2

Chapter I

Introduction

Statement of the Problem

The State of California continues to be a catalyst to Immigrants that are in search

of both a higher economic status and a higher standard of living. These immigrants

continue to search for the realization of the American Dream. Too often, they find

themselves working for minimum wages, not realizing economic stability for both

themselves and their families.

Upon arrival to California, these immigrants find themselves trying to conform to

some cultural bias that in today’s world is becoming more abstract due to globalization.

Ironically, we find many of these immigrants finding cultural geographical

neighborhoods that become ethnic enclaves of individuals where both language and

cultures continue to find refuge and reinforcement of similar language and identity.

However, then for many of these immigrants learning the English language is not

paramount until they find themselves in situations that usually center on economic

stability for both themselves and their children. Many of these immigrants somehow

manage to get by with both minimal English speaking skills and writing skills. It is then

understandable that such labor intensive jobs which would accommodate them would be

in agriculture, health care assistance, food service industry, and clothing manufacturing.

According to the United States census data (USA Census Bureau, 2003) we find

an increase of foreign born immigrant population to be at a rate of 11.9%. The

magnitude of the problem is stated with an estimate of illegal immigrants in year ending

3

2004, to be in excess of seven million people. California remains the most venerable in

terms of English language acquisition since it continue to remain the most populous State

in the Union. Yet, we understand that language remains the most powerful means of

communication. However, the foreign languages centered allow for a continued

connecting of individual cultures and heritage. We find language then both maintaining

ethnic harmony while making visible the diversity among California residents.

California during the past thirty years continues to serve as evidence that the

escalation of foreign-born residents continues an upward numerical spiral which census

data verifies roughly indicates a twenty five percent population within the State. The

problem exists in failures of the public education system within California. Based on

U.S. Census data, immigrants from Indochina, Mexico and Central America are not

completing high school that presents the magnitude of the problem since half of

California’s foreign-born population is from Central America and Mexico, and another

one third is from Asia. Consequently we find the overall educational levels among recent

immigrants to be in a downward spiral of decline.

The demographic trend is closely connected to the State of the Problem in this

project study. As a high school educator within the State of California for over three

decades, it is clearly understood that immigrant families that have not achieved a high

school education prior to settling here in the United States disallows their children both

English language support at home as well as understanding the educational bureaucratic

maze that unfortunately plagues many urban public educational institutions.

4

Purpose of the Project

The purpose of the project is to create both a handbook and to prepare the new

immigrant to pass INS citizenship test, which will build an emphasis on informed

activism relating to community action, and active citizenship that will serve adult learners

in diverse settings. This project will serve to provide immigrants seeking citizenship an

on-line instructional component that will include a civic study guide and test questions in

order to pass the United States Immigration test. This project was chosen to meet the

needs of the language census report published by the California Department of Education

which indicates a great demand for such a program given the statistical data of the high

numbers of English language learners who continue to comprise the largest segment of

individuals who are speaking Spanish as their primary language and Asians who follow

in requiring such an educational product as this project will fulfill to continue to meet

educational challenges facing these diverse populations within California. It should be

noted that there is a rich history and how American Public Education systems have

embraced and educated immigrants lacking English language proficiencies.

It is important for immigrants to attain United States legal citizenship so that they

can demonstrate commitment to their community by voting, serving on a jury, legal entry

for their extended family members, and being protected by the United States when

traveling abroad. For the new immigrant who attains citizenship it further allows them

career opportunities in federal and state jobs, opportunities of elected government

positions, being eligible for federal and state grants to further educational pursuits, and

obtaining government benefits. The new immigrant needs to understand the very broad

5

importance in their United States citizenship in relation to labor, social security, health

and welfare benefits afforded all citizens.

The handbook will serve as a venue for immigrant learners to understand clearly

the values of becoming a United States Citizen. These values are self-directed in that

they will learn for not just comprehension purposes but to critically evaluate the branches

of government, local governments, and community involvement. This project seeks to

then develop citizens that will become not only personally responsible, civic conscious,

justice-aligned, but will further both develop and encourage every level of English

proficiency.

Theoretical Framework

In 1974 the United States Supreme Court ruled in Lau v. Nichols case that

children with limited English proficiency have the right to equal access to public

education along with the right to assistance in learning English. In a political remedy,

Congress passed the Equal Educational Opportunities (EEO) Act of 1974. The EEO Act

is a federal requirement and mandate that allows appropriate educational programs to

overcome language barriers that impede equal participation by diverse populations of

immigrants.

