Public Land

Grades: 6-8, 9-12
Subjects: Civics, Fine Arts, Mathematics
Interdisciplinary Connections
Overview of Lesson Plan:In this lesson, students share opinions about their community’s need for public spaces and use practical math to prepare plans for designing spaces that considers those needs. Learning is synthesized by creating completed two-dimensional plans of these spaces that incorporates the elements discussed in class.
Review the Academic Content Standards related to this lesson.Suggested Time Allowance:1 hourObjectives:
Students will:
1. Share opinions about the needs of their community for public space.
2. Learn about architectural proposals for Governors Island in New York City by reading and discussing the article "Competing Visions for Governors Island."
3. Determine the solutions to math problems relevant to planning landscape designs; prepare plans for the designs that factor in the community's needs.
4. Design their proposals using math and creativity.
Resources / Materials:
-pens/pencils
-classroom board
-measuring tools such as a ruler, compass, t-square and protractor (one per student)
-blank paper or sketching pads (several sheets per student group)
-large poster board (one per student to take for homework)
-computer and projector set up to display the interactive graphic "Governors Island Proposals" at http://www.nytimes.com/2007/06/19/nyregion/20070619_ISLAND_GRAPHIC.html?_r=1&oref=slogin
-copies of the article "Competing Visions for Governors Island," found online at http://www.nytimes.com/learning/teachers/featured_articles/20070621thursday.html (one per student) Activities / Procedures:
1. WARM-UP/DO-NOW: Before class, write the following prompt on the board for students to respond to in their journals: "List several areas of interest in your community. What makes them special? Who tends to visit each attraction and why? If you could add another landmark, open space or attraction, what would it be and why?" As needed, prompt students to consider services and spaces such as public parks, community gardens, waterfront districts, shopping areas, museums and other spaces designed for public use.

After a few minutes, ask students to share their responses and list some of their ideas about public spaces on the board. What would they like to see in their community that doesn't presently exist, or how might they expand on the use of an existing public space(s)?

2. As a class, read and discuss the article "Competing Visions for Governors Island" ( http://www.nytimes.com/learning/teachers/featured_articles/20070621thursday.html), focusing on the following questions:
a. Where is Governor's Island, and what about its location makes it unique?
b. What were the design firms challenged to create?
c. What limitations did they face in building on the land?
d. What plans did they present?
e. How does the author assess their success?
f. Who is Frederick Law Olmsted and what role did he play in New York City history?
g. According to the author, how do the architects featured in the article compare?

If available, display the interactive graphic "Governors Island Proposals" to the class and discuss, focusing on the following questions:
h. What is your opinion of the plans presented by the architects?
i. Do you think the plans address the needs of the community, and if so, how, and if not, why?
j. What aspects of the plans do you think might appeal to your own community?

3. Explain to the class that they will take on the role of landscape designers proposing the design of a space in their community. Begin by arranging the class into small groups and provide each with the list of parameters and guiding questions. If applicable to your community, choose an actual space (such as an abandoned playground or an empty lot) or invite students to brainstorm and select a space. Modify the first parameter, as necessary.
On notebook paper with their respective names at the top, have the students determine the correct measurements as outlined below.

PARAMETERS
-4 acres of land
-1/3 of total space left untouched
-2/3 of total space available for landscaping and design
-1/4 of available design space to consist of building structures
-3/4 of design space to consist of landscaping, roads, parks, fountains or other non-building structures

Then, have students work in their groups to discuss overall plans for their designs, using the guiding questions below to help direct their discussions.

GUIDING QUESTIONS
-What might your community need in a new space of this kind?
-How might your plan suit the overall needs of the community and the various populations?
-What will make your plan unique, revolutionary or futuristic?
-What ecological or environmental concerns might you consider in devising your plan?
-What aspects of your plan might reflect the tradition or prior use of the space, or some traditional aspect of the community?
-What is the purpose of the landscaping?
-How will it be designed to suit that function?
-How will people move about the space (walking, cars, bicycles, trolleys, etc.)? How will you accommodate those needs?

