American Government Unit 3 Rules were made to be broken or at least interpreted

The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the American Government course. American Government Unit 3 Rules were made to be broken or at least interpreted Elaborated Unit Focus This unit is designed to help students understand how rules and laws are created in American Government. Rule of law is the primary theme for this unit. Through it students will grasp a better understanding of the legislative process, the functions of departments and agencies of the federal bureaucracy, and the laws and rules that govern lobbyists. The concept of distribution of power will be used to help students better understand differences between the House and the Senate and differences between the national legislature and state legislature. By looking at individuals, groups, and institutions, students will get a better picture of the people and positions involved in the legislative process, the role of lobbyists, and interest groups. Standards/Elements SSCG4 The student will demonstrate knowledge of the organization and powers of the national government. a. Describe the structure and powers of the legislative, executive, and judicial branches. SSCG9 The student will explain the differences between the House of Representatives and the Senate, with emphasis on terms of office, powers, organization, leadership, and representation of each house. SSCG10 The student will describe the legislative process including the roles played by committees and leadership. a. Explain the steps in the legislative process. b. Explain the function of various leadership positions within the legislature. SSCG11 The student will describe the influence of lobbyists (business, labor, professional organizations) and special interest groups on the legislative process. a. Explain the function of lobbyists. b. Describe the laws and rules that govern lobbyists. c. Explain the function of special interest groups. SSCG15 The student will explain the functions of the departments and agencies of the federal bureaucracy. a. Compare and contrast the organization and responsibilities of independent regulatory agencies, government corporations, and executive agencies. b. Explain the functions of the Cabinet. SSCG17 The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution. a. Examine the legislative, executive, and judicial branches. UPDATED 2/14/11 Page 1 of 18

Enduring Understandings/Essential Questions Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. In what ways is the legislative process guided by rules and laws? How do decisions made by executive agencies impact individuals and groups outside of government? How does the legislative process differ at the national level and the state level? Students will understand that distribution of power in government is based on documents and laws combined with contemporary values and beliefs. In what ways is the legislature bound to follow a particular process in lawmaking? How has the power of the bureaucracy changed over the last 200 years? How does the power of the bureaucracy challenge the distribution of power in government? Students will understand that individuals, groups, and institutions make decisions that impact a society through intended and unintended consequences. Where in the legislative process do individuals get to exert their greatest influence? Are individuals or groups more important to the legislative process? What role do lobbyists and interest groups play in the legislative process? To what extent are lobbyists and interest groups affected by the laws and rules made by the institutions they attempt to influence? Sample Balanced Assessment Plan Description of assessment GPS Type of assessment Graphic organizer comparing the organization, structure, and powers of the national legislature with the state legislature. Students create a game called House or Senate. They are responsible for the creation, organization, and content found in the game. Structure could be done in the style of matching cards, trivia, etc. The class should get an opportunity to play a couple of the games. Lead students through a brief simulation of the lawmaking process. Students will complete a two column chart. On one side is a brief description of the step, the other side is an analysis of WHY that step is important. What theme does each step connect to? What would happen if that step was removed? UPDATED 2/14/11 Page 2 of 18 4a 17a *Informal Observation *Constructed Response 9 *Informal Observation *Dialogue and Discussion *Constructed Response *Self Assessment 10a *Informal Observation *Dialogue and Discussion *Constructed Response *Self- Assessment

Students take on the roles of various leadership positions. Other students take on the role of media and conduct interviews with the members of the legislature on a particular topic. Students should switch sides at some point during the interview. Students create a mock website for an interest group. The website must demonstrate the function of the group and identify several legislators they would lobby and explain why. Multiple choice quiz describing the differences and roles of the federal bureaucracy. 1. The instructor will have provided background knowledge for students on the qualifications to be a member of either the House of Representatives or the Senate. Discussion of the key differences between the House and Senate, such as terms and qualifications, leadership roles, and characteristics of typical members should take place in class. This task can either be used as a reinforcement tool or as an anticipation guide for students. Sources of information to complete the task include instructor s notes, student text as well as the following websites: www.house.gov and www.senate.gov. 2. Students will complete the following graphic organizer upon completing review of their notes, text and website research. Characteristic House Senate Size (Membership) Term (in years) Date of Elections Qualifications: Age Length of Citizenship Residency 10b *Informal Observation *Dialogue and discussion *Self- Assessment 11 *Informal Observation *Constructed Response 15 *Selected Response SSC G9, SSC G10 b Common Characteristics Number of Women Number of Minorities Titles of Key Leaders Differences Between the Two Chambers 1) House is less prestigious 2) Senate is a more continuous body UPDATED 2/14/11 Page 3 of 18