In light of both federal and state policy, there continues to be two main goals for

serving English learners. The first goal is to enable English learners to become English

proficient. This project then serves as a continued opportunity for the education and

instruction in civics and how it pertains to passing the citizenship requirement-testing

component. In recent history we find ESL programs have joined secondary language

instruction to include reading, language arts, and other content area instruction. The

6

second goal is to provide instruction with equal access to curriculum. This goal has been

met with the National Research Council’s review of instructional programs that compare

native language and immersion programs. These studies continue to find both mixed and

inconclusive evidence to determine what type of instructional programs are most suitable

for educating language minority students.

In the view of Vygotsky, psychologist, (1978) and Halliday, a sociolinguist

(1978), we understand through their studies that language plays a significant role in

human development.

These professionals both support the theory of dialogue in educational settings

which enables learners of all ages to collaboratively both gain and enhance individual

understanding of the world and thereby empower the individual’s potential for learning.

A dynamic scholar, James Banks, (2003) in his book, Diversity and Citizenship

Education: Global Perspectives address the importance of citizenship education both in

the United States but also globally. The book is relative to the rationale of my project as

how it relates to the instructional design of citizenship education given a culturally

diverse population of students. The theoretical framework addressed by James Banks

(2007) is centered on conceptual identities of citizenship education, multicultural

education, globalization and offers detailed analysis on how citizenship has found an

evolution around the world. The dynamics presented offers insight into two major

dilemmas which present argumentative discourse regarding unity versus diversity and

domestic multiculturalism versus cosmopolitan multiculturalism.

In the text, Unequal Chances to Participate in Adult Learning: International

Perspectives, the authors, Desjardins, Rubenson, and Milana, address the notation that

7

citizenship in adult education has shifted into a arena of powerful interest groups and

addresses lifelong learning, Adult Literacy and adult education and training.

In 2000 the United States Department of Education began funding with grant

development in a new program termed English Literacy and Civic Education (EL/Civics),

which included in curriculum the concepts and functions of my project. Finally, the

citizenship curriculum was being augmented to meet the new demands of both adult

literacy and adopted theories and research with regards to immigrants and adopted

methods to prepare these populations with critical thinking, learning how to access

information and services. The Surdna Foundation researchers, Joel Westheimer and

Joseph Kahne identified three kinds of citizens who are referenced in Kevin Mattson’s

book titled, Engaging Youth: Combating the Apathy of Young Americans towards

Politics (1966). The researchers distinguish between a ‘personally responsible citizen,’ a

‘participatory citizen,’ and a ‘justice-oriented citizen.’ Merrifield’s, paraphrasing Gaventa

(1999) includes attention to skills that go beyond the traditional EL/Civics curriculum

that is mirrored in the National Institute for Literacy’s system reform initiative called

“Equipped for the Future” (EFF). That curriculum has identified 16 skills, including

“Advocate and Influence,” “Learn through Research,” “Resolve Conflict and Negotiate,”

and “Cooperate with Others,” that underlie the ability to effectively carry out key

activities in the adult roles (worker, family member, and community member/citizen).

Significance of the Project

The importance of the project is to insure that immigrants have a study guide and

knowledge and knowledge of the citizenship requirements and testing questions and

procedures. The United States has been welcoming immigrants from all over the world

8

as signified by New York City’s Statute of Liberty and it’s significance to immigrants.

We the people of the United States continue to acknowledge the valuable contributions

offered by multicultural exchange. Our United States history is testimony to the

significance of the diversity of our people who have immigrated and found a common

value in our collective contributions to civic values set forth by our founding fathers and

the importance and value of the English language. The project further develops the

necessary knowledge of residence requirement, the necessity of the applicants’ moral

character and the statutory period surrounding the swearing-in ceremony. Knowledge of

the US Immigration Act and applicability to citizenship will be discussed in the

handbook developed for this project. The project will also focus on the test questions but

will be developed for the applicant to include principles of the Bill of Rights,

Constitution of the United States, and web sites associated with readings that will be

pertinent for the applicant to not only successfully pass the exam but allow the applicant

a broad learning curriculum on-line to develop the abilities to understand the

responsibilities and benefits in becoming a Citizen of the United States of America. This

project will also meets the applicants need to pass an exam on the history of government

of the United States. The additional component of this project will serve as a guide to

successfully integrate new immigrants into the American civic culture. Furthermore, this

project will allow immigrants an on-line study of practical and useful information to

introduce the new immigrant to the United States system of government.

