AQUINAS COLLEGE SCHOOL OF EDUCATION

LESSON PLAN
Michigan Curriculum Framework Content Standards and Benchmarks: !" Structure, Functions, and Enumerated Powers of National Government !# Powers and Limits on Powers !$ System of Law and Laws !% Other Actors in the Policy Process Un&t O'tcome: Im not sure what to write for this section ecause Im !ust desi"nin" a sin"le lesson not the entire unite# Lesson O'tcomes: $he learner will analy%e the &rocess of a ill ecomin" a law, identify the &layers involved, and e'&lain how each &layer affects the le"islative &rocess# $he learner will e'&lain this &rocess usin" visual, oral, and writin" com&rehensions s(ills# Finally, learners will analy%e the le"islative &rocess and a&&ly it to a current and relative e'am&le# (at&ona)e*P'r+ose ,or Lesson: $he im&ortance of the lesson is for the learner to reco"ni%e and com&rehend how the le"islative &rocess affects their life# $his "oal this lesson is to ma(e the learner a more informed individual, and encoura"e future &artici&ation in the &olitical &rocess# Assessment: In,orma) Assessment) $hrou"hout the lecture I will e ver ally *ui%%in" the students for understandin" of material learned fro the &revious day to ensure they to ensure they understand the lesson# I will also continuously as( the students to re+e'&lain conce&ts and &rocesses they have learned# Q'&--&n. /&)) 0e cond'cted thro'.h o++ort'n&t1 cards! The cards /&)) 0e 'sed to d&2&de co))a0orat&2e .ro'+s ,or a c)ass act&2&t1 )ater on! Forma) Assessment: At the end of the lesson the learners will e "iven , short written res&onse *uestions# $he written &ortion will re*uire them to a&&ly the material I have tau"ht them# If the students can identify and e'&lain the material, that will show mastery# Please see the attached assessment# (eso'rces*3ater&a)s (e4'&red: Pa&er, &encils, &ens, o', note cards, dia"ram for the oard, Elmo, com&uter, Introd'ct&on: At the e"innin" of class I am "oin" to show the students a rief -ou$u e video from an old cartoon called school of roc(# $he animated video *uic(ly shows the &rocess of a ill ecomin" a law# $he students will have a , &rom&t *uestions which will re*uire attentiveness# $he *uestions are attached at the end of this lesson &lan# After the video the o&&ortunity cards to as( students what they wrote down# $he lesson o !ectives will e clearly defined so the students will (now what learnin" outcomes are e'&ected of them#

Proced'res: On the oard I will write out all the s&ecific notes listed elow and later I will rin" u& the dia"ram on the over head so the students can see the overall &rocess# $he student will e actively en"a"ed y ta(in" notes # O++ort'n&t1 Cards /&)) 0e 'sed ,or ca))&n. on the st'dents and ,or creat&n. co))a0orat&2e .ro'+s "5 (e2&e/: A review will e conducted y reviewin" the &revious days lecture &resented y .rs# -ates a out the /ouse of 0e&resentatives and the state# Students can refer to the chart they filled out form the day &rior and should e &re&ared to answer *uestions# #5 $he first o !ective is to "o throu"h who s&ecifically interacts with the ill &rocess and what their s&ecific role#

Players involved /ouse Senate 6ommittees Su 6ommittee S&ea(er of the /ouse /ouse 0ules committee

0ole in le"islation
A&&roves ills, overturns veto 123, vote4 Introduce le"islation more involved on ud"et5 more s&eciali%ed A&&roves ills, overturns veto 123, vote4 Introduce le"islation more influential on forei"n affairs5 less s&eciali%ed .em ers a&&ointed y the s&ea(er of the house there are four ty&es) Standin" committees, 7oint committees, conference committees, and select committees Grou&s with in committees, &erforms studies holds hearin"s and ma(es revisions of ills Leader of the house, he or she controls the le"islative a"enda, also a&&oints committees 0eviews all ills 1e'ce&t revenue, ud"et, and a&&ro&riations ills4 comin" from a /ouse committee efore they "o to the full house

5 After the identification of the (ey &layers in the ill &rocess, the ne't o !ective is to discuss the different internal and e'ternal influences of the ill &rocess# S&ecific e'am&les will e &rovided for clarity#

Internal influences of le"islation

Political &arties S&ea(er of the /ouse .a!ority &arty Lots of em&hasis on this influences ecause they have lots of control 0ules of the Senate and /ouse Presidential 8eto

E'ternal influence
.edia S&ecial interest "rou&s Pu lic o&inion Lo yists Forei"n 6ountries

$5 Show the dia"ram 1directly from their oo( see ne't &a"e4 of the ill ecomin" a law# $he dia"ram listed elow from the te't &lays out the &rocess of a ill ecomin" a law# An activity will e conducted to reinforce the &rocess discussed in the oo( and durin" the class lecture# Students will e as(ed a out the officials in