3. Upon completion of the graphic organizer, students will bring in their work and the instructor will go over their findings and add to their work during the next class period. Possible questions to pose to the students: 1. Why is the Senate considered the upper house of Congress? 2. Why is the Speaker of the House such a powerful position? 3. What amendments have directly affected Congress? Here, the instructor should discuss specifically, the 17th, 20th and 25th amendments. 4. Why does Congress not mirror the characteristics of the majority of the American population? 5. How does the president work with these leaders in Congress? What role does the vice president play in these leadership positions? 6. Why did the Founders give varying duties and levels of power to the House and the Senate? Students will write a reflective essay on one of the individuals contained within Profiles in Courage. John F. Kennedy, our 35th president of the United States, wrote Profiles in Courage while in the U.S. Senate. According to his brother, Robert F. Kennedy, Courage is the virtue that President Kennedy most admired. He sought out those people who had demonstrated in some way that they had courage that they would stand up, that they could be counted on. Thus, in this assignment, students will not only analyze the bravery of one of the people detailed, but also research the life and career of President Kennedy and provide examples of his courageousness. Then, students are to detail someone they know who exemplifies leadership and how they represent responsibility in today s society. Finally, students will conclude why they feel leadership and courageousness are necessary to the survival of our democracy. The above standards are included because many of the individuals President Kennedy discussed were members of Congress. Further, President Kennedy himself demonstrated leadership and courage during times of crisis. Key websites for assistance with this endeavor: www.jfklibrary.org;www.loc.gov;www.ushistory.org The 250-500 word minimum essay is to be typed, double-spaced, Times New Roman font with a bibliography and cover page. SSC G9 Constructed response, selected response UPDATED 2/14/11 Page 4 of 18

Students will identify and cite examples of the checks and balances of the three branches of government and complete the graphic organizer After watching the PowerPoint or studying about congressional committees, students will complete the graphic organizer over congressional committees. They will also answer the questions In what ways is the legislative process guided by rules and laws? and Where in the legislative process do individuals get to exert their greatest influence? 3c, 4 Dialog and discussion Constructed response 4a, 10b Informal observation Constructed response Show students the Census website and explain the purpose of the census. Students will use the maps and follow the directions to district states. They will brainstorm ways to draw state district lines for certain outcomes. They will explain the use of districts in the selection of the House of Representatives and be able to show how that state power can be abused. They will also compare this process to the way the Senate is currently elected. The teacher will lead the follow up discussion. Students will learn about the court cases that ended formal gerrymandering. Students will act as representatives and complete a questionnaire. They will then work together in steps to come to one concise class list following arbitrary rules. When they have finished the class will discuss the steps and results and write paragraphs about representation in Congress and the influence of special interest. 4a 9 10 b, 11 a, c Informal observation Constructed response Dialog and discussion Constructed response Dialog and discussion Self-assessment Sample Test Items The United States system of checks and balances allows the A Congress to remove a member of the Cabinet B Supreme Court to declare a law unconstitutional * C Supreme Court to remove members of Congress D president to remove the speaker of the House of Representatives A permanent committee in the senate or House of Representatives is called A standing committee B joint committee C conference committee D long term committee The purpose of congressional committees is to A develop ideas for bills B allow the public to join in the work of Congress C check to be sure the interests of both parties are served by the proposed bills D make it possible for Congress to handle the thousands of bills introduced each year 3c, 4 B 4a, 10b 4a, 10b A D UPDATED 2/14/11 Page 5 of 18

Use the map to answer the question below 4a 9 B The congressional district boundaries shown on the map were probably drawn by the A United States Congress B Louisiana state legislature * C Federal Election Commission D State constitutional convention How is the number of representatives from each state determined? A The Senate decides for each state B The House decides C The number is based on census results D The numbers are stated in the Constitution Which of the following measures would a lobbyist from the American Association of Retired Persons (AARP) most likely favor? A an increase in Medicare taxes B an increase in social security benefits C an increase in taxes for building schools D an increase in age for retirement benefits 4a 9 10 b, 11 a, c C B Resources for UNIT 3 http://thomas.loc.gov/links/ - Links to all things legislative http://www.yourcongress.com - Accessible, hip, student-friendly guide to Congress. http://www.georgiaarchives.org/ - The virtual vault contains quality scans of original documents, including Georgia government records. UPDATED 2/14/11 Page 6 of 18

