WebQuest:

Presidential Candidates And Social Security Policy

By Joseph Puttanpera

Morris High School, United States History

pjmathew@juno.com

Introduction:

Social security has become a very important issue between the Democratic and Republican presidential candidates. The candidates differ in their views regarding the administration of social security funds. The vice-president Al Gore maintains that the surplus money must be invested in the community by strengthening the social security and by paying off national debt. George W. Bush on the other hand argues that the surplus money must be locked away only for social security. In his opinion, ”government should not invest social security funds in the market” He suggests that it should be individually controlled with voluntary personal retirement accounts.

Task:

Examine why social security is so important and explain the views of the presidential candidates. State your view on administering social security funds.

Your research should include the following components;

· A brief history of social security fund

· Social security reform policy of George W. Bush

· Social security policy of Al Gore

· Benefits of the social security reforms

· Your evaluation of the social security reforms

Process:

The class will be divided in to four groups.

Group 1 will investigate the history of social security program.

Using the web site at

http://www.ssa.gov/history/history.html

Group 2 will examine the social security reforms of Al Gore

Website at

www.cato.org/dailys.04/03/00.html

Group 3 will examine the social security reforms of George W. Bush

Web site at

http://issues.2000org/social_security.html

Group 4 will gather information on the benefits of the social security system

Web site at

http:// www.ssa.gov/about.html

After gathering information each group will make presentations to the class

Resources:

Social security privatization and reform, a Cato institute project

http://www.socialsecurity.org

George W. Bush

http://www.georgewbush.com/

Al gore

http://www.AlGore2000.com/issues/index.html

Presentation Rubric – Evaluating student presentations

Grade A	Grade B	Grade C	Grade D
Organization: Student presents information in logical, interesting sequence which audience can follow	Organization Student presents information in logical sequence which audience can follow	Organization Audience has difficulty following presentation because Student jumps around.	Organization Audience cannot understand presentation because there is no sequence of information
Subject knowledge Student demonstrates full knowledge (more than required) by answering all questions with explanations and elaboration	Subject knowledge Student is at ease with expected answers to all questions but fails to elaborate	Subject knowledge Student is uncomfortable with information and is able to answer only rudimentary questions	Subject knowledge Student does not have grasp of information; student cannot answer questions about subject
Mechanics Presentation has no misspellings and /or Grammatical errors	Mechanics Presentation has no more than two misspellings and/or grammatical errors	Mechanics Presentation has three misspellings and/or grammatical errors	Mechanics Student presentation has four or more spelling errors and/or grammatical errors
Eye contact Student maintains eye contact with audience, seldom returning to notes	Eye contact Student maintains eye contact most of the time but frequently returns to notes	Eye contact Student occasionally uses eye contact, but still reads most of the report.	Eye contact Student reads all of report with no eye contact
Elocution Student uses a clear voice and correct precise pronunciation of terms so that all audience can hear presentation	Elocution Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Elocution Student’s voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Elocution Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Adapted from “The Information Technology Evaluation Services,” NC Department of Public Instruction

Standards

English

E1c Read and comprehend informational materials

E2a Produce a report of information

E3b Participate in group meetings

E3c Prepare and deliver individual presentation

Social Studies

Standard 1

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York

Standard 5

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Conclusion:

Our presidential candidates have proposed many constructive reforms to fix our Social Security Program. The people have shown mixed response to the proposals of the candidates. Students will evaluate the strengths and weaknesses of the reforms in their report. They will also discuss and comprehend the various proposals during their presentation in the class.