History Matters TAH Grant Lesson Plan
John Crawford
April 2010
Where have we been? The previous unit addressed the political behavior of
voters; organization and beliefs of parties, the influence of the mass media; and
how interest groups affect the political process. We have just finished student
generated power point presentations on interest groups, and have demonstrated
mastery of content via written examination.
Where are we going?
The next unit begins our study of the governmental
process as a machine. The current unit deals with the legislative branch, followed
by units on the executive branch and the judicial branch.
1.
2.
3.
4.
5.
Top 3-5 Essential Questions
What is the formal organization of Congress?
How does an idea become a bill, then a law?
How is the idea of checks and balances incorporated in the legislative
process?
How does the political make-up of congress affect legislation?
What are the differences in the procedures of the House and Senate?
To do list:
Date
Lesson
Product
Class Day One
Introduction to Congress
Student Notes
Class Day Two
TCI Lesson:
Congressional
Lawmaking
Classroom House of
Representatives
Classroom Senate
Class Day Three
Class Day Four
Justification for vote
Student Created Bill
Essay on differences
between House and
Senate
History Matters TAH Grant Lesson Plan
John Crawford
April 2010
Day One
Where have we been? The previous unit addressed the political behavior of
voters; organization and beliefs of parties, the influence of the mass media; and
how interest groups affect the political process. We have just finished student
generated power point presentations on interest groups, and have demonstrated
mastery of content via written examination.
Where are we going?
bill becomes a law.
The next lesson will be an experiential exercise on how a
What question(s) is being addressed in the lesson?
How is congress organized- what is the formal set up and rules regulating our
legislative assembly?
What is the formal procedure for creating laws- how does an idea become a bill,
then a law?
What are the differences in the procedures of the House and Senate?
Next Generation Standards:
SS.912.C.1.5 – Constitutional principles of separation of powers/ checks and
balances
SS.912.C.3.3 – Processes of the legislative branch
SS.912.C.3.4 – Processes of the executive branch
Sunshine State Standards (1996):
SS.C.1.4.3 – Separation of powers/ checks and balances
SS.C.1.4.4 – Role of majority/minority party on public policy
Materials Needed
Internet Access
Magruders American Government
Power point slides Chapter 12
What will teacher / students be doing?
Show youtube videos “From a Bill to a
Law” rap video; Schoolhouse Rock
“How a Bill Becomes a Law”
Cornell Notes along with discussion
Special Considerations for the lesson (accommodations): For ELL and ESE
students, notes are provided at student request, or in accordance with IEP. Also,
this is taught at an honors pace, so two day may be needed for notes and discussion
at a normal pace.
Reflection: Students responded well to the video introduction to the unit and were
engaged in discussion while taking Cornell Notes on Congress.
History Matters TAH Grant Lesson Plan
John Crawford
April 2010
Day Two
Where have we been? The previous day was spent introducing students to
Congress. At this point students should have an academic understanding of the
process of organizing congress, as well as basic knowledge of how a bill becomes
a law.
Where are we going?
We will analyze how party politics, constituents, and the
process itself affect legislation.
What question(s) is being addressed in the lesson?
How is congress organized- what is the formal set up and rules regulating our
legislative assembly?
What is the formal procedure for creating laws- how does an idea become a bill,
then a law?
How does the political make-up of congress affect legislation – the role of the
majority and minority party?
Next Generation Standards:
SS.912.C.1.5 – Constitutional principles of separation of powers/ checks and
balances
SS.912.C.3.3 – Processes of the legislative branch
Sunshine State Standards (1996):
SS.C.1.4.3 – Separation of powers/ checks and balances
SS.C.1.4.4 – Role of majority/minority party on public policy
Materials Needed
Copies of hand-outs form TCI lesson 12:
One copy each of 12A, 12B, 12D, 12E
10 copies each of 12C
Concept / Main Idea
In government, students look at the impact that various laws have on our country,
as well as the history that goes into the decisions of what should be law. The
concept being demonstrated is how various factors influence a particular
politician’s decision on how to vote. Party identity, constituent wishes, and
personal values are all parts of every elected official’s decision. Today students
will look at these influences how a partisan, trustee, or delegate would vote on
actual law.
Learning Activities Sequence
1)
2)
3)
4)
5)
6)
7)
8)
9)
Give students role card and identity party affiliation for seating purposes
Caucus with each party and select leaders
Assign members to committee
Swear in House
Organize Committees
Hold hearings on bills
Amend the bill in committee
Report bill to speaker
Hold the floor debate and vote
The final product will be an essay describing the various factors that led to their
decision on the vote. They must identify the partisan, delegate, and trustee options
for the bill and then the final decision that was made. Also, students must identify
if they were members of the majority or minority party and how they felt that
affected the committee process and the final vote.