FOR SAMPLE PERFORMANCE TASKS FOR THIS UNIT, PLEASE VISIT http://www.georgiastandards.org/socialstudiesframework.aspx UPDATED 2/14/11 Page 7 of 18

Committee System and Mock Senate Enduring Understanding: *Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. *Student will understand that individuals, groups, and institutions make decisions that impact society through intended and unintended consequences. Essential Questions: *In what ways is the legislative process guided by rules and laws? *Where in the legislative process do individuals get to exert their greatest influence? *Are individuals or groups more important to the legislative process? Standards: SSCG 4, SSCG 10 a-b, Purpose: the purpose of this lesson is to give students an idea of the process necessary for a bill to become a law, the dilemma of debate and the committee system. Time: 4-5 50 minute periods 2-3 block periods Materials: Power Points or lecture notes about the legislative branch and committee system, and Parliament Procedure Bill proposal worksheets Optional: Schoolhouse Rock: I m Just a Bill Mr. Smith Goes to Washington Directions: I. Introduce the legislative branch and explain how a bill becomes a law. Explain to students that they are going to do a simulation of the legislative process. Tell them to think about and come up with a list of issues they would like to see new laws for. II a. Generate the list of ideas on a board. Students that have come up with the same ideas might want to work together on a bill. Have students begin researching and writing bills. Direct students where to find the information they need on costs and other parts of the proposal. Proofread them and discuss where the funding will come from. Since some of this work will need to be completed outside of class, go over parliamentary procedures for students. Students should be allowed to work on multiple bills if they would like. Note: If bills are for school or local issues, have them contact sources directly b. Have students elect a president pro tem. Explain that the president pro tem will be responsible for determining the order the bills will be discussed, calling on members of the class, and keeping order. The pro tem will only vote to break the tie. c. Have the class elect a clerk. The clerk will number the bills, read the bills out loud before the debate, mark down any changes to the bill, read the finalized bill before the class vote, and count the votes or and against the bill. Note: The president pro tem and the clerk do not take part in the debate. Collect the bills written by class members. Have the clerk assign each bill a number. III. a. Divide the class into four to five committees. Try to put students of diverse interests in each committee. Have the president pro tem assign the bills equally to each committee. The Pro tem can assign bills that are alike to one committee or to different committees depending on the time factor. Instruct students that this is their chance to change a bill and prefect it before it gets to debate. Allow the president pro tem and the clerk to work with all the committees. Spend no more than one class period on committee work. All bills leaving committee should go to the clerk. IV. Have the class as a whole determines the rules for the mock senate. How long will they debate each bill? Each person gets to speak once or more than once? How many changes and additions will be allowed? Should each change be voted on before the debate can continue? Will filibusters be allowed to run out the time? Will any bills be allowed to come out of committee once the senate convenes? Will members have to stand when they speak? Have the clerk or another class member make and post a copy of the rules of debate that have been agreed to. UPDATED 2/14/11 Page 8 of 18

V. Mock senate. Have students follow their rules and allow the president pro tem and the clerk to conduct the mock senate. The role of the teacher at this point is a member of the senate and an evaluator of the students. Did they write bills and participate in that process? Are they actively involved in the debate and voting? VI. End of the session. Set a time limit for the senate and when it is concluded collect all the bills the class passed. Acting as the President read over each bill with the class. Explain why each bill would be passed or vetoed as currently written. Note: Students may write exceptional bills and should be encouraged to take them to the proper person for further examinationthe Principal, school board, local government, or state or national representatives and senators. VII. Students will end the project by creating a list of the steps in the process for a bill to become a law and explaining how a bill can be altered or destroyed at each step. This can also be completed as a class on a huge chart or in committee groups or by individuals. VIII. Students should complete the reflection questionnaire. 1. There are several rules for how to get a bill through the Congressional process and signed into law. What were some of the hidden rules that you came across? 2. Did the bill you sponsored pass the senate in its original form? How did the rules that govern the lawmaking process affect your bill? 3. What was the role of the committee in the legislative process? 4. Is the committee system necessary to the lawmaking process? 5. Explain why the Senate and House of Representatives handle debate time limits differently. 6. What are the ways that the President can handle the bill? Explains what happens if he does not sign it. 7. Why would a president refuse to sign or veto a bill? 8. Are the steps in the lawmaking process complete? What would you like to see changed? 9. Does the lawmaking process allow for the maximum number of citizens to be heard on the bill before action is taken? 10, Analyze how individuals, groups, and institutions make decisions that impact society through intended and unintended consequences. Give examples from the mock senate of how things did not turn out exactly as planned and why. Participation Criteria Below expectations Some expectations met- needs work Most or all expectations met Exceeds all expectations Total Created or worked on a bill Did not participate Started to work on a bill but did not follow through and deliver a product Senate voting Did not vote Voted once or twice Participated by writing or working on 1 bill Missed a vote or two Participated by writing or working on 1 bill and helped others with theirs Voted every time UPDATED 2/14/11 Page 9 of 18