Limitations of Project

The limitations of this project are intertwined with native literacy, literacy in the

new language, access to computers, computer literacy, domestic obligations, work

9

schedules, and for many of these adult learners the complexities of their immigration

status within the United States of America. English learners need explicit instruction in

the aspects of English that may differ from their native languages, including phonology,

morphology, and syntax of English (Au, Garcia, Goldenberg, &Vogt, 2002). This

instruction in English is a prerequisite to taking any test to become a United States citizen

given the fact that the test itself or any on-line instruction will be administered in English.

Therefore, this on-line instruction and handbook are limited to only those

individuals who meet very specific criteria of the above-mentioned literacy’s.

Definition of Terms

Bill of Rights: The first ten amendments the U.S. Constitution guaranteeing such rights as

the freedoms of speech, assembly, and worship

Constitution: the basic written set of principles and precedents of federal government in

the United States of America

ESL: English as a second language

Globalization- Develop or to be developed to make possible international influence or

operation

INS: Immigration and Naturalization Service

Immigrant- a person who comes to live permanently in a foreign country.

Multicultural: of, relating to, or constituting several cultural or ethnic

Groups within a society

10

American Revolution: The struggle by which the United States won independence from

Great Britain. It took place from 1975 to 1783.

Abroad: Outside of one’s home country; in a foreign place.

Representation: The right or privilege of being represented by delegates in a legislative

body.

Rights: Basic things that people can freely do; freedoms and privileges.

Segregation: Separation of citizens of different races.

Republican: When a country’s political power comes from the citizens, not the rulers, and

is put into use by representatives elected by the citizens.

Equality: The idea that all humans have the same rights, and that none are worse or lower

than others simply because of their skin color or ethnic background.

Federal: Having to do with the national, or central, government, rather than the

government of a specific state.

Legislative: Having to do with making laws; often refers to the group of elected officials,

such as the U.S. Congress, who get together to make laws.

Democratic: Having to do with government by the people or the idea of political equality

for all.

Polling Station: Where people go to vote in elections.

Bill: Legislation that has formally been introduced in Congress

Sociocultural competence: The ability to function effectively by following the rules and

behavioral expectations held by members of a given social or cultural group.

11

CHAPTER II

REVIEW OF LITERATURE

Introduction

The pursuit of knowledge continues to simulate the pendulum of learning for

today’s students because things will continue to change and learning has evolved into a

life long learning scenario where the pursuit of knowledge has never been more exciting

and which nothing is certain and the norm is change. Living and working are so different

now from even a few year’s ago that the ability to learn is centered on a mobile

environment which requires students to participate in a new paradigm of technologies.

Technology then enables students by fostering the use of computer learning in reading,

writing, sharing, and encouraging communication skills. The review of this literature

encompasses collaboration in learning technological environments that encourage

students to analyze, synthesize, and develop media literacy skills.

Since this handbook relies on multi-media literacy the adult second language

learner will need to be exposed to various on line learning design concepts as reviewed

by Thomas M Duffy and David H. Jonassen in their book Constructivism: New

Implications for Instructional Technology. Further topics that the review of literature will

embrace will include:

Adult Education curriculum that will meet the educational

objectives for citizenship.

Multimedia literacy in development of on-line learning instruction

12

Participation in Democracy

Importance of English acquisition

Social cultural and language literacy

Content based instruction for Second language learners and it’s

relationship to the demands of the business community

Howard Gardner’s theories of multiple intelligences in regards to

language acquirement

A strong support of this project includes both the design instruction and its

relationship to the materials developed that are connected and appropriate to the learning

goals and objectives. In review of Duffy and Johnson as addressed at the beginning of

this review of the literature it is clear that there be an integration of learning both

descriptive and prescriptive in the instructional design.

In recent on-line and digital multimedia, studies have indicated that media

literacy allows individuals to access, analyze, and evaluate messages from diverse forms

of media. Media literacy is a venue for learning language and allows for a significant

potential of cutting-edge tools that allow the individual learner to adopt further language

acquisition and process the medium that allows the new English language learner to

develop critical thinking skills in their new language.