Finally, have students prepare short statements (one paragraph) that outline the purpose of their spaces and the needs they seek to address. Toward the end of class, invite a representative from each group to present respective statements.
Have students hand in their worksheets with their math equations before leaving class.

4. WRAP-UP/HOMEWORK: Provide each student with a large poster board. Inform the class that they will work individually to prepare a creative rendition of a design for the space that takes into account the stated parameters and the purpose for the space (as determined in the group work).

Students may use collage elements such as photographs, sketches or drawings to flesh out their plans, as well as their own drawing techniques. The goal should be to present a vision of the space that will impress community members and meet various needs.

Have students bring their finished work to the next class, and display their proposals around the room. Give each student a few minutes to present his or her plan. After students finish their presentations, have the class vote on the plan or aspects of different plans that they would like to see implemented.

Further Questions for Discussion:
-How might an architect or landscape designer balance the needs of critics who desire groundbreaking work and those who prefer traditional design? How might you address this problem in your own work?
-In what creative fields, other than architecture, might a comprehensive knowledge of mathematics be an asset? Why?
-Have you ever seen a public space (such as a park or playground) that you thought should be improved? What was it and what improvements would you recommend? Evaluation / Assessment:
Students will be evaluated based on responses during the opening exercise, thoughtful participation in class and group work, and creative designs for their selected spaces.Vocabulary:
solicit, reassuring, parcel, lure, stemming, juxtaposition, briny, bucolic, ethereal, utopia, audacityExtension Activities:
1. What does an architect do and how does he or she do it? Visit the office of a local architect or landscape designer to learn about the profession, the tools used, and the process of creating new designs. After the visit, write a follow-up letter addressing some interesting point of information presented.

2. Who is Frederick Law Olmsted and what were his important works? Select one park or public space designed by Olmsted to investigate and prepare a poster that features the sketches, plans, drawings and finished artwork he created in planning and promoting it. Display finished works in the classroom.

3. Write a critique of a building or building development (such as a museum, apartment complex, shopping mall, condo development or playground) in the spirit of Nicolai Ouroussoff's critique of the Governors Island proposals. Interview community members to learn their thoughts and quote them in the article, as appropriate. Include an image of the building(s) you critique to accompany the article. Submit finished work to the school newspaper for publication.

4. Read the chapter entitled "The need for primary mixed uses" from the book "The Death and Life of Great American Cities" (1961), by Jane Jacobs. Summarize the main issues that arise. How might they apply to the state of cities today? How might they affect your own life? Which of Jacobs' arguments might you agree or disagree with? Prepare discussion points for a debate on the issues that will be held in class.

5. Play an urban planning game such as SimCity with your class. Find ways to build a city that features public and private spaces that meet the needs of your community of residents and workers. Keep a record in your journal of your experience.

Interdisciplinary Connections:
American History - Explore the history of New York City's Governors Island and prepare a slideshow of images with commentary that present the history of the site.

Civics - What agencies are responsible for managing public parks, monuments, playgrounds and gardens in your state or city? What is their role in proposing and overseeing the design of new public spaces and in maintaining the condition of the spaces? What concerns should agencies consider before taking on responsibility for a new public space (such as the cost of maintenance, staffing, special needs of community members, or policing)? How might the community go about proposing the creation of a new public space in your area? Prepare a guide for the community that addresses how citizens can support the efforts of the agencies. Offer helpful tips on how to propose the creation of a new public space and suggest ways to volunteer at existing spaces.

Economics - Investigate the budget for a major civic development in your state, city and community. What were the major expenses? Did any of those expenses surprise you? How did the project leaders raise money for the project? What percentage of the finances was acquired from public and private resources? Prepare a report that offers a profile of the role public and private sources play in supporting public works.