"overnment and the role each "overnment official &lays durin" the &rocess of a ill ecomin" a law# $his way the students will e actively en"a"ed with the &rocess of a ill ecomin" a law# 8arious ty&es of *uestionin" will e conducted to ensure co"nitive understandin"

B&)) act&2&t1: Im "oin" to have the students I have desi"ned a ill activity where the students will e divided u& into "rou&s of 2+,# 9# Each "rou& will have : minutes to thin( of an idea for a ill, it can e anythin" they want# $hey will then su mit it into a o' I have# 2# $he desi"nated S&ea(er of the house will then "o throu"h each ill 1as the s&ea(er of the house4 and decide which ill we are "oin" to a&&ly to the ill &rocess# ,# $he s&ea(er of the house will have the students hel& &ass a ill throu"h each ste&# In the end of class will create a law# ;y allowin" the students to e involved in the &rocess they will e e'&osed to the de ate format that each ill under"oes when it &asses throu"h each &rocess level on its way to ecomin" a law# $he class has ta(en ownershi& in creatin" a ill which also ma(e students accounta le for the material they are learnin"# It re*uires them to connect a feelin" ehind the material that they are learnin", which will reinforce the lesson# Home/ork: 6/hen a++ro+r&ate5 $here will e no homewor(, ut I am "oin" to encoura"e the students to see me the ne't mornin" I come in if they do not understand the material# C)os're: $he students will individually reflect on the material tau"ht throu"h a series of , short answer *uestions# $hey must com&letely and fully fill out each *uestion with out any notes# $here is also s&ace for the students to ma(e comments a out the lecture, and as( *uestions# ;y havin" the students write out their answers, this will show me if they can ta(e the (nowled"e they now (now, and a&&ly it# $here are no &oints for the assi"nment, the student will either understand the material or not# If they understand the material they will "et a chec( if not they will "et a minus# $he students will have an o&&ortunity to meet with me if they do not understand the material either efore school or after should I direct t write a se&arate reflection of their thou"hts on the lesson and attach that to my assessment< Or do I need to com&letely rewrite my assessment<# E2a)'at&on and (e,)ect&on: 6to 0e com+)eted a,ter the )esson has act'a))1 0een ta'.ht5 Attached to this lesson &lan is my assessment with sam&le answers, the assessment are a com ination of short answer and multi&le choices#

0eflection)
;ased on the ill activity we did in class, do you thin( this ill would &ass throu"h con"ress< =hy or why not< Give at least , reasons why#

=hat did you thin( of the lesson< Please identify s&ecifically what you li(ed, or didnt li(e and ela orate why

Are there any *uestions re"ardin" the material<

Assessment
$here is a new ill !ust &ro&osed that says all those under the a"e of 9> can not attend colle"e# Please answer each *uestion com&letely, and clearly usin" the ill &ro&osed# "! Ident&,1 t/o &nterna) and t/o e7terna) &n,)'ence and e7+)a&n s+ec&,&ca))1 ho/ those &n,)'ences /&)) e,,ect th&s ne/ co))e.e 0&))! ?Any of the followin" answers are acce&ta le) Interna) &n,)'ences: +Po)&t&ca) +art&es) Political &arties affect how con"ressmen vote on le"islation and also &olitical &arties indirectly affect which le"islation is &assed# $y&ically the rulin" &arty of the house and senate dictates the le"islation ecause they will try to &ass ills that will enefit their &arty# So there are two ways &olitical &arties can influence this ill# Firstly if the ill was &ro&osed y the &arty with the rulin" &ower of con"ress than it will have a etter chance at &assin"# $h!s means that this ill will "reatly im&act the youth of America# Second if the ill was &ro&osed y the o&&osin" &arty of the rulin" &arty then, it could easily e (illed# If the ill were to rin" a out ma!or &ositive chan"e to America then the &u lic would never e a le to see this ill# +S+eaker o, the Ho'se+$he s&ea(er of the house has many official and unofficial &owers# /is &owers ran"e from settin" a"endas and decidin" what ills will even e &resented to con"ress# $his is a ma!or influence ecause the s&ea(er of the house is "oin" to &ic( le"islation that will accom&lish what he or his &arty wants# $he s&ea(er of the house would im&act this ill y either choosin" to not &resent it to con"ress, or &resent it to con"ress# /e3she is the ma!or decidin" factor on what will ha&&en to this ill## (')es o, the Senate and Ho'se+ ;y the house and the senate ma(in" their own rules in terms of &rocedures and &rotocol this can directly im&act le"islation# It can im&act how *uic(ly or slow the &rocess will e, or even if the &rocess will &roduce a ill at all# $his im&acts the ill in terms of time# If the /ouse and Senate rules have strict &rotocol and multi&le hearin"s and de ates, the ill may not e even e &resented to the &resident for years# ;y then another ill could have ta(en its &lace, or the ill could have een com&letely revised due to the rules of the /ouse and Senate# +Pres&dent&a) 8eto+ $his is a direct effect to le"islation ecause the &resident can choose to either a&&rove of the ill or dyne the ill# If he vetos the ill he effects the entire le"islative &rocess y len"thenin" it# After he vetos it con"ress can over turn it with a 23, ma!ority vote# ;ut this is often hard to do, which ultimately means the li(ely hood of the ill ecomin" a law "oes way down# $he &resident could choose to veto this ill, and what could ha&&en is con"ress acce&ts this veto and starts all over, or they try to overturn his decision# Either way it len"thens the &rocess of this colle"e ill ein" &assed# E7terna) In,)'ences: 3ed&a: .edia &lays a hu"e role in le"islation ecause it directly releases information to the &u lic# $his information can e iased or un iased de&endin" on the sources# ;ut media has the &ower to show a ne"ative or &ositive view on le"islation and it all relates ac( to their &olitical afflictions# =ith this colle"e ill, the media could &aint this as a terri le ill that not only ta(es ri"hts away from youn" adults ut also will hurt the economy# ;ut another media source may ta(e the &ositive side to this le"islation and rally su&&ort# It is u& to how &eo&le loo( at media in "eneral#

