flrea lesson packet - department of social sciencessocialsciences.dadeschools.net/files/pc/high...

Created and Provided by:

The Florida Law Related Education Association, Inc. ©2011

2930 Kerry Forest Parkway, Suite 202

Tallahassee, Florida 32309

Website: www.flrea.org

Phone: (850) 386-8223 Fax: (850) 386-8292

FLREA Lesson

Packet

Section 2:

Civic Participation

http://www.flrea.org/

2

The Florida Law Related Education Association, Inc. © 2011

Table of Contents

The Impact of Congress Journaling Activity…………………………………………………………….4

Center on Congress Facts of Congress: Becoming an Informed Citizen…..……………………………6

Active Citizen Carousel…………….………………………………………………………………...… 7

Student Handout: Classify It! ……………………………………………………………..……9

Center on Congress Facts of Congress: Citizen Participation………………………………….………. 10

Linking the Problem………………….………………………………………………………………….11

Student Handout: What’s the Story? ………………………………………………………….. .12

Student Handout: Linking the Problem…………………………………………………………15

Center on Congress Facts of Congress: How to Do More……………………………………………….16

Center on Congress Interactive Module: Importance of Civic Participation

Where to Go With a Problem ……………………………………………………………..…17

What is Public Policy? …………….………………………………………………………………...…..18

Student Handout: What is Public Policy? ……………………………………………………....20

Student Handout: Public Policy v. Community Service………………………………………...21

iCivics Game: Activate! …………….……………………………………………………………….......22

Project Cinema…………….………………………………………………………………...…………...23

Student Handout: Project Cinema………………………………………………………………25

Did It Pass? …………….………………………………………………………………...……………...26

Student Handout: How a Bill Becomes a Law in Florida……………………………………….28

Student Handout: Did It Pass? ………………………………………………………………….30

PowerPoint: Did It Pass?

Enrichment Activity: iCivics – Up for Debate…………………………………………………………..30

Evaluating Legislation: Is it Constitutional? …………………………………………………………….32

Student Handout: The Scarlet Tag……………………………………………………………....34

Student Handout: The Saggy Pants Law………………………………………………………...35

Student Handout: Evaluating Legislation……………………………………………………….36

Student Handout: Evaluating Legislation – What Would You Do? ……………………………37

Student Handout: Bill of Rights…………………………………………………………………38

Coming to Consensus……………………………………………………………………………………39

Implement Project Citizen Steps………………………………………………………………………...42

3


Unit 2 addresses the following Next Generation Sunshine State

Standards for 7th

Grade:

Civics and Government Define the term “citizen”…(SS.7.C.2.1)

Evaluate the obligations citizens have to obey laws, pay taxes, defend the nation, and serve on juries.

(SS.7.C.2.2)

Experience the responsibilities of citizens at the local, state, or federal levels. (SS.7.C.2.3)

Evaluate rights contained in the Bill of Rights and other amendments to the Constitution.

(SS.7.C.2.4)

Distinguish how the Constitution safeguards and limits individual rights. (SS.7.C.2.5)

Develop a plan to resolve a state or local problem by researching public policy alternatives,

identifying appropriate government agencies to address the issue, and determining a course of action.

(SS.7.C.2.12)

Examine multiple perspectives on public and current issues. (SS.7.C.2.13)

Conduct a service project to further the public good. (SS.7.C.2.14)

Identify the relationship and division of powers between the federal government and state

governments. (SS.7.C.3.4)

Evaluate Constitutional rights and their impact on individuals and society. (SS.7.C.3.6)

Analyze the structure, functions, and processes of the legislative, executive, and judicial branches.

(SS.7.C.3.8)

Illustrate the law making process at the local, state, and federal levels. (SS.7.C.3.9)

Differentiate between local, state, and federal governments' obligations and services. (SS.7.C.3.14)

4


Impact of Congress Journaling

Activity

Goal: After engaging in this

activity, students will have a

better understanding of the

function and structure, and

impact of the government in

the daily lives of citizens.

Objectives: Students will be

able to…

Identify how

government is

involved in their daily

life

Classify the Impact of

Congress by National,

State, and Local

government

Time Required: 2

Homework Sessions, 1 Class

Period

Materials Needed:

Journal/Paper

Computer Access for

each student OR

computer with

projection capability

www.centeroncongre

ss.org/interactive-

learning-modules

Impact of Congress – Part I

Out of Class Assignment:

Instruct students to keep a journal from the time they wake up in

the morning to the time they go to bed at night based on the

following question:

How is the government involved in your daily life?

