Subjects: U.S. government, U.S. history

Grade Level(s): 9-12

Time Frame: 4-6, 50-minute sessions

Objectives [What the student should know and be able to do at the end of the lesson]:

1.0 Overall: This lesson will provide students with an opportunity to research a particular senator and write a bill. They also will select party leaders and learn to strategize in a party caucus. Students will work in a committee, practice reciprocity, and conduct mark-up negotiations. They will learn the basics of parliamentary procedure and special Senate rules. Legislative lingo will also be introduced. Students will participate in a mock Senate activity where they will assume the identity of their researched senator and use persuasive skills to pass their bill. They will also formally oppose one bill during floor debate. Finally, they will participate in one filibuster, invoke cloture, and attempt a discharge petition.

Bloom's Taxonomy: CongressLink lesson plans are built around Bloom's taxonomy. The purpose of the taxonomy is to provide a coherent format for lessons and to make it easier for teachers to design them according to CongressLink's standards.

2.0 Knowledge: Students will research a particular senator and write a bill. 

3.0 Understanding: Students will select party leaders and understand how to strategize in a party caucus. 

4.0 Application: Students will work in a committee where they will be given an opportunity to practice reciprocity and mark-up. 

5.0 Analysis: Students will study and learn the rules of parliamentary procedure and special Senate rules. They also acquire an understanding of legislative lingo as it is introduced.

6.0 Synthesis: Students will participate in a mock Senate activity where they will assume the identity of the senator they researched and use persuasive skills to pass their bill.

7.0 Evaluation: Students will be able to assess their participation in the mock Senate activity and formally oppose one bill for floor debate, gain understanding from participating in one filibuster, bringing cloture into play, and attempting a discharge petition.

Procedure/Sequence:

Step 1: Students will select and research a senator of their choice.

Step 2: Students will create a senator nametag with a photo that will be on their desks for all sessions.

Step 3: Students should complete a report about their particular senator using the Senator Report as a guide.

Step 4: Students will select an area of interest or topic as the first step in writing their bill.

Step 5: Students will pick one problem or issue from their general area of interest on which they want their legislation to focus.

Step 6: Students will use the checklist listed on the Writing the Bill handout to see if their issue qualifies.

Step 7: Students will evaluate their issue and decide if the problem really exists. They should consider possible solutions to achieve their goal.

Step 8: Students will determine the type of legislation and begin drafting their bill using the guidelines provided on the Writing the Bill handout. All bills will be titled, numbered, and published in an official docket. Marked-up dockets will be turned in at the end of the session.

Step 9: Students will follow the rules of parliamentary procedure and special Senate rules. They will study and learn the legislative lingo.

Step 10: Student will assume the identity of their researched senator while participating in a mock Senate activity and use persuasive skills to pass their bill. They will draft and deliver a formal sponsoring speech.

Step 11: Students will formally oppose one bill during floor debate. They will draft and deliver a formal opposition speech.

Materials:

The Almanac of American Politics: http://nationaljournal.com/about/almanac/ (registration required)
http://www.senate.gov
http://www.opensecrets.org
http://www.congress.org

Making Laws: Senate - http://www.congresslink.org/print_basics_lawsmadesenate.htm
Making Laws Simply Explained - http://www.congresslink.org/print_basics_lawsmade.htm

Senator Report handout
Writing the Bill handout

National Standards Addressed by Lesson [based on National Standards for Civics and Government, Center for Civic Education, http://www.civiced.org/index.php?page=912toc]:

II. How Does the Government Established by the Constitution Embody the Purpose, Values, and Principles of American Democracy?

A. How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?

B.  How is the national government organized and what does it do?

 Evaluation/Assessment: Students will be evaluated in the following areas:

1. Senator report.
2. Senator name tag with photo.
3. Drafted bill.
4. Ability to follow the rules of the senate and parliamentary procedure and how well they use the legislative lingo.
5. Formal sponsoring speech (written and delivered)
6. Formal opposition speech (written and delivered)
7. Daily participation (& subsequent speeches).

Author(s):
Martha McIntosh
Dana Hills High School
Dana Point, California