S+ec&a) &nterest .ro'+s: $hese are the "rou&s who have a s&ecific &olitical or social "oal# $hey are also hu"e contri utors to cam&ai"ns of &oliticians# $he influence here could e an economical or &arty influence the "rou& has over con"ressmen# If the con"ressmen have the same as&irations to address the same issues, they will "o with s&ecial interest "rou&s ideas# If a s&ecial interest "rou& o&&osed a idea for a ill then con"ressmen also have to e weary not to u&set the delicate alance of &olitics# $he colle"e ill could e effected y either a s&ecial interest "rou& &ushin" for it, thus increase su&&ort from con"ressmen who are financial or &olitically influenced y the "rou&# Or they could o&&ose the ill and in this case con"ressmen are not "oin" to &ay as much attention to the ill# P'0)&c o+&n&on) $his influence is crucial and &ro a ly the most im&ortant# 6on"ressmen are "oin" to &ass laws that the &u lic wants, If there is no su&&ort for a ill, it would ma(e it very hard to enforce and e viewed as le"itimate# $herefore if the &u lic doesnt want this ill to &ass or even reach con"ress they can voice this to con"ress and it will die# Fore&.n Co'ntr&es: 0elations with forei"n countries also &lay an im&act into le"islation# If the @#S# is in any &olitical, economical or social turmoil this will show throu"h le"islation# $he 6olle"e ill could have een a &roduct of social, &olitical, or economical turmoil, or even lac( of influence# #!Create a d&a.ram that sho/s the ste+s &n /h&ch a 0&)) 0ecomes a )a/9 and .&2e a 0r&e, descr&+t&on as to /hat ha++ens &n each ste+! Be s're to )a0e) each ma:or head&n.9 and +)ace them &n the correct order! $hey must at least have a asic dia"ram much li(e the one elow# $hey will have seen this dia"ram efore riefly ut they should e a le to recreate this &rocess# ;ill is introduced) ill is introduced to con"ress and "iven to committees and su committees 6ommittee action) the ill is researched, amend it, or terminate it in this sta"e, if they a&&rove the ill it "oes to the ne't ste& Floor action) de ated amon" the full house and full senate, amendments are made, and ill is voted on if &assed it moves on# 6onference committee) com&osed of mem ers from senate and house, here they to finali%e and settle the differences of ill and send it ac( for another vote in the full house and full senate# Presidential decision) after the ill is &assed y oth full senate and full house a second time, &resident can either &ass or veto the ill# If &assed it ecomes a law# If vetoed it will "o ac( to con"ress where they can over turn the veto with a 23, ma!ority vote# ! =hat is your overall o&inion of the colle"e ill< Ao you thin( it would &ass throu"h con"ress< =hy or why not< Give , s&ecific reasons why it will or will not e &assed throu"h con"ress# $his *uestion can have a variety of answers# $he students must state their o&inion clearly and "ive s&ecific reasons for their choice# 6omments and *uestions can e as(ed here) $his is where the students can reflect on my lesson, and as( for clarification# If there is lots of confusion then Ill (now I didnt e'ecute the lesson and I need to either re teach the students or meet with s&ecific students who need assistance#

8ideo Guide Buestions) =hat ha&&ens in 6ommittee< ;ill is de ated y con"ressmen =hat ha&&ens after the /ouse of 0e&resentatives votes favora ly on the ill< /e "oes to the senate where the &rocess starts over a"ain =hat ha&&ens to ill if he is vetoed< /e has to "o ac( to con"ress and they vote a"ain