Overview and Background: Unit: The Legislative Branch

 

Matt Gallagher : Cheney USD 268

Social Studies. : Government : Government

Cheney : Grades 12 - 12 : Aug. - Jun.

 

Title:	The Legislative Branch
Topics:	Congress
Start Date:	-

Other Designers:

 

Summary: Students will gain understanding of the legislative process by writing their own legislation and taking part in a mock congress. Through committee work and legislative sessions students will understand the compromise and complications of our Legislative Branch.

 

Print Materials Needed: government textbook (we use McClenaghan, William A. 1992. Magruder's American Government. Needham: Prentice Hall. ISBN #: 0-13-544529-9); current articles detailing the work of Congress and the people within

Resources: web access to current legislation (Thomas database)

 

Resource Attachments:	http://www.cheney268.com/SS/gallagher/government/govtunits/congress.htm
Internet Resource Links: Link 1:http://thomas.loc.gov/ Link 2:http://www.cheney268.com/SS/gallagher/government/govtlinks.htm

 

Notes:

 

Stage 1: Identify Desired Results

 

State:	KS       Benchmarks 1, 2, 3, 4, 5
Title:	Civic-Government
Standard(s):	Benchmark 1: The student understands the rule of law as it applies to family, school, local, state and national governments. Indicators: The student: 1. evaluates the purpose and function of law. 2. analyzes how the rule of law can be used to restrict the action of private citizens and government officials in order to protect the rights of individuals and to promote the common good (i.e., eminent domain, martial law during disasters, health and safety issues). 3. explains the meaning of the terms civic life, politics, and governments. 4. explains when individual political and economic freedoms can be sacrificed for the public well-being (e.g., eminent domain, martial law during disasters, health and safety issues). Benchmark 2: The student understands the shared ideals and the diversity of American society and political culture. Indicators: The student: 2. describes how citizens* responsibilities require subordination of their personal rights and interests for the public good (e.g., justice, fairness, equity). 3. knows core civic values inherent in the founding documents that have been the focus for unity in American society (i.e., free speech, religion, press, assembly, and other basic civil rights). 4. explains the importance of shared political and civic values and beliefs to the maintenance of a government by constitution in a diverse American society (i.e., freedoms and responsibilities within the Bill of Rights, civil rights amendments and other documents related to our government by constitution). 6. explains the meaning of citizenship in the United States. Benchmark 3: The student understands how the U.S. Constitution allocates and restricts power and responsibility in the government. Indicators: The student: 1. describes the purposes, organization, and function of the three branches of government and independent regulatory agencies in relation to the U.S. Constitution. 2. compares and contrasts the relationship between federalism and states* rights. 4. explains the role the U.S. government plays in formulating economic and foreign policy. Benchmark 4: The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant. Indicators: The student: 1. explains the role of political parties in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders. 2. explains how public policy is formed and carried out at local, state, and national levels and what roles individuals can play in the process. 4. examines issues regarding political rights (e.g., to be an informed voter, participant in the political process). 6. takes and defends a position on issues regarding the proper scope and limits of rights, and the criteria used to set those rights, including compelling national interests, public safety and the rights of others (e.g., eminent domain, clear and present danger, national security risk). 7. defines issues regarding civic responsibilities of citizens in the American constitutional government (e.g., obeying the law, paying taxes, voting, jury duty, serving our country, involved in the political process). 8. evaluates, takes, and defends positions about the roles of interest groups, voluntary associations, and other groups in American politics and the consequences of conflict among these groups in the promotion and implementation of public policy. Benchmark 5: The student understands various systems of governments and how nations and international organizations interact. Indicators: The student: 2. evaluates, takes, and defends differing positions on issues regarding the proper relationships among national, state, and local governments. 3. examines the major forms and responsibilities of the state and local governments (i.e., city, county, state).

Understandings:
user	The legislative branch of the government is the closest representation of the people. The powers and responsibilities of the legislative branch are complex and ever-changing. Democracy requires compromise.

 

Essential Questions:
User	Why is representing the will of the people complicated and controversial? How is the legislative branch different from the other branches of government?

 

Knowledge and Skills:

Students will know what methods Congress uses to conduct its business, the complexity of the process, and the importance of compromise. Student will be able to write their own legislation and interact in a legislative session.

 

Stage 2: Determine Acceptable Evidence

 

Assessment Summary: The student's job is to demonstrate understanding of the legislative process. To accomplish this, each student will construct their own legislation and participate in a legislative session.

