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"Mock
Press
Conference"
Developed
by:
Raisa
Bublick,
Tami
Devine
and
Laurel
A.
Richie,
Rocky
Hill H.S. |
Click here for the
Word Document version of this
page.
Content:
This simulation of a
press conference in
which different
groups present their
position on campaign
finance and respond
to questions offers
students the
opportunity to
examine opposing
viewpoints, analyze
material, and
develop solutions to
a complicated issue.
Materials
Needed:
- Background
reading on
campaign finance -
text and Internet
- Selected
articles
presenting varied
approaches to and
attitudes toward
campaign finance
- Chart paper
and markers
- Podium,
chairs,
microphone, etc.
for press
conference
Class Time:
Five to six class
periods; may be
expanded or
contracted to suit
individual classroom
needs.
Objectives:
Students will:
analyze material,
evaluate differing
viewpoints, draw
conclusions, present
information in both
oral and written
form, and
demonstrate an
overall
understanding of the
complexities of
campaign finance.
Activity:
- Before
initiating
activity, assign
reading in text or
independent
research related
to campaign
finance to be
completed by Day
1.
- Day 1:
- Divide class
into the
following five
groups:
Democrats,
Republicans,
Third Party
members,
Journalists, and
the Committee
for Reform.
- Explain that
each group,
except for the
Journalists,
represent a
distinct faction
within the
American
political
landscape. The
Democrats,
Republicans and
Third Party
members will
assume their
assigned role,
research its
position
concerning
campaign
finance, and
generally gain
adequate
knowledge to
represent this
position
articulately in
the press
conference. The
Committee for
Reform is
comprised of
average citizens
who are unhappy
with present
campaign finance
practices. This
group will
research the
topic, reach a
consensus as to
a better
solution,
articulate it,
and be prepared
to respond
intelligently to
questions at the
press
conference.
Finally, the
Journalists will
research the
topic to gain a
thorough
understanding,
formulate
questions for
each faction and
be prepared to
ask both initial
and follow-up
questions in the
press
conference.
- Distribute
additional
articles on
campaign finance
to all groups.
- Have each
group divide
responsibility
for
specialization
on each
individual
article amongst
themselves.
Provide time for
group to discuss
their
assignment,
role, and to
formulate any
questions they
may have before
continuing.
- Day 2 and
3:
- Groups work
together to
formulate a
written outline
of their
assigned role.
Journalists work
on mastering
material through
group discussion
and further
research and
reading.
Formulate
questions for
each group.
- Day 4:
- Using chart
paper and
markers, have
each group
record their
progress to this
point. Items to
include are main
points of
position, ideas
for
presentation,
etc.
- One by one
groups present.
Other groups
provide feedback
for how and
where to
improve. When
finished return
to individual
groups to revise
and improve as
needed.
- Day 5:
Practice press
conference. All
students must
contribute.
Note-taking should
be encouraged.
- Keep chart/
listing of
points raised by
each group.
- Open the
press conference
by welcoming the
assembled
personages to
the White House
pressroom for
the press
conference on
campaign
finance. The
more seriously
you establish
the tone, the
more
professionally
your students
will behave.
- In whatever
order desired
have each
faction present
their opening
position
statement and
respond to
questions from
the floor.
Continue in this
vein until all
factions have
presented. (Will
most likely take
less than the
full period.)
- Allow
students from
other factions
to ask questions
after the
Journalists have
presented their
initial
questions. This
provides for a
richer dialogue
and encourages
all to remain
engaged.
- When all
groups have
presented and
responded to
questions,
conclude
conference. Send
groups back to
regroup and
evaluate their
performance.
They should
consider what
went well,
didn't go well,
what points were
made or
questions were
asked that they
were not
prepared for.
The group will
revamp its
strategy
preparatory to
the following
day.
- Day 6:
Actual press
conference.
- Follow
outline of
conference
provided above.
This time,
having practiced
and seen their
weaknesses, you
should find a
higher quality
performance that
may span two
days. Allow the
conference to
progress
naturally, but
provide
assistance as
needed.
- When
conference is
concluded, each
group is
assigned the
following
concluding
activity:
Factions:
What laws should
be passed
regarding
campaign
finance?
If none, justify
this position.
Present findings
in written form.
Journalists:
Meet as
editorial board
and develop
editorial and
feature article
on press
conference.
Present in
written form.
- Final
Cumulative
Activity
-Reflective
letter:
Reflective letters
allow the teacher
to evaluate more
clearly the
learning that an
activity or lesson
has evoked.
Furthermore, it
allows a student
the freedom to
share insights,
suggestions, and
reactions to any
given activity, a
valuable
reassessment tool
for teachers
seeking to improve
their own
presentation.
- Each student
writes a
reflective letter
responding to
questions you
pose, such as:
- What worked
well with this
simulation?
- What did you
like? Dislike?
Why?
- What
problems did
you/your group
encounter?
- What did you
learn?
- What did you
teach your
group?
- What
suggestions do
you have for
improving this
simulation in
the future?
- These
letters can spark
excellent
discussion to
extend the
activity as well.
-
Republicans,
Democrats, Third
Party Candidates,
Concerned
Citizens:
- In groups,
discuss what
“went well” in
the press
conference. On
what issues does
your group
continue to
stand firm? List
out those strong
issues.
- What
questions arose
in the press
conference that
caused you to
reconsider or
reevaluate your
stance (even
slightly)? List
the issues on
which you
faltered.
- What
specific changes
do you propose
to our current
laws/policies on
campaign
finance? Why do
you suggest
these legal
revisions? If
you do not think
any changes are
needed, why is
the current
system
appropriate for
your group?
Answer these
questions in a
POSITION
STATEMENT that
accurately and
precisely
reflects your
views. Be sure
to provide
rationale for
your arguments.
- Position
statement must
include the names
of all group
members and the
name of your group
(i.e. Republicans,
Democrats, etc.).
The position
statement will be
collected at the
conclusion of
class today.
- Journalists
- As a group,
discuss what
questions
elicited the
best responses.
What “went well”
during the press
conference? What
groups did you
feel you were
most successful
with and why?
- What line(s)
of questioning
did not work
well and why?
What could you
have done
differently to
ensure greater
success?
- Which
group(s)
surprised you?
Why?
- Write an
Editorial?
Discuss the
major points
made by each of
the groups and
determine, as an
editorial staff,
what changes (if
any) should be
make in the
current lasws
surrounding
campaign
finance. Be sure
to justify your
opinion with
actual evidence
from the
participants’
comments during
the conference.
This is a group
opinion and the
pronoun “we”
should be
employed (i.e.
“we believe…”).
- Editorial
must include the
names of all group
members and should
be labeled,
“Journalists”. The
editorial will be
collected at the
conclusion of
class today.
Debrief/Closure:
Enduring
Understandings:
- Funding issues
greatly effect
modem politics.
- Individual
citizens have a
tremendous impact
on politics and
elections.
Essential
Questions:
- Can the
choices of average
Americans make a
difference in the
political process?
- Should the
right to
contribute
financially be
limited?
- Why has the
traditional
two-party system
been rejected?
Suitability:
Designed as an
interdisciplinary
lesson involving
both government and
journalism students
this activity is
easily modified for
an individual class.
If you have any
comments or
suggestions about
this activity or
would like to submit
your own activity,
please
contact us
and share your
ideas.
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