In the information age in which our individual students live it is paramount

that this project further identifies a work product that will introduce them to media

literacy and the relevance that this literacy will have in their daily lives by utilizing

instant messaging, online journaling, wikis, chat spaces, etc. to broaden communication

13

and learning across space, time, and culture. (Lam, 2004; Leander & McKim, 2003;

Leander & Sheehy, 2004; Rowsell & Pahl, 2007; Stein, 2007).

This prospect supports indispensable consequences not only for language literacy

learning but also for the development of affiliations and identities that “cut across

national, ethnic, and linguistic lines” (Lam, 2006). What is of magnitude importance to

this project is the use of technology with culturally and linguistically diverse students in

obtaining citizenship within the United States of America. In the review of social-

cultural literacy researchers have determined that media effects individuals values and

behaviors, it is by far the nature and purpose of usage, rather than technologies alone that

shape consequences. (Greenleaf,1994). Providing students with both an on-line context

to study the historical concepts and handbook that will allow images, ideas, and symbolic

mediums such as language across geographical and social spaces (Lam, 2006) to learn the

United States history and pass the citizenship exam. Students participation in this project

will allow them passage into digital literacy’s as researches continue to argue on the need

to integrate media in classrooms with both sensible and reflective edgewise views of the

social context of becoming a United States citizen. (Hull & Schultz, 2002; Stein, 2007).

Importance of English Acquisition

In 2006 the United States Senate voted on two separate amendments to make

English the national language and to make it the common unifying language of the

county. (Wikipedia) U.S. English, an advocate group for “Official English” summarizes

their belief that “the passage of English as the official language will help to expand

opportunities for immigrants to learn and speak English, the single greatest empowering

tool that immigrants have to succeed.” (us-english.org “Background of organization” )

14

Research indicates that every year, more and more students who speak

languages other than English and who arrive to College classroom doors are from

families and communities with diverse histories, educational experiences, world views

and many are recent immigrants who are seeking economic opportunities. Many of these

students find their way into the United States by families seeking refuge from political

repression or persecution.

In a TESOL journal (2004), an article articulates that adult learners are seeking

further development in English language to realize a broader goal of the competencies

needed to pass the United States citizenship exam. The article acknowledges that ESL

educators in adult education programs have had a history of this schematic reasoning and

have concurrently incorporated appropriate educational methodology to meet the

immigrant’s educational objectives. This incorporation into ESL curriculums has been

utilized by adding civics courses into college level studies.

The literature researched led me to the question about what do most native

speakers know about civics. A majority of adult students have children who are enrolled

in public schools, understand that employment requires payment of both federal and state

taxes, and usually rent homes that require some form of legal commitment which is

inclusive in experiences that involve both rights and responsibilities of citizenship. The

immigrant must understand some knowledge of common legal documents which might

entail a contract, a lease, or a subpoena which are continued examples of both the rights

and responsibilities of a United States citizen.

15

Citizen Exam On Line Learning

The United States Citizenship and Immigration Service (USCIS) are currently

introducing a new US citizenship exam. In this revision the TESOL board of directors

has been actively participating in their recommendations. The paramount issues include

access, level of difficulty, test format, test content and study guide. Within the access

division such considerations are addressed as to the limitations of many of the

populations of immigrants that includes both the learning disabled and the elderly who

have limited formal education.

Next, the level of difficulty addresses the factors of reading proficiencies and the

content of United States history that must be attained to secure a passing score on the

United States citizenship exam. The other two issues discussed both the difficulty and

the need for a study guide to allow the individual a pathway to understand both the

history of the United States and the democratic form of government we embrace.

Therefore my project embraces these goals and objectives that will allow

immigrants to be successful in the exam process utilizing both on line curriculum links

and examples of testing information.

In a TESL-EJ article written in December, 2007, it is reported that Webquest

Writing Instruction program on EFL learners on the community college level,

significantly increased both writing performance as well as addressing writing

apprehension, and utilizing web-resource integrated language learning. To summarize

the study within this article, it was determined that the use of such technology in learning

sites increased student performance. The correlation includes both real-world situations

that engage learning activities that allow for analysis and creative production projects.