 

Task/Prompt: Our Congress Type:Performance Task Topics: the process and purpose of legislation Summary: The student's job is to demonstrate understanding of the legislative process. To accomplish this, each student will construct their own legislation and participate in a legislative session. Print Materials Needed: Resources: Resource Attachments: http://www.cheney268.com/SS/gallagher/government/govtunits/congress.htm Internet Resource Links: Link 1: http://www.cheney268.com/SS/gallagher/government/govtprojects/electionsandvotingassessment.htm Link 2: Link 3: Link 4: Link 5: Notes: Student Directions: Your job is to demonstrate understanding of the legislative process. To accomplish this, you will take on the roll of a legislator: constructing your own legislation and participating in a legislative session. SCENARIO: Your project is to write and propose legislation, a bill, and participate in a legislative session. The specifics of your assignment are as follows: 1.Proposed legislation a. choose a topic that you believe is worthy of new legislation in one of the following categories: i. appropriations ii. banking, housing, urban affairs iii. energy and natural resources iv. judiciary b. outline the details of your bill i. what is your motivation for this bill? ii. what purpose does the bill serve? iii. who will this bill effect? c. format your bill in the proper form i. make any revisions that are required ii. document the information you use to justify your bill 2.Legislative Session a. choose a party b. serve on a committee and any in leadership roles to which you are called c. present your bill to your committee and Congress if necessary i. debate the merits of your bill d. serve as a voting member of Congress     Rubric(s) Rubric: Our Congress Summary: The student's job is to demonstrate understanding of the legislative process. To accomplish this, each student will construct their own piece of legislation and participate in a legislative session. Trait: Project Model Performance Type: Display. Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent     No explanation of proposed legislation. No creative problem-solving demonstrated. No significance demonstrated in the problem. Little explanation of proposed legislation. Little creative problem-solving demonstrated. Little significance demonstrated in the problem. General explanation of proposed legislation. Some creative problem-solving demonstrated. Some significance demonstrated in the problem. Clear and detailed explanation of proposed legislation. Creative solution to a significant problem.     Trait: Project Construction Performance Type: Process. Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent     No attention to bill format. Many documentation errors. Many spelling or grammatical errors. Little attention to bill format. Some documentation errors. Some spelling or grammatical errors. Generally follows bill format. Few documentation errors. Few spelling or grammatical errors. Follows bill format exactly. Documentation standards followed thoroughly. No spelling or grammatical errors.     Trait: Oral Presentation Performance Type: Oral. Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent     Delivery is generally unprepared and distracted. Missing or unacceptable introduction or conclusion. Delivery is hindered by many filler words or nervous gestures. Lacking eye contact or reads notes. Delivery is sometimes unclear or unprepared. Rough or unclear introduction or conclusion. Delivery is somewhat hindered by use of filler words or nervous gestures. Looks at notes often or one part of the audience. Delivery is generally clear and on target. Clear introduction and conclusion. Little use of filler words or nervous gestures. Eye contact is nearly consistent with the audience. Delivery is expressive and concise. Creative use of introduction and conclusion. No use of filler words or nervous gestures. Eye contact is consistent with entire audience.

 

Other assessment evidence to be collected:
Process check
	Forms of evaluation: quizzes over the reading, debate a current issues addressed by Congress, answer questions from assigned reading, unit test.

 

Stage 3: Plan Learning Experiences and Instruction

 

Learning Activities:

Where is the unit going? Students will gain understanding of the legislative process by writing their own legislation and taking part in a mock congress. Through committee work and legislative sessions students will understand the compromise and complications of our Legislative Branch. Hook the student Ask students to solve a problem they see in society through legislation. After students construct their own solutions to the problem, they will be faced with challenge of presenting their ideas to the rest of the class for approval. Equip the student, explore the subject Student will review similar legislation and research the problem they have selected. Throughout the process of the legislation, students will study the procedures and responsibilities of Congress. * Students will organize themselves into political parties of their own choosing. Once parties are formed, introduce topics for discussion/debate. Provide students with time to research the official party platform and develop arguments defending the party line. Students will get an opportunity to contrast their personal beliefs with those of their chosen party. * Each political party will assign some of its members to one of several established committees, where they will debate the merits of bills submitted to them. * Each party will elect leadership, with the majority party being given control of legislative proceedings and the ultimate decision-making power over bills. * Conduct a legislative session, instructing the majority leader to run the proceedings however they see fit. Potential for railroading bills will illustrate the point that each party must be attentative and resposible for the things they care about. Rethink and revise opportunities Students will be required to present their legislation to a committee and then to the class as a whole before voting. The differences in ideas and beliefs will facilitate discussion and illustrate the unit objectives of participating in a representative government. Evaluate performance and progress Performance Task The student's job is to demonstrate understanding of the legislative process. To accomplish this, each student will construct their own legislation and participate in a legislative session. SCENARIO: Your project is to write and propose legislation, a bill, and participate in a legislative session. The specifics of your assignment are as follows: 1.Proposed legislation a. choose a topic that you believe is worthy of new legislation in one of the following categories: i. appropriations ii. banking, housing, urban affairs iii. energy and natural resources iv. judiciary b. outline the details of your bill i. what is your motivation for this bill? ii. what purpose does the bill serve? iii. who will this bill effect? c. format your bill in the proper form i. make any revisions that are required ii. document the information you use to justify your bill 2.Legislative Session a. choose a party b. serve on a committee and any in leadership roles to which you are called c. present your bill to your committee and Congress if necessary i. debate the merits of your bill d. serve as a voting member of Congress