Content Rubric Student will answer all of the questions correctly Student will analyze intended and unintended consequences of decisions made by Congress The student will describe the role of the committee system The student will describe the steps in the lawmaking process and make connections to the final product Four or more answers need work or some questions are not attempted Intended or unintended consequences of a law is present but no ties to decisions of Congress N/A Some of the steps are missing and there are no connections to final product Two or three answers are not correct or half complete. There is connection to intended or unintended consequences of decisions by congress, but not both There is a vague description of the role of the committee system Answers do not connect the steps in the process with the final product All parts of each question are correctly answered There are connections to both intended and unintended consequences of decisions by Congress The role of committee system is explained completely Answers show clear understanding of the steps in the lawmaking process and makes connections to the final product All answers were correct and student elaborated by pulling in the enduring understandings as part of the answers There are connections to both intended and unintended consequences of decisions of Congress with examples of real laws The role of committee system is completely explained with details of how the committee works a bill. Answers show clear understanding of the steps in the lawmaking process and connections to the final product and elaborates by making generalizations about the process UPDATED 2/14/11 Page 10 of 18

PROPOSAL: BILL PROPOSAL PROPOSED BY: REQUIREMENTS: WHO WILL BENEFIT: COST: FUNDING: OTHER STIPULATIONS: DO NOT WRITE BELOW THIS LINE SENATE FLOOR ACTION FOR AGAINST Number of people PASS FAIL UPDATED 2/14/11 Page 11 of 18

Sample Performance Task Committee System and Mock Senate or There aught to be a Law Enduring Understanding: *Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. *Student will understand that individuals, groups, and institutions make decisions that impact society through intended and unintended consequences. Essential Questions: *In what ways is the legislative process guided by rules and laws? *Where in the legislative process do individuals get to exert their greatest influence? *Are individuals or groups more important to the legislative process? Standards: SSCG 4, SSCG 10 a-b, Purpose: the purpose of this lesson is to give students an idea of the process necessary for a bill to become a law, the dilemma of debate and the committee system. Directions: You have been elected Senator and are now part of the legislative branch. Your first job is to write a bill or bills that you would like to see enacted into law. You are allowed to work on multiple bills just make sure your name is featured a sponsor for those bills. The entire class is the Senate and there will need to be a President-Pro-tem and clerk. The president pro tem will be responsible for determining the order the bills will be discussed, calling on members of the class, and keeping order. The pro tem will only vote to break the tie. The clerk will number the bills, read the bills out loud before the debate, mark down any changes to the bill, read the finalized bill before the class vote, and count the votes or and against the bill. Be sure to choose wisely. Note: The president pro tem and the clerk do not take part in the debate. You will submit your bills to the clerk and be assigned to a committee. The president pro- tem assign the bills equally to each committee. You may do all of those things that committees are allowed to do within the time constrains given. All bills leaving committee should go to the clerk. The class as a whole will act as a rules committee for the bills. During the mock you will follow their rules and allow the president pro tem and the clerk to conduct the mock senate. At the end of the debate you will return to the committee to create a list of the steps in the process for a bill to become a law and explaining how a bill can be altered or destroyed at each step. You will complete the reflection questionnaire and turn it in. You will be graded on participation and on content. UPDATED 2/14/11 Page 12 of 18