16

As we collectively understand, the World Wide Web has affected education and

continues to present educators with an informational tool (Cunningham 2000; Lee,

2000a). With the use of technology, citizenship dynamics, and the underlying potential

for such a visual, auditory, and self-directed modality, this project will continue to

embrace technology as a valuable pedagogical tool in language development and serve as

an inquiry-oriented activity for web based learning. (Grabe & Grabe, 2001). In a article

by Dudeney (2003), he reinforces the importance of the internet into language classrooms

and understands the value of communication, and utilization of the internet to encourage

critical thinking leading to group activities within a classroom setting and introduces the

importance of learner motivation through interdisciplinary tasks of acquiring knowledge

to facilitate language learning.

Ge Stoks (2002) writes about the benefits of browsing web sites to increase

language comprehension. The project of the civics handbook will allow the learner down

an effective pathway to both motivate and empower each individual student in learning

the dynamics of democracy. This project embraces media literacy to engage the

individual student to learn concepts and practical everyday skills necessary to understand

the structure of government both federal and state. Further it seeks to allow citizenship

education a venue for student-centered responsibility, with a focus to engage students

into societies real world needs. The project will utilize audio-visual tools that will enable

students the ability to apply knowledge through instructional web sites that will include

vocabulary development, spelling, grammar, context, and utilize a citizenship-designed

test.

17

Howard Gardner’s theories of multiple intelligences is relative to this project

in that it utilizes domains of language in the acquirement of syntax, sensitivity to the

meaning of words that Gardner (2004) clarifies as the core operations of language.

Gardner elaborates and justifies his position as a psychologist and neuroscientist that

“one could not hope to precede with any efficacy in the world without considerable

command of linguistic tetrad of phonology, syntax, semantics, and pragmatics” (Gardner,

1993). Gardner’s multiple intelligences for the significance of this project are his

theories on linguistic intelligence and its capacity to utilize this intelligence to both

express oneself and also understand other individuals.

Content Based ESL Learning Curriculum

Although the main focus of this project is to assist the learner to pass a

citizenship exam the overall content of the project seeks to allow students the opportunity

to both understand and participate in the United States of America’s form of Democratic

government. In Brown, C.L. (2004a), he stresses the importance for vocabulary

development, use of language activities and methods of learning utilizing pictures, realia,

schemata, and other aids to assist adult ESL learners. Included in his clear definition to

meet both required state and national performance benchmarks, Brown utilizes a scaffold

learning approach to plan effective instruction and manage student learner gains.

Included in the project will be a multistrand standard of instruction that weaves listening

for content, visual cues for learning recognition of facts and concepts presented, and

various instruction modalities to facilitate the learner to engage in organization of

information and facts. In a 2001 publication, Why Business Cares about Education, the

18

article presents value for life long learning and the need for knowledge and skills of

critical thinking which will be introduced within the citizenship exam.

Summary

To summarize the literature reviewed, the target of this literature supports the

second language learner in understanding democracy, the responsibilities associated with

becoming a United States citizen, knowledge of the the importance of English language

acquisition, and the broad aspects of both learning and participating in their new

citizenship. The literature continues to engage value in communication and understanding

of real-world situations and how it relates to the information age along with critical

thinking skills that are integrated throughout both the writings and studies of various

noted recognized authors. The overall conclusion of the articles reviewed indicates the

importance for a such a design concept of learning utilizing technology for not only a

successful passing score on the United States citizenship exam but an integral learning

component of the study and value of this learning modality in the study of democracy. It

is clear from these readings that the abstract idea of citizenship entails is an opportunity

to the understanding of what democracy entails. These second language learners are

expected to become involved in a pursuit for democracy and need to understand how it is

both developed or addressed in other political systems, what rights, responsibilities, and

duties are entailed by their new citizenship and the sustaining obligations that are entailed

by it, and how it is intertwined to the various institutions of the United States.

19

Chapter III

THE PROJECT AND ITS DEVELOPMENT

Description of the Project

This project is centered on Adult English language learners who continue to

reflect a growing population of adult education programs in community colleges

throughout the United States. We continue to find large numbers of immigrants settling

into communities and are in need of a handbook to assist them in attaining a passing

grade on the United States citizenship exam.

The handbook further allows the new immigrant to practice United States

citizenship questions by reading the selected questions and allowing the student to select

the appropriate answer. These questions will include multiple answer questions and

further introduce the new language learner to enlist visual cues which will provide them

language access. The handbook will provide additional resources for adult students to

become interested and engaged with national, local, and global issues. This handbook

further addresses our American Democratic system of government that allows both

participation and an understanding of both content and relevant knowledge of United

States history and how it integrates into political understanding of being an active

participant in their new democracy.