** Homework **
Students must write their own bill that they believe would make a good law for
America.
Reflection: Students were engaged throughout the entire experience. They were
able to role play as a Representative, and most were quite dramatic with their
characters. Students clearly identified the influence and roles that members of
congress undertake.
History Matters TAH Grant Lesson Plan
John Crawford
April 2010
Day Three
Where have we been? The previous day we engaged in an experiential exercise
using TCI created materials. Students were able to see the role that committees
play in the legislative process, as well as the ability of the majority party to
dominate the agenda in the House.
Where are we going?
We will analyze the differences between the procedures
of the House and the Senate in tomorrow’s activity.
What question(s) is being addressed in the lesson?
How is congress organized- what is the formal set up and rules regulating our
legislative assembly?
What is the formal procedure for creating laws- how does an idea become a bill,
then a law?
Next Generation Standards:
SS.912.C.1.5 – Constitutional principles of separation of powers/ checks and
balances
SS.912.C.3.3 – Processes of the legislative branch
Sunshine State Standards (1996):
SS.C.1.4.3 – Separation of powers/ checks and balances
SS.C.1.4.4 – Role of majority/minority party on public policy
Materials Needed
Student created bills
Concept / Main Idea
Students were able to see how a bill became a law in the previous lesson, in this
experiential activity; student will be able to repeat this process with their own bills.
Also, for a more realistic feel, we have added a Rules Committee to demonstrate
the power of that committee.
Learning Activities Sequence
1)
2)
3)
4)
5)
6)
7)
8)
9)
Collect student created bills
Have students elect a Speaker
Have Speaker appoint students to various committees
Name Chairperson of each committee
Chairperson will decide in what order the bills will be brought up in
committee
Students will repeat process learned in previous day’s activity to pass bills
within a committee
Bills that pass committee will go to the Rules Committee appointed by the
Speaker
Rules Committee will mark-up bills and decide in which order Full House
will debate them
Full House is assembled with Speaker presiding, debate and voting will
follow procedure learned from previous day
Wrap-up:
We discussed the power that the Rules Committee has in deciding which bills will
have the opportunity to become laws. Many students felt that if given the option
they would like to be on the Rules Committee next time.
Reflection: Students were engaged throughout the entire experience. They
appreciated the ability to create their own laws.
History Matters TAH Grant Lesson Plan
John Crawford
April 2010
Day Four
Where have we been? The previous day was spent in a mock House session.
Students were able to pass laws with a simple majority vote.
Where are we going?
We will finish our unit on the Legislative Branch today,
with the test next class. Our next unit focuses on the Executive Branch.
Begin with the end in mind:
What question(s) is being addressed in the lesson?
What is the formal procedure for creating laws- how does an idea become a bill,
then a law?
What are the differences in the procedures of the House and Senate?
Next Generation Standards:
SS.912.C.1.5 – Constitutional principles of separation of powers/ checks and
balances
SS.912.C.3.3 – Processes of the legislative branch
SS.912.C.3.4 – Processes of the executive branch
Sunshine State Standards (1996):
SS.C.1.4.3 – Separation of powers/ checks and balances
SS.C.1.4.4 – Role of majority/minority party on public policy
Materials Needed
Student created bills that passed the House the previous day.
New bills that students would like to introduce to the Senate.
Concept / Main Idea
In government, students look at the impact that various laws have on our country,
as well as the history that goes into the decisions of what should be law. Today
students will see how the procedures within the House and Senate differ, as well as
look at historical and practical reasons for these differences.
Learning Activities Sequence
1) Have students elect a President Pro Tempore, who will also serve as the
majority party leader
2) Have Pro Temp appoint students to various committees
3) Name Chairperson of each committee
4) Chairperson will decide in what order the bills will be brought up in
committee
5) Students will repeat process learned in previous day’s activity to pass bills
within a committee
6) Bills that pass committee will go to the Senate Floor
7) Refresh how the rules of the Senate are different from House
8) Senate debate will begin with no time limit
9) Any bills that have passed both the House and Senate are presented to
teacher for Executive approval or veto
The final product will be an essay describing the differences between the rules of
the House and Senate. Students should emphasize the roles that committees play
in each chamber, difference in debate rules, as well as what majority may be
needed to pass a bill in each chamber.
Reflection: I feel that this is one of my strongest units that I teach in American
Government. The ability to not only learn, but experience how a bill becomes a
law leads to greater retention on the subject matter. Allowing student to create and
pass their own laws leads to ownership of the knowledge. I have done this unit
before, and many students remark that this is their favorite units. Adding the TCI
created materials has improved an already great lesson.