• Students will increase their knowledge of civic life, politics, and government.
• Students will use various sources to obtain reliable information about political issues.
• Students will work cooperatively to achieve tasks.
• Students will realize that it is important for Americans to take the responsibility to understand and act on their political beliefs and principles in positive manners.
• Students will note the ways that they can participate in civic and political life to help attain goals both individually and publicly.

• Parking lot from Part 1 of Honk If You Agree lesson
• The class chart with results on the poll results checklist from Part 1 Honk, If You Agree
• Computers with Internet access
• White board, smart board, or computer projection device
• Card stock
• Construction paper
• Scissors
• Glue sticks
• Washable paint, crayons, markers, or coloring pencils
• Four large rectangular boxes
• Political party paraphernalia of the four political parties (Democratic Party, Republican Party, The Green Party, and the Libertarian Party), such as signs, fliers, buttons, bumper stickers, and other campaign materials
• Encyclopedia and other conventional reference sources

1. Explain to the students that this parking lot is full of cars from the fifty states because the headquarters for four major political parties are located in each state. Show political party paraphernalia from each party.
2. Each student will be grouped into a working political party to decorate his or her party’s headquarters. The headquarters buildings will be positioned at the edge of the parking lot.
3. Divide students into four working groups based on the four political parties. Campaign or political party materials may be distributed. The students may research online and in conventional media such as periodicals and newspapers to create their own art. Each group is given a large rectangular box to decorate to represent the political party headquarters. When completed the buildings are set side by side at the edge of the parking lot. A class discussion may then be conducted about the colors, symbols, names, slogans, etc. used and how they are displayed. During an election year candidates (presidential, senatorial, representative, gubernatorial, judicial and mayoral) will also be identified.
4. Using a panel discussion format each group will give an overview of their party’s stand on the issues garnered from the bumper stickers (Sticker Race activity) They may make use of computer audio-visual technology to create digital presentations.
5. After the groups have completed the presentations, the students will make predictions about the political affiliations of the “occupants” of the cars. The predictions about which cars’ occupants would visit which of the four political headquarters will be recorded and tallied as a “poll.” Rank the headquarters from most active to least active.
6. Compare and contrast political party poll results with poll results from the Part 1: Honk, If You Agree lesson plan about the bumper stickers and the opinions they indicated.

• Representatives from the four political parties may be invited to come and speak to the class.
• Students who have finished the project and have excelled at the task may be of assistance to others, or they may work in groups to use a another box to create a “News Van” and write “reporter” interview questions for a later “telecast” with their classmates.
• Provide an opportunity for another class or group to view the project displayed. After the viewing, conduct a “press conference” where the group that created the project fields questions from the visiting group.
• Research to see how political parties have changed throughout their history.
• Predict which political parties may survive in the future or what new parties might form.
• Invite a community speaker from the local Election Commission and conduct a mock voter registration session.
• In an election year hold a mock election and post results on a United States map.
• In a non election year legislative action could be followed and used as the subjects for mock legislative votes.

• Teacher checklist of completed tasks
• Guided oral questioning as groups work
• Rubric for grading of panel report

Social Studies (Civics)

• Understands ideas about civic life, politics, and government
• Knows the major things governments do in one's school, community, state, and nation (e.g., make, carry out, and enforce laws; manage conflicts; provide national security)
• Understands how politics enables people with differing ideas to reach binding agreements (e.g., presenting information and evidence, stating arguments, negotiating, compromising, voting)
• Understands competing ideas about the purposes government should serve (e.g., whether government should protect individual rights, promote the common good, provide economic security, mold the character of citizens, promote a particular religion)
• Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy
• Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society
• Understands the character of American political and social conflict and factors that tend to prevent or lower its intensity
• Understands issues concerning the disparities between ideals and reality in American political and social life
• Understands the concept of diversity
• Knows some common forms of diversity in the United States (e.g., ethnic, racial, religious, class, linguistic, gender, national origin)
• Knows some of the benefits of diversity (e.g., it fosters a variety of viewpoints, new ideas, and fresh ways of looking at and solving problems; it provides people with choices in the arts, music, literature, and sports; it helps people appreciate cultural traditions and practices other than their own)
• Knows some of the costs of diversity (e.g., people sometimes discriminate unfairly against others on the basis of age, religious beliefs, race, or disability; members of different groups sometimes misunderstand each other and conflicts subsequently arise)
• Knows ways in which conflicts about diversity can be prevented (e.g., encouraging communication among different groups; identifying common beliefs, interests, and goals; learning about others' customs, beliefs, history, and problems; listening to different points of view; adhering to the values and principles of American democracy)
• Knows why it is important to the individual and society that Americans understand and act on their shared political values and principles
• Understands issues concerning the relationship between state and local governments and the national government and issues pertaining to representation at all three levels of government
• Knows how people can participate in their state and local government (e.g., being informed, taking part in discussing issues, voting, volunteering their time), and understands why it is important that people participate in their state and local government (e.g., improve the quality of life in their community, gain personal satisfaction, prevent officials from abusing power)
• Understands the impact of significant political and nonpolitical developments on the United States and other nations
• Understands the impact of major demographic trends on the United States (e.g., population growth, increase in immigration and refugees)
• Knows examples of environmental conditions that affect the United States' domestic and foreign policies (e.g., destruction of rain forests and animal habitats, depletion of fishing grounds, air and water pollution)
• Understands issues regarding personal, political, and economic rights
• Understands issues regarding the proper scope and limits of rights and the relationships among personal, political, and economic rights
• Understands how participation in civic and political life can help citizens attain individual and public goals
• Understands the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy
• Understands that culture and experience influence people's perceptions of places and regions
• Understands the changes that occur in the meaning, use, distribution and importance of resources