Formative Assessment: When all groups have finished, we will have a class discussion to check for understanding and to discuss any documents students found difficult. Day 3: Learning objective: Reflection of learnings - Students will be able to clearly articulate he legislative process with 85% accuracy. Activity: Class discussion about the nature of the legislative process. The discussion will include these questions: 3-6% of bills introduced in Congress become law. Is this passage rate good or bad? Why? Members of Congress know that a bill they introduce has a very small chance of passing. Why do they do it anyway? What purpose is served by introducing a bill? To what extent is each step of the process an opportunity for elected officials to represent the interests of their constituents? How does the legislative process enable the House and Senate to test ideas before they become law? How does the process by which legislation is made affect its outcome? What do the documents studied in this lesson show about how citizens can affect the legislative process? What do you think the public does not know but should learn about how Congress works?
TPACK 7 What features of the legislative process do you think should be preserved? What features should be changed? In what way does understanding the legislative process factor into voters' opinions in favor of or against incumbent candidates? Summative Assessment The assessment will consist of an individual class assignment based on a part of the legislative process that students will choose and a cumulative unit test. Students have the liberty of deciding what type of assignment to present – video report using YouTube, iMovie or something similar, verbal report using a digital tool, PowerPoint presentation using Present.Me, story board using StoryboardThat.com etc…The individual projects will be graded for content and creativity using a pre-discussed rubric. The test will cover key terms, the steps in the legislative process and conclude with an essay - what would you write your Congressman about and why, this question will not have an impact on their grade. Pedagogy The requirements and rubric will be given after introduction of the lesson, so students know what is expected of them before they start working. We will have an introductory discussion on what the students know and understand about government and the legislative process. This conversation will include why they believe/disbelieve government is effective. We will then discuss the legislative process. This discussion will follow classroom instruction and activities on the subject. Following the introduction of the lesson, we will do several activities. We will complete the activities by discussing learnings and asking/answering questions related to the subject. I will show several videos on the overhead projector, pausing after each one to get the students reactions and to answer questions. Students’ questions will be displayed on the interactive whiteboard using Twiddla. Students will have group time to have conversations about
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- Fall '10
- Separation of Powers, legislative process, Summative assessment, Deliberative assembly