SUBJECTS

U.S. Government, Civics, U.S. History

 GRADE LEVEL

8-12, post-secondary

The following materials are designed to help teachers create a simulation of the U.S. House of Representatives floor debate process that can be adapted for use in a variety of middle school, high school, and college classrooms. In general, the simulation seeks to teach lessons about the various issues that factor in to the decision-making process of a member of Congress. Some of the issues woven into the simulation include parliamentary rules and procedures, the role of constituents, competing demands for time, competing policy interests, the role of the press, and political concerns and institutional concerns. The materials include four different established scenarios as well as resources to create a more customized case-study. The explanation and simulation would likely take place over two class periods.

The purpose of the simulation is to offer students a variety of insights, including:

 Selected Parliamentary rules and procedures (being recognized, managing time, debating within time limits, points of order

 Role of events "back home" in decision-making - what your constituents think matters!

 Competing demands for time - can't be in two places at once (i.e., giving a press interview, responding to district needs, and debating on the floor)

 Competing policy interests - Policies aren't always clear-cut.

 Political concerns - re-election, re-election, re-election.

 The role of the press.

 Institutional concerns - relating well with other members and your chairman.

It is important to note what this simulation will NOT do. As presently constructed, students would not learn about:

 The impact of rules and various scheduling "calendars" - while it would be possible to set up a simulation that included information on the Rules committee, and the various scheduling calendars, I think that would muddy the waters. It seems to me that the important points to get across are the factors in legislative decision-making as opposed to arcane rules. Again, though, I'm certainly willing to discuss that point.

 Five minute breaks - obviously, these are not a standard feature of debates.

 The "audience"

 The lack of amendments - rather than muddy the waters with second and third tier amendments, and all the voting hassles that go with that, the simulation, as currently constructed, assumes a straight up and down vote on one bill with no amendments allowed.

 LESSON PLAN

Overview and How it Works

The E-Rate Debate

The Issue: The Education Rate, or E-Rate, is a fee imposed on long distance telephone companies. The money from the E-Rate goes to finance Internet services (computers, access, servers, etc.) for public schools and libraries. The funds are distributed according to need. The bill being debated and voted on today would eliminate the E-Rate. Note that this program is also called the Universal Service Fund for Schools and Libraries.

The Privacy Debate

The Issue: Federal law enforcement officials have asked Congress to make it easier for them to wire-tap the phones and computers of suspected terrorists. Congressman Jones has introduced legislation (the "Freedom and Fairness for America Act" to allow the FBI, CIA and other similar agencies to tap phones and computers without prior judicial approval, so long as they receive approval within one week of placing the tap. Law enforcement may use any evidence collected in the prosecution of any federal crime. If the tap is denied, the law enforcement agency in question must pay restitution (amount to be determined by rulemaking) to the person whose phone/computer was tapped. The legislation sunsets in five years.

The Vending Machine Debate

The Issue: The legislature is debating legislation to regulate vending machines in all K-12 schools. The bill would require that vending machines provide only healthful alternatives. While the guidelines will be determined by rulemaking, some of the items that will definitely be banned include: candy products with more than xx grams of sugar per serving; candy products with more than xx grams of fat per serving; sodas with more than xx grams of sugar per serving and sodas with more than xx grams of caffeine per serving.

 RESOURCES

See above

 CREDIT:

Presented by Stephanie Vance, AdVanced Consulting, and prepared with a Robert H. Michel Civic Education Grant