Subjects: U.S. government, U.S. history

Grade Level(s): 9-12

Time Frame: 2-3, 50-minute periods

Objectives [What the student should know and be able to do at the end of the lesson]:

1.0 Overall: This is a very useful lesson plan when discussing the process of creating laws.  It is also a way to help make students aware of current situations in American government.  While it does not cover all aspects of creating laws, it is a great way for students to have a definite opinion about a current political issue, which helps in discussing policy standards of presidential candidates.

Bloom's Taxonomy: CongressLink lesson plans are built around Bloom's taxonomy. The purpose of the taxonomy is to provide a coherent format for lessons and to make it easier for teachers to design them according to CongressLink's standards.

2.0 Knowledge: Students learn basic the process of creating laws. 

3.0 Understanding: Students will become aware of current situations in American government and form a definite opinion about a current political issue.

4.0 Application: Students will be divided into eight “state” teams of two by random selection.  Three of these groups will take the topic and develop a bill to take before the other five states to get it passed as a law.

5.0 Analysis: Students will analyze and develop a bill relating to a current situation within the U.S. government and debate said bill with their peers. 

6.0 Synthesis: Students will be evaluated on their participation and cooperation with the other members of their team as related to the presentation or discussion of the topic.

7.0 Evaluation: Re-enactment will be evaluated upon the students’ comprehension of the process that occurs, the logic of verbal debate, and comprehension of the topic.  If after the evaluation of student participation the majority have scored below 75%, the topic needs to be re-taught using a different method; possibly an opinion essay or journal entry.

Procedure/Sequence:

Step 1: Review the newspaper for three current event issues.  These issues should be more broad than specific.  Examples would be: punishment for sex offenders, gun control, and gay marriage.

Step  2: Write these topics on the whiteboard or the like.  Explain that the students will be divided into groups of two, and three of these groups will be responsible for writing five laws dealing with one of the topics.  The choice is theirs.

Step 3: Using the State Selection Sheet, have each student draw out a slip of paper with a state name on it.  This will determine the teams.  The teacher should use discretion with random selection to make sure all teams are as equal as possible.

Step 4: Once teams are selected, the teacher picks the three “states” that must work together to create the laws.  These teams then select an approved topic and announce the choice to the class.  While these “states” are busy with brainstorming, the other “states” need to be reading news or magazine stories dealing with the chosen topic.  Each group must come up with five ways to improve the current situation with regard to the chosen topic, plus any questions they believe should be addressed by the presenting teams.

Step 5: The teams which wrote the laws must have each member present one law along with the reasoning behind it.  One of the team members will have to present twice.  During the presentation, the teacher rates each member using the State Evaluation Sheet.

Step 6: After the initial presentation, the other “states” must debate whether the initial laws meet all the needs of the issue and ask any questions needed for clarification.  The teacher should be a part of this discussion in order to keep it on track and to bring up any issues that the students have neglected.

Step 7: After the time allowed for the debate, the laws are put to a vote to see who supports them.  In case of a tie, the teacher is the breaking vote.

Materials:

Whiteboard and marker or chalkboard and chalk
Canister (to hold state drawing)
Current newspaper
2-3 topics of choice
State Selection Sheet
State Evaluation Sheet

Making Laws: Senate - http://www.congresslink.org/print_basics_lawsmadesenate.htm
Making Laws Simply Explained - http://www.congresslink.org/print_basics_lawsmade.htm

National Standards Addressed by Lesson [based on National Standards for Civics and Government, Center for Civic Education, 1994. Citation based on section, subsection, standard of the document]:

Grades 5-8: Standard III.B. What does the national government do?
Grades 9-12: Standard III.B. How is the national government organized and what does it do?

 Evaluation/Assessment: See: http://www.congresslink.org/rubric/pdf

Author(s):
Jessica Hunsberger
Englewood Christian Academy
Independence, MO