Teaching with The Times - Read the Letters to the Editor section of The Times every day for one week and clip letters that respond to the article. What opinions, concerns or suggestions are expressed in the letters? Write a short addendum to your original design plan that addresses how the ideas raised in the letters might influence your proposal. To order The New York Times for your classroom, click here.

Technology - Prepare a 3-D rendering of one element in your plan using 3-D modeling software such as Google SketchUP, Blender or AutoCAD.

Other Information on the Web
Governors Island Preservation and Education Corporation (http://www.govisland.com/) offers information about the site and its history, as does Governors Island National Monument (http://www.nps.gov/gois/).

The architecture firms featured in the article offer information about their projects, such as Diller Scofidio & Renfro ( http://www.dillerscofidio.com/projects.html), SMWM (http://www.smwm.com/portfolio/,Field Operations (http://www.fieldoperations.net/), Wilkonson Eyre ( http://www.wilkinsoneyre.com/main.htm) and Hargreaves Associates ( http://www.hargreaves.com/projects/public.html).

Academic Content Standards:
This lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 3rd and 4th Editions and have been provided courtesy of the Mid-continent Research for Education and Learning in Aurora, Colorado.Grades 6-8
Civics Standard 9- Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy. Benchmarks: Understands how certain values are fundamental to American public life
Civics Standard 11- 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. Benchmarks: Knows a variety of forms of diversity in American society; Knows basic values and principles that Americans share; Knows why it is important to the individual and society that Americans understand and act on their shared political values and principles
Behavioral Studies Standard 2- Understands various meanings of social group, general implications of group membership, and different ways that groups function. Benchmarks: Understands that group identity may create a feeling of superiority, which increases group cohesion, but may also occasion hostility toward and/or from other groups; Understands that people sometimes react to all members of a group as though they were the same and perceive in their behavior only those qualities that fit preconceptions of the group which leads to uncritical judgments
Mathematics Standard 1- Uses a variety of strategies in the problem-solving process. Benchmarks: Understands how to break a complex problem into simpler parts or use a similar problem type to solve a problem; Uses a variety of strategies to understand problem-solving situations and processes; Understands that there is no one right way to solve mathematical problems but that there are different methods; Formulates a problem, determines information required to solve the problem, chooses methods for obtaining this information, and sets limits for acceptable solutions; Represents problem situations in and translates among oral, written, concrete, pictorial, and graphical forms; Constructs informal logical arguments to justify reasoning processes and methods of solutions to problems; Uses a variety of reasoning processes
Mathematics Standard 9- Understands the general nature and uses of mathematics. Benchmarks: Understands that mathematics has been helpful in practical ways for many centuries; Understands that mathematicians often represent real things using abstract ideas like numbers or lines--they then work with these abstractions to learn about the things they represent
Visual Arts Standard 1- Understands and applies media, techniques, and processes related to the visual arts. Benchmarks: Understands what makes different art media, techniques, and processes effective (or ineffective) in communicating various ideas; Knows how the qualities and characteristics of art media, techniques, and processes can be used to enhance communication of experiences and ideas
Visual Arts Standard 2- Knows how to use structures and functions of art. Benchmarks: Knows some of the effects of various visual structures and functions of art; Understands what makes various organizational structures effective (or ineffective) in the communication of ideas; Knows how the qualities of structures and functions of art are used to improve communication of one's ideas
Visual Arts Standard 5- Understands the characteristics and merits of one's own artwork and the artwork of others. Benchmarks: Distinguishes among multiple purposes for creating works of art; Understands possible contemporary and historic meanings in specific artworks; Understands how one's own artworks, as well as artworks from various eras and cultures, may elicit a variety of responses
Grades 9-12
Behavioral Studies Standard 2- Understands various meanings of social group, general implications of group membership, and different ways that groups function. Benchmarks: Understands how the diverse elements that contribute to the development and transmission of culture; Understands that social groups may have patterns of behavior, values, beliefs, and attitudes that can help or hinder cross-cultural understanding
Civics Standard 9- Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy. Benchmarks: Understands how the institutions of government reflect fundamental values and principles; Understands the interdependence among certain values and principles; Understands the significance of fundamental values and principles for the individual and society
Civics Standard 11- 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. Benchmarks: Knows different viewpoints regarding the role and value of diversity in American life;Knows beliefs that are common to American political culture
Mathematics Standard 1- Uses a variety of strategies in the problem-solving process. Benchmarks: Uses a variety of strategies to understand new mathematical content and to develop more efficient solution methods or problem extensions; Constructs logical verifications or counter examples to test conjectures and to justify algorithms and solutions to problems; Understands connections between equivalent representations and corresponding procedures of the same problem situation or mathematical concept; Understands the components of mathematical modeling
Mathematics Standard 9- Understands the general nature and uses of mathematics. Benchmarks: Understands that mathematics is the study of any pattern or relationship, but natural science is the study of those patterns that are relevant to the observable world; Understands that mathematics began long ago to help solve practical problems; however, it soon focused on abstractions drawn from the world and then on abstract relationships among those abstractions; Understands that theories in mathematics are greatly influenced by practical issues--real-world problems sometimes result in new mathematical theories and pure mathematical theories sometimes have highly practical applications; Understands that mathematics provides a precise system to describe objects, events, and relationships and to construct logical arguments
Visual Arts Standard 1- Understands and applies media, techniques, and processes related to the visual arts. Benchmarks: Applies media, techniques, and processes with sufficient skill, confidence, and sensitivity that one's intentions are carried out in artworks; Understands how the communication of ideas relates to the media, techniques, and processes one uses
Visual Arts Standard 2- Knows how to use structures and functions of art. Benchmarks: Understands how the characteristics and structures of art are used to accomplish commercial, personal, communal, or other artistic intentions; Understands the effectiveness of various artworks in terms of organizational structures and functions; Knows how organizational principles and functions can be used to solve specific visual arts problems
Visual Arts Standard 5- Understands the characteristics and merits of one's own artwork and the artwork of others. Benchmarks: Identifies intentions of those creating artworks; Understands some of the implications of intention and purpose in particular works of art; Knows how specific works are created and relate to historical and cultural contexts; Understands how various interpretations can be used to understand and evaluate works of visual art.

