Delegation Resource Manual: Month by Month Implementation Guide
Page
29
YMCA PA Youth & Government Program
4.
C
9. C
14. C
19. L
24. L
5.
C
10. L
15. L
20. C
25. C
4.
After the students have coded their responses, ask them to characterize themselves
again as “strong liberal,” “moderate liberal,” “moderate,” “moderate conservative,”
and “strong conservative,” but this time according to the following scheme.
21-25 Liberal responses
=
Strong Liberal
16-20 Liberal responses
=
Moderate Liberal
21-25 Conservative responses
=
Strong Conservative
16-20 Conservative responses
=
Moderate Conservative
10-15 of either responses
=
Moderate
5. Chart the students’ responses on the board underneath the earlier tally. If there is a
change, ask students to theorize about what may have caused the change.
6.
Explain to the students that any ideological survey is imperfect in that it is not
sophisticated enough to cover the entire gamut of a political belief system, and that
they should continue to examine and hone their political beliefs.
Evaluation:
1.
Use the attached matching quiz in which students must identify certain statements
as liberal or conservative.
2.
Ask students to find a newspaper editorial and analyze it for liberal or conservative
ideology.
3.
Have students write an essay theorizing why some students had a different ideology
profile after the survey than before.
4.
Ask students to read the following editorials featuring opinions about the right to
bear arms guaranteed in the second amendment. (Attached)
+ Gun Control isn’t Crime Control
+ Smith and Wesson Accepts Gun Safety Pact
+ Janie’s Got a Gun
5.
After reading the editorials, ask students to explain how they relate to the second
amendment of the constitution. Does the author support the 2nd amendment? Does
the author feel this amendment needs to be changed? Can you change an
amendment?
