Political Conventions: Origins and Evolution
By Michael Koren

Overview

There are many purposes and functions of political conventions. Yet recent changes in the political scene may be making these conventions unnecessary.  This lesson focuses on the purposes and function of political conventions.  It also studies whether they need to exist as changes have taken place on the political scene.  Involving research, analysis, and debate, this lesson is suited for students for varying levels of ability in grades 8-12.

Objectives

Students will:

• Research the activities and functions of a political convention
• Research recent changes in the election process
• Analyze the need for political conventions
• Debate the necessity of political conventions

• The American President videos
• The American President Web site Biographies
• The American President teacher recommended convention web sites
• Textbooks and encyclopedias

1. Tell the students they will be spending the next several class periods (up to six) studying the purposes for political conventions. They will also decide if these conventions are needed any longer.

2. Using the biographies of The American President web site, textbooks, and encyclopedias, students will analyze the purposes and functions of political conventions.  Students should identify at least five purposes of the conventions.  Use the graphic organizer provided at the end of this lesson to help organize your information.  Some helpful Web sites are:

• http://216.132.160.230/lp_primarily_speaking.htm
• http://www.pathfinder.com/time/daily/special/look/0,2633,37744,00.html
• http://216.132.160.230/lp_march_madness.htm
• http://216.132.160.230/lp_takingaction4.htm

3. Students will also study the Constitutional Convention and the Seneca Falls Conventions.  Using textbooks or Internet sites, students will study the purposes and activities of these conventions.  Students will then compare the current party conventions to these conventions. Students may add to or refine their analysis of the purposes and functions of the political conventions.  Use the graphic organizer provided at the end of this lesson to help organize your information.  Some helpful Web sites include:

• http://www.loc.gov/exhibits/treasures/trr040.html
• http://www.lcweb.loc.gov/exhibits/treasures/vc006196.jpg
• http://lcweb.loc.gov/exhibits/treasures/vc006197.jpg
• http://www.huntington.org/vfw/orgpub/senecafallsconvention.html
• http://lcweb2.loc.gov/ammem/bdsds/bdsdhome.html
• http://www.encyclopedia.com/articles/04404.html

4. For homework, students will write a summary of no more than two pages explaining the purposes and functions of political party conventions.  The graphic organizer will help students do this.

5. Students will look at some of the changes in the campaign process.  In particular, the concept of Super Tuesdays should be discussed.  Two Web sites to use are:

• http://216.132.160.230/student_magazine/super_tuesday.htm
• http://216.132.160.230/lp_march_madness.htm

6. In addition, news articles and magazines may be used to learn more about the concept of Super Tuesdays.  Focus should be on how some of the activities of the conventions have been assumed by the Super Tuesday concept.  (i.e., agenda setting and determining a party's candidate)

7. For homework, students will write a summary of no more than two pages explaining how the political process has changed with the arrival of concepts such as Super Tuesdays.  The graphic organizer will help students do this.

8. The teacher will divide students into groups of six students for the purpose of having a debate.  Three students will take the side supporting the idea that political party conventions are necessary and important. The other three students will support the idea the conventions have become obsolete because of changes in the political process with Super Tuesdays being one example.  (The homework assignments and graphic organizers will help students craft their arguments for the debate.  Students should compare what they have learned when developing the group's position.)

9. Students should have at least one and maybe two class periods to prepare for the debate.  The debate will last between 15-20 minutes.

10. Students will present their debates.  The teacher may want to discuss each debate after it is presented.  This could be whole group discussion or teacher feedback.  Be sure to do a general discussion after all debates are completed.  This is especially true if important items are left out of the student presentations.

11. Ask the entire class to vote on whether political conventions are necessary.  Students should use what they learned in making their decision, not necessarily focus on the side they had to support in the debate.

a. Students could participate in a mock caucus.  Accessing the following Web site will provide suggestions:

• http://216.132.160.230/lp_mock_caucus.htm

b. Teachers may want to videotape the news shows.  The videotapes could possibly be shown on local cable educational access channels.

c. Those students listening to the debate could vote on a winner of the debate.

Graphic Organizer for Purpose of Conventions

Type of Convention	Purposes for it
Seneca Falls	1.
	2.
	3.
	4.
	5.
Constitutional Convention	1.
	2.
	3.
	4.
	5.
Political Party Conventions	1.
	2.
	3.
	4.
	5.

                         

Campaign Process Changes Created By Super Tuesdays And Other Events

Event	Change in Campaign Process
1.	1.
2.	2.
3.	3.
4.	4.

Graphic Organizer for the Debate

Reasons Why Conventions Are Needed	Reasons Why Conventions Aren't Needed
1.	1.
2.	2.
4.	4.
5.	5.
6.	6.
7.	7.
8.	8.