Official Statements

Grades: 6-8, 9-12
Subjects: American History, Language Arts, Social Studies
Interdisciplinary Connections
Overview of Lesson Plan: In this lesson, students research the viewpoints of famous Americans, and then write commencement speeches reflecting these viewpoints to be delivered to high school graduates of today.
Review the Academic Content Standards related to this lesson. Suggested Time Allowance: 1 hour Objectives:
Students will:
1. Reflect on common words of advice.
2. Learn about President Bush's latest commencement speeches by reading and discussing "Bush Speech to Graduates Urges Volunteer Service."
3 Individually, research famous Americans and discover how their opinions and ideas were shaped.
4. Develop and share commencement speeches written from the point of view of famous Americans.
Resources / Materials:
--slips of paper or index cards, each with the names of historic figures in American history, including presidents and other elected officials, heroes, leaders and others (if possible, include American figures that students have studied previously; one per student)
--student journals
--pens/pencils
--paper
--classroom blackboard
--copies of "Bush Speech to Graduates Urges Volunteer Service" (one per student)
--resources about American leaders and related information (computers with Internet access, American history and civics textbooks, periodicals, library resources) Activities / Procedures:
1. WARM-UP/DO NOW: Prior to class, write on the board several well-known aphorisms, such as: Don't count your chickens before they hatch; The early bird catches the worm; A rolling stone gathers no moss; People in glass houses should never throw stones; Don't put off until tomorrow what you can do today; Do unto others as you would have done to you. Students respond to the following prompt in their journals (written on the board prior to class): "Select one of the statements on the board. What does this piece of advice mean to you? Among the statements on the board, why did you choose to write about this particular one? How does this piece of advice connect to your own experiences? Provide a detailed example." After a few minutes, allow students to share their responses, then discuss the following questions: When are you most likely to heed the advice of others? How does hearing advice over and over again affect the listener? Does it matter if the advice is given in a popular phrase or in the speaker's own words? Why or why not?

