organization
18. Walk or bike to support a cause and meet others
19. Attend Memorial Day, Veterans Day, or other civic parades
20. Participate in political campaign by volunteering for a candidate or issue you support
21. Start a lunch gathering or a discussion group with classmates or neighbors
22. Run for public office as soon as you are eligible
23. Offer to serve on a school or town committee
24. Stand at a major intersection holding a sign for your favorite candidate/issue
25. Join a nonprofit board of directors
26. Call the capitol switchboard at 202-224-3121 and ask to speak with your House Representative or Senator.
27. Make your own infographic about an issue of importance to you at Piktochart.com There is probably a place at your school where lots of people congregate. Print out a copy of your infographic, post it on the wall in that area, and notice what happens; or just post it online
28. Figure out whom to vote for. How do your beliefs align with the 2016 presidential candidates? www.isidewith.com/ Once you know then try to convince 3 people to support your candidate.
29. Volunteer for an interest group whose goals you support
30. Create and put up a flyer on campus urging students to support or oppose a particular candidate or issue
31. Make and wear an armband, t-shirt, or other symbolic clothing promoting a certain belief or value
32. Make a voting guide with information about candidates’ positions on certain issues that are important to you
33. If you aren't old enough to vote, convince someone old enough to vote to vote the way you wish you could vote
34. Make an advertisement (video, print, digital ad) for your favorite candidate and post it online
35. Make a 20 second video urging your fellow students to vote. Put a cat in your video. People love cats. Upload your video to YouTube and watch it go viral and change the outcome of the 2016 presidential election
36. Organize a mock election at your school
37. Contact your state legislator, share your opinion on any issue, and urge them to enact legislation you support.
38. Share your opinion on any political topic with the president at (202) 456-1111 or you can create a White House petition.
39. There is a 92% chance that you have a smartphone within 20 feet of you. Call the capitol switchboard and ask to speak to one of your US Congressional representative. Tell your representatives what you think of a current US policy. Promote an idea you believe in to one of your state's U.S. Senators. Call the capitol switchboard at (202) 224-3121. Or locate your Member on-line:
U.S. House of Representatives: www.house.gov
U.S. Senate: www.senate.gov
40. __________________________________
Ideology Project Flash Lesson
Time
15 minutes of prep
60 minutes of class time
Ingredients - Available in Download Below
Ideology Project
Ideology Project Rubric
Ideology Rubric
Ideology Rubric Online Version - Google doc.
Ideology Quiz
Ideology Quiz Key
Agenda
Explain and assign Ideology Project
Research and prepare Ideology Project in teams
Teams present Ideology Project beliefs and ads
Individual students take notes on presentations on Ideology Rubric
Ideology teams answer any questions anyone has about their presentation/information
Make sure each student has complete information and correct answers for sheet.
Ideology Quiz
Go over ideology quiz with key and turn in for a grade
*The night before class, you may want to assign the project & research for homework