This handbook will be organized to provide the learner with a broad range of

topics that link American citizenship with our countries history, development of

geography, and critical thinking skills to illuminate thought and judgment about

contemporary issues relating to their new citizenship. The handbook contains sections on

20

the history of the United States of America and outlines web sites that explain the periods

of American History from the Colonial Period, Revolution, to the Expansion of the

Country to the Civil War, and into the Modern Era of United States history. It

additionally employs the movement of the adult student past the classroom and into a

wide network through internet sites that will address issues of ethnicity, culture,

language, and religion. These components within this handbook will allow students to

respect each other’s differences and build on their commonalities.

Development of the Project

This project was developed in response to an on-going need for a curriculum

that is meaningful for all students in relation to both diversity of student populations and

a mechanism for ensuring citizenship that is an essential component for the community of

English language learners. The handbook is centered on not only citizenship exam

questions but will be a useful tool for discussions that embody language lessons, identity,

values, and belonging. The stages of the development are surrounded for monocultural

and multicultural adult language learners. The handbook includes active links within

Internet web sites that will allow students to build active links that will engage the second

language learner and will provide them with multimedia resources as a scaffolding

method for attaining information necessary to pass the citizenship examination and to

provide an impetus to become a life long learner.

The American democracy sites will also provide the learner with an academic

course that is relevant to both their citizenship test and a venue for these students to fully

comprehend what it means to be an American. The development is finally centered on

some of the difficult and controversial issues that will most certainly confront them in

21

their daily lives. This will permit students the opportunity to both embrace and

acknowledge a broad understanding of what brings us together and ultimately will serve

as an avenue for participation in an active and inclusive democracy.

The Project

The handbook as outlined below will serve to ensure that every student

develop a core entitlement for citizenship and to gain a broad understanding and cultural

literacy of the American democracy. Allowing for students to make a positive

contribution involved within communities and engage these students to achieve these

critical literacy skills to develop a sense of belonging. See Appendix A.

22

CHAPTER IV

CONCLUSIONS AND RECOMMENDATIONS

This project was developed for the adult second language learner of English in

order for these individuals to both pass the United States citizenship exam and to expand

their knowledge of democracy. The project’s intention introduces the learner to an

understanding of concepts, vocabulary, and relevant functions of our government. This

will allow these students to have a broad base knowledge of constitutional amendments

that will encourage these learner’s to both analyze and reflect on how these laws will

affect them in their new democracy. The students will continue to achieve a personal

sense of accomplishment by reading the resources outlined in this project and

investigating the many facets of government including Federal, State, and local

municipalities.

Recommendations

This project will be used in an adult school setting for high intermediate level

English learners. Grant writing that will allow more opportunity for student access could

further enhance the project. The review of the literature in this project has provided an

impetus for the reality of technology in these adult learner’s lives and by providing these

students with a citizenship class that involves online learning, to include bogs, wikis, and

other cyber culture venues to both communicate and achieve technological sophistication

that will be mandatory in their lives. The handbook will generate both a study of the

23

United States citizenship exam and directly enhance access to literacy in their new

language.

Web Sites For Citizen Exam Study

Identify the three branches of government and their relative functions.

Website: http://enotes.com/government-resources/american-government-an-overview

Explain the United States Constitution and Powers of Congress

Website: http://usconstitution.net/const.html

Understand the historical events and the different periods of American history.

Website: http://www.rootsweb.ancestry.com/~bwo/us-hist.html

Reflect on the top one hundred most influential figures in American history.

Website: http://www.theatlantic.com/doc/200612/influentials

Analyze amendments made to the United States Constitution and reflect how these laws

effect your citizenship.

Website: http://www.youtube.com/watch?v=mxJtZNjZ2g

Understand Democracy and different types of government.

Website: http://www.youtube.com/watch?v=2C_YBhY11yA

Investigate the two major political parties of the United States Democracy.

Website:

http://encarta.msn.com/encyclopedia_761558305/political_parties_in_the_united_states.h

tml

24

Watch a film and list the names of the President, Vice-president, your senators, and one

representative of your geographical home location.

Website: http://www.youtube.com/watch?v=cLWvHCUB_RE&feature=related

Explore the economic Statistics Briefing Room:

Website: http://www.whitehouse.gov.fsbr/employment.html

Investigate the twenty plus educational websites about independent political parties.

Website: http://mashable.com/2007/11/11/20-sites-independent-parties/

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