2. As a class, read and discuss the article "Bush Speech to Graduates Urges Volunteer Service," focusing on the following questions:
a. What did President Bush urge the graduates of Ohio State University to do?
b. Where did Mr. Bush get his ideas for his speech?
c. Who is Rick Perry?
d. What did Mr. Bush discuss at a fund-raising event for Mr. Perry's campaign?
e. According to Mr. Bush, why should his critics allow more oil exploration in the United States?
f. Where did Mr. Bush give his first commencement speech in 2002?
g. What did he urge the graduates there to do?
h. What is the USA Freedom Corps?
i. According to Mr. Bush, what does a volunteer job entail?
j. What does the President think volunteer service symbolizes?
k. How does Mr. Bush express the importance of youth getting involved in America's future?
l. What American president did Mr. Bush look to for inspiration for his commencement speech at West Point?
m. Who is Lynn Cheney?
n. According to the article, what did she do?

3. Have each student select a slip of paper with a name of a famous American figure written on it. Explain that students will be working individually to investigate this American leader, then write commencement speeches reflecting the beliefs and values of the person they researched. Using all available resources, students will research answers to the following questions (written on the board or copied for easier student access):
-When did this person live?
-What were the important political, social and economic issues during this time period?
-What opinions or beliefs did this person have towards these issues? -What influences helped shape his or her beliefs?
-What important position(s) in American society did this person hold?
-How many years did this person hold office?
-How did this person use his or her position of power to make opinions and beliefs known?
-How did this person shape the history of the United States?
-About what events happening in the world today might this person have opinions, and what would those views be?
Students should include any interesting information to help the class understand who this person was, and how hos or her opinions and beliefs developed. In addition, students should be able to show how this person's views affected American history.

4. WRAP-UP/HOMEWORK: Using research gathered in class, each student will write a commencement speech to be delivered to high school or college graduates of today. The advice given should be factually correct, and should address current issues and concerns of graduates. In a future class, students will deliver their speeches during a mock graduation ceremony.

Further Questions for Discussion:
--How can the ideas of philosophers affect the actions and ideas of future generations?
--What is the purpose of a commencement speech?
--How are the terrorist attacks of September 11, 2002 reflected in Mr. Bush's speech topics?
--Why would Mr. Bush combine volunteer programs under the USA Freedom Corps?
--Would a speech using only Mr. Bush's ideas be as effective as using a speech inspired by past thinkers? Why?
--What was the author's purpose for including the paragraph on oil exploration and fundraising for Mr. Perry in this article?
Evaluation / Assessment:
Students will be evaluated based on thoughtful completion of journals, participation in class and group discussions, thoughtful completion of individual research about famous Americans, and thoughtful completion of commencement speeches. Vocabulary:
derive, philosopher, exploration, doctrine, pre-emption, citadel, drafting, classics, ethics, founding Extension Activities:
1. Create a flow chart that explains how the USA Freedom Corps is organized. Research how many people are enrolled in each of the programs, which governmental offices are involved, and who controls each organization.

2. Write an essay comparing the commencement speeches given by President George W. Bush in June 2002 at Ohio State University and President John F. Kennedy's commencement speech given at University of California in 1966. What were the important issues of the day? How are these issues reflected in the advice given to college graduates?

3. Research community service programs in your area and participate in an upcoming event. Afterwards, write a reflection paper expressing your emotional reaction to doing this volunteer work.

4. Write and illustrate a children's book based on your own feelings about the United States after reading "America: A Patriotic Primer" by Lynn V. Cheney.