Districting and Gerrymandering Enduring Understanding: Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power or government. Essential Questions: In what ways is the legislative process guided by rules and laws? Standard: SSCG 4, SSCG 9 Necessary vocabulary: Census gerrymandering reapportionment districting redistricting Wesberry v. Sanders Gomillion v. Lightfoot Directions: 1. Background work: Explain to students the purpose of the U.S. census. Explain to them how the number of representatives is determined for each state and how states choose committees to draw the state district lines. 2. Have students complete the districting chart. Have them complete State A and watch to make sure they understand what is required. Have them continue on to finish State B and C. Place students in groups making sure that both teams are represented and have them complete State D together. 3. Bring the groups back together and discuss their results Questions to ask: How hard was it to draw the lines for State A? Was it harder to draw the lines for State c or D? Why? What was the goal of the districting that you completed? Why would one group want to have the majority of the districts? What is the problem of a tied district state 50/50? 4. What are some other characteristics that committees could use when redistricting? Note: For this question either students or the teacher should make a list for the class to see. When you have completed the list have students look up gerrymandering and define it. Discuss how gerrymandering is different and like what they had just done. 5. Explain to students that gerrymandering is illegal and give students notes over the Supreme Court cases that have made the practice illegal. Wesberry v. Sanders (1964) -- The Supreme Court declared here that each person's vote carries equal measure. Gomillion v. Lightfoot (1960) Gerrymandering based on race violates the 14 th amendment. 6. Students will write a short description of the U.S. census, reapportionment and redistricting methods used in the United States for a country setting up a representative democracy. They should explain how states are reapportioned, how the states redistrict, the use of gerrymandering, and the court cases that have made the practices illegal. They may conclude with advice for the new democracy on other methods. Description of assessment GPS Type of Assessment Show students the Census website and explain the purpose of the census. Students will use the maps and follow the directions to district states. They will brainstorm ways to draw state district lines for certain outcomes. The teacher will lead the follow up discussion. Students will learn about the court cases that ended formal gerrymandering. 4a 9 Informal observation Constructed response Dialog and discussion UPDATED 2/14/11 Page 13 of 18

Redistricting Name Each of the states contains 100 circles and rectangles. Each state will be divided into 10 groups of 10. There are 50 filled rectangles and 50 open circles in each state. 1. State A- Divide the state by counting out 10 circles and rectangles and drawing a line. When you have finished, go back and count how many of the 10 districts have a majority of filled rectangles, open circles, or are tied half and half. Place your findings in the box. State A Rectangle districts Circle Districts Tied Districts Total districts 10 2. For State B your job is to get as many of the districts as you can with a majority of filled rectangles. State B Rectangle districts Circle districts Tied districts Total districts 10 UPDATED 2/14/11 Page 14 of 18

3. For States C and D you will be assigned to either the Yellow Jackets (filled rectangles) or Bulldogs (open circles). Your team wins only if they have the majority of the districts. State C Rectangle districts Circle districts Tied districts Total districts 10 4. For State D you have been assigned to a districting committee made up of Yellow Jackets and Bulldogs. You must come up with a districting plan that everyone in the group agrees to. State D Rectangle districts Circle districts Tied districts Total districts 10 UPDATED 2/14/11 Page 15 of 18

The process of setting up new districts after reapportionment is A Census B Redistricting * C Spoils system D Gerrymandering The U.S. Census is used to determine the number of A Senators for each state B Constituents for each state C Eligible voters for each state D House Representatives for each state * UPDATED 2/14/11 Page 16 of 18

Congressional Committees Enduring Understanding: *Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power or government. *Students will understand that individuals, groups, and institutions make decisions that impact a society through intended and unintended consequences. Essential Questions: In what ways is the legislative process guided by rules and laws? Where in the legislative process do individuals get to exert their greatest influence? Standard: SSCG 4a, SSCG 10b, Time: 1-2 50 minute periods 1 block period Directions: 1. Show the Congressional Committees PowerPoint 2. Students will complete the graphic organizer using the information from the PowerPoint. 3. Students will be able to answer, orally or in writing, In what ways is the legislative process guided by rules and laws? and Where in the legislative process do individuals get to exert their greatest influence? Description of Assessment GPS Type of Assessment After watching the PowerPoint or studying about congressional committees, students will complete the graphic organizer over congressional committees. 4a, 10b Informal observation Constructed response UPDATED 2/14/11 Page 17 of 18

A permanent committee in the senate or House of Representatives is called A standing committee B joint committee C conference committee D long term committee Senate Congressional Committees House of Representatives Congressional Committee Rules Committee Reform Congressional Staff and Agencies UPDATED 2/14/11 Page 18 of 18