Students should record at least 10 instances in their life where

government has some influence.

Impact of Congress – Part II

In Class Activity:

Students will share their answers from the journaling activity.

As a class, either on individual computers or on a computer with

projection capabilities, view the Interactive Learning Module

titled “The Impact of Congress”.

By clicking through this activity, students will see how

government is involved in their daily lives: from the time they

wake up in the morning until they go to bed at night.

During the module, discuss the need for government regulation in

the areas defined throughout.

o Questions for discussion:

What does this regulation/policy work to

accomplish?

Is it necessary for government to be involved?

How important is it for government to be

involved?

Out of Class Assignment:

Instruct students to expand on their previous journal entries based

on what they learned from the interactive module. Students can

include and expand on examples from the module. They should

have a minimum of 20 examples in this journal entry.

www.centeroncongress.org/interactive-learning-modules

Lesson Overview

Goal: After engaging in this

activity, students will have a

better understanding of the

function and structure, and

impact of the government in

the daily lives of citizens.


able to…

Identify how

government is

involved in their daily

lives

Classify the

government services

by level of

government

(National, State, and

Local government)

Time Required:

2-50 minute class

periods

2 homework sessions

Materials Needed:

Journal/Paper

Computer access for

each student OR

computer with

projection capability

www.centeroncongre

ss.org/interactive-

learning-modules

Large chart paper

Interactive Modules Provided by the Center on Congress at Indiana University

Next Generation Sunshine State Standards:

Identify the relationship and division of powers between the federal government and state governments.

(SS.7.C.3.4)

Differentiate between local, state, and federal governments' obligations and services. (SS.7.C.3.14)

http://www.centeroncongress.org/interactive-learning-modules



5


Suggested Scoring Rubric for Journaling Activity Assignment Scoring Total Bonus Opportunity

Journal 1 1 point for each valid example of

government involvement

10 points ¼ point for each additional,

valid example listed

Journal 2 1 point for each valid example

of government involvement

20 points ¼ point for each additional,

valid example listed

Assessment

Journaling – Written Assessment

o Students will be assessed based on completion of the two journaling assignments.

o Journals should have thoughtful responses to the prompt “How is the government involved in your daily

life?”

Participation - Observation

o Students will also be assessed on their participation during the discussion based on the interactive learning

module.

o Students will receive a participation grade for their interactions with the group activity for classifying

government impact by level of government.

Lesson Extension

As a class, engage in the “Importance of Civic Participation” Module on the Center on Congress Interactive Modules

entitled “Where To Go With a Problem”

o This activity will help students with the process of classifying problems/issues based on the involvement of

local/state/federal government.

In Class Activity:

In groups of 3-5 students, students will share their journals.

On a sheet of paper, one student will record the group responses to “How is the government involved in your daily

life?” For duplicate answers, students can place a check mark next to the answer that has multiples.

Each group will need 3 pieces of large chart paper. At the top of the chart paper, label one “National”, one “State”

and one “Local”.

In their groups, students will now classify their responses to “How is the government involved in your daily life?”

by the level of government – national, state, or local.

After this is complete, each group will share their lists. As they present, create a class list on chart paper or white

board.

Alternate Option

Place 3 pieces of chart paper on the walls in separate locations in the classroom.

Label one piece of chart paper “Local”, the next “State”, and the final sheet “Federal/National”.

Each group will begin at one of the pieces of chart paper. Students will list their responses to “How is government

involved in your daily life?” that are relevant to that level of government. Each group will have 2 minutes to list

their responses.

Once two minutes have elapsed, students will rotate and repeat the process until they have visited each piece of

chart paper.

*Duplicate answers do not need to be listed again, but students may place check marks next to responses already

listed if they are consistent with their list. Students may place an “X” next o answers they do not agree with.

*If students disagree with responses listed for a particular level of government, they can write a “L” (local), “S”

(state), or “F” (federal) next to the service they disagree with to cite the appropriate level of government.

Impact of Congress - Part III

6


Facts of Congress:

Becoming an Informed

Citizen

Segment Transcript:

And now, another Fact of Congress

Ever hear somebody stating a supposed ‘fact’ when you know there has to be another side to the story?

Well, getting to the truth quite often means that you take time to go beyond one person’s opinion and dig

around for what others have to say about it.

When you hear about an issue or a law that you’re really interested in, take the time to find out what the

other side thinks about it.

I’ll bet you learn some things you hadn’t thought of before, and then you can weigh both sides and come

up with your own opinion.

Analyzing all the facts and opinions can not only make you a better informed citizen, it might give you an

idea of how you can help. That helps make you a great citizen!

And that’s another Fact of Congress

Click Here to link to the Video Segment for Facts of Congress: Becoming an Informed Citizen.

http://centeroncongress.org/becoming-informed-citizen

7


Facts of Congress:

Citizen Participation

Segment Transcript:


Our country depends on citizen participation, but if you don’t participate, things get messy.

Think if you didn’t participate at home and you didn’t discuss what you wanted.

Instead of getting an ice cold soda, you get an ice cold shower.

Instead of playing video games, you’d be playing pinochle.

Instead of playing football, you get stuck with a doll!

If you don’t participate, you don’t get what you want.

How do you participate as a citizen?

Write your representatives a letter, or send them an e-mail.

Visit their office, or attend an online meeting.

Study up on the issues by following the news and checking websites.

Volunteer on a campaign and get your candidate elected.

And when you turn 18, you can vote!

The key is to find the ways that work best for you, and get started!

This Fact of Congress is adjourned.

Click Here to link to the Video Segment for Facts of Congress: Citizen Participation.

http://centeroncongress.org/citizen-participation

8


Lesson Preparation Activity – Homework

Out of Class/In Class Assignment:

Have students complete the “What’s the Story?” current event worksheet individually for homework. *This can be done as an in class assignment as an

alternative option.

Procedures

In Class Activity:

1. Divide the students into groups of 5.

2. Have each group rank their problems identified from the

“What’s the Story?” homework assignment in order of

significance, #1 being the most significance problem, #5

being the least.

3. Have the students write their problems in 3-5 words in the

spaces provided on the “Linking the Problem” worksheet, in

order of significance. Example” “Street Flooding”, “Homeless

Animals”

4. Each group will then “link the problem” to whatever level(s)

of society they feel may be impacted by this problem.

5. From the level of society, they will make the connection to the

branch(es) of government responsible for dealing with the

problem.

6. A representative from each group will then share the problems

identified by the group, as well as the levels of society and

government connections, with the whole class.

Lesson Overview

Overview: “Linking the

Problem” is a hands-on

extension activity linked to

the “What’s the Story?”

activity. This activity focuses

on how a problem relates to

the layers of society and

branches/levels of

government.


able to…

Identify a specific

problem they have

identified through the

use of

newspaper/magazine/

internet publications

Determine to what

level(s) of society

their problem is

directly related

Distinguish which

branch of government

would be responsible

for dealing with their

selected problem

Time Required:

One homework

session

5 minutes to explain

15 minutes group

discussion to

select/write a problem

30 minutes for

presentation/group

discussion

Materials Needed:

“What’s the Story?”

handout (attached)

“Linking the

Problem” worksheet

(attached)

Newspapers

Next Generation Sunshine State Standards

Develop a plan to resolve a state or local problem by researching public policy

alternatives, identifying appropriate government agencies to address the issue, and

determining a course of action. (SS.7.C.2.12)


Identify the relationship and division of powers between the federal government and

state governments. (SS.7.C.3.4)

Analyze the structure, functions, and processes of the legislative, executive, and judicial

branches. (SS.7.C.3.8)

Differentiate between local, state, and federal governments' obligations and services.

(SS.7.C.3.14)

Linking the Problem

9


Assessment

What’s the Story? – Written Homework Assessment

o Students will be assessed based on completion of the “What’s the Story?” handout.

o Students will also be assessed on the quality of the responses provided on the handout.

Linking the Problem – Written and Observation/Participation

o Students will be assessed on their completion and correctness of connecting problems to

level(s) of society and branch(es)/level(s) of government

o Students will receive a participation grade for their interactions with the group activity for

classifying problems by level of society and branch/level of government.

Suggested Scoring Rubric for What’s the Story and Linking the Problem

Activities Assignment Scoring Total

What’s the Story? (Individual Grade)

Part I: 1 point for each blank space completed

Part II: 2 points for completing each section

Part III: 7 Points for completion/quality of

answers

10 points

Linking the Problem (Group Grade)

6 points per problem (5 Problems)

2 for stating the problem

2 for connecting it to the correct level(s) of

society

2 for connecting to the correct branch(es)

and levels of government

5 Points for Group Participation

35 points

10


What’s the Story? Part I: Using a newspaper article that addresses a problem or issue, fill in the blanks

below:

_________________________________________. “_____________________________________________”.

____________________________________. ____________________.__________________.