Interdisciplinary Connections:
Global Studies- Create a chart comparing and contrasting the world's two oldest democracies, France and the United States. How is the government structured in each country? What are some differences and some similarities between the Constitutions of each country? How is each country divided into administrative districts? How is the legal system organized and administered in each country? How do the two countries compare in population and land area? Who are some historical leaders from each country, and how might their opinions differ on particular issues?

Journalism- Write an article for your school newspaper by interviewing someone who has devoted a significant portion of his or her life to a community service such as the Peace Corps, AmeriCorps, or the Salvation Army. Discover why this person got involved in this public service and what benefits this experience provided. What aspects of this volunteer's work would be helpful or interesting to your community? How can you use this information to inspire your peers to get involved in community service?

Science- Write a research paper explaining how additional oil resources in the United States are found. Who carries out the explorations? How is the study of landforms and seismic analysis involved? What technology is used in the discovery and drilling of test wells? How do marine and land exploration methods differ? How is the environment affected by each method?

Election Vows

Grades: 6-8, 9-12
Subjects: American History, Civics, Current Events, Language Arts, Social Studies
Interdisciplinary Connections
Overview of Lesson Plan: In this lesson, students consider the five key issues most important to them in the 2004 election year; they then evaluate the current presidential contenders based on these issues, and research the key issues and main candidates of a past election year.
Review the Academic Content Standards related to this lesson. Suggested Time Allowance: 1 hour Objectives:
Students will:
1. Consider issues important to them in the current election year, and under which circumstances they would not support a candidate based on his position regarding particular issues.
2. Examine the topic of same-sex marriage as a campaign issue, by reading and discussing "Gay-Marriage Fight Finds Ambivalence From Evangelicals."
3. Evaluate the top five issues of importance to them; create charts to compare and contrast the platforms of various 2004 presidential candidates to their own opinions.
4. Investigate the candidates and main issues from a previous election in American history as homework.
Resources / Materials:
--student journal
--classroom board
--pens/pencils
--paper
--copies of "Gay-Marriage Fight Finds Ambivalence From Evangelicals" (one per student)
--computers with Internet access Activities / Procedures:
1. Ask students to respond to the following prompt, written on the board prior to class: "What are the five most important issues to you in the 2004 election year? Is there any issue for which you would or would not support a candidate based on his position on that issue?" After allowing students a few minutes to respond, ask them to share their issues with the class, and note each of their contributions on the board. To ensure a comprehensive list of issues, it is recommended that you first visit the "On the Issues" section of the candidates' profiles on The New York Times' "Campaign 2004" Web page (http://www.nytimes.com/top/news/washington/campaign2004/candidates/index.html). The list of issues should include (but not be limited to) abortion, affirmative action, campaign finance, death penalty, economy, education, environment, foreign policy, gay rights, gun control, healthcare, national defense, social security. After compiling the list of all issues on the board, ask students how many of them would change or re-prioritize their issues in light of a larger number of topics from which to choose. Under which circumstances would a candidate's position on a certain issue affect their support of that candidate?

2. As a class, read and discuss "Gay-Marriage Fight Finds Ambivalence From Evangelicals," using the following questions:
a. What have prominent evangelical Christians been warning the Bush administration?
b. What geographical region does the article refer to as "a major center of evangelical Protestantism"?
c. What are some different perspectives of evangelical Christians in Western Michigan on the proposed amendment to ban same-sex marriages, according to the article?
d. Who is Karl Rove, and what is one of his top priorities, according to the article?
e. How does the article describe the town of Grand Rapids, Michigan?
f. Why is the "political payoff" for supporting the ban on gay marriages not so clear?
g. What does it mean to be "ambivalent" about an issue?
h. What kind of study did the University of Akron recently conduct, according to the article, and what were the results of this study?
i. What type of Protestantism is prevalent in Grand Rapids, Michigan, and what are its origins?
j. To what other region in the United States does the article compare Western Michigan?
k. What are some of the arguments opposing same-sex unions from Christians interviewed for this article?
l. What are some of the more ambivalent statements from Christians interviewed for this article?
m. According to the article, what are some of the reasons why these people support President Bush's re-election despite his position on the amendment?

3. Ask students to evaluate their five top election year issues from the Warm-Up exercise. They may keep the original issues listed in the Warm-Up exercise, or change their five key issues if they wish. On a sheet of paper, each student makes a chart in which the issues appear as column headers and the current presidential contenders (President Bush, Democratic candidates, and third party candidates) make up the rows. Each student is responsible for researching the candidates' positions on their top five issues. They may wish to start with The New York Times' "Campaign 2004" Web page, which lists each of the top candidates' platforms (http://www.nytimes.com/top/news/washington/campaign2004/candidates/index.html). Depending on available classroom computer resources, students with similar topics may wish to research in pairs or small groups.

4. When students have completed their charts of presidential contenders and key issues, ask them to note on the other side of the page the candidate whose platform most closely reflects their position on the issues. Next, ask students to write if they would support or vote for that candidate. If so, why? If not, why not?

As a follow-up homework assignment, assign each student a previous election year (depending on the nature of the class, you may choose to focus on the twentieth century or assign elections from the early days of the republic). Students are responsible for researching and reporting in the next class period (written on the board for students to copy before leaving class):
--Who the candidates were in that election
--Three main issues from that election
--Where each candidate stood on those issues
--Voter turnout in that election
--How the issues of that election compare with current issues of interest to the American public
[Students may wish to start their research at a site such as History Central (http://www.multied.com/elections/index.html#history), which lists each election year in chronological order.]

Further Questions for Discussion:
--What do you think about Jan Scott's statement: "Homosexuals are disillusioned by lies from Satan"? Why?
--Do you think the topic of gay marriage could "make or break" the 2004 election? Why or why not?
--What do you think about the proposed amendment, and why? Evaluation / Assessment:
Students will be evaluated based on their written responses to and participation in the Warm-Up exercise, individual research and chart of the candidates' positions on issues of importance to them, and thorough completion of homework assignment on past election issues. Vocabulary:
vigorously, amend, keen, bigoted, intolerant, counterweight, perennial, trove, biblical, parishioners, stance, pews, passage, homosexuals, disillusioned, Satan, recounted, episode, convictions Extension Activities:
1. The article describes Michigan as "the eight largest trove of electoral votes in the nation." What is the electoral system, and how does it work? Make an illustrative chart.

2. The Christian Reform Church, also known as the "Dutch Reform Church," has longstanding tradition in Western Michigan. Trace the roots of this church back to mid-19th century Holland. Compare these Calvinist immigrants to other groups seeking religious freedom in the New World.

3. Who was John Calvin? Research and write a mini-biography on one of Protestantism's founding fathers.

4. How has children's literature changed over the past decade? Research and review a few children's books with such themes as same-sex parents, and then write a proposal for your own book with a non-traditional theme.

5. How is Holy Scripture used in the arguments surrounding gay marriage? Read and review the Bible to find what might be considered evidence against same-sex marriages, and what might be used in support of these unions.

Interdisciplinary Connections:
Global Studies- Explore the decisions to allow same-sex marriages in Ontario, Belgium, and the Netherlands. Did passage of these laws involve debates similar to those in the United States? If not, how were the dialogues different? Write a paper on your findings.

Journalism- Some political commentators have noted that President Bush's potential support for an amendment to ban gay marriages would favor federal power over states' rights-opposing the traditional stance of the Republican Party against "big government." Do you agree or disagree with this statement? Write an editorial for your local or school paper.

Media Studies- How has the influx of gay topics and characters on network television affected entertainment in the past year? Poll your friends and family on their thoughts on shows such as "Will and Grace" and "Queer Eye for the Straight Guy." How have gay-themed shows influenced their perceptions of the gay community in the United States?