Introduction
In the recent presidential debate, George W. Bush outlined an energy policy which would open up 8 percent of federal land in Alaska to development by oil corporations. Gore is strongly opposed to this plan. Ralph Nader may also play a role in discussions on this issue. The recent outbreak of violence in the Middle East has made the question of domestic oil production that much greater an issue.

Procedures

1. Break up the class into five groups. One group will represent the Gore campaign and one will represent the Democratic Party. A third group will represent the Bush campaign and the fourth group will play the Republican Party. The last group will represent Ralph Nader and the Green Party.

2. Gather research at the following web sites:

   • The Bush Campaign
   • The Gore Campaign
   • The Republican National Committee
   • The Democratic National Committee
   • The Green Party

3. Working in groups, the students will research where the two candidates stand on the issue of the environment and Alaskan oil production and where their opponents allegedly stand on the issues. The Gore and Bush groups are not allowed to attack each other for fear that they will appear mean-spirited and scare away undecided voters. The groups representing the political parties, on the other hand, are to go on the attack and ridicule the position of the opposing side. Ralph Nader and the Green party group are to attack both parties and explain why they represent the true interests of the environment. Anything goes in the picket signs that are created and students will be evaluated along the following criteria:

   • The content of the signs is accurate.
   • How clever the signs are.
   • The content comes across in a clear and legible way. The signs should make sense to any passersby and be able to convince them to vote for Gore or Bush or go Green.
   • The signs must stay on target. Attacking Bush for mumbling or Gore for lying can only be allowed if the mumbling or lying somehow relates to the issue of the environment.
   • Each group must get up in front of the class and explain its stance on the issues and what the students discovered by working on this project. Students must chant and pretend they are at a demonstration. The livelier the students act the higher their grade.
   • At the teacher's option, the entire class can split into Republicans, Democrats, and Greens with a demonstration and counter-demonstration. All sides can protest one another's position. This can get pretty loud but the students can get the feel of real life street demonstrations.

4. Following the demonstrations, a class discussion should begin where students voice how they personally stand on the environment issue. Questions could include:
   • What have you learned from this assignment?
   • Have your views on the environment changed?
   • What is more important to you, economic development or environmental protections?

5. The final aspect of this assignment is to hang up the picket signs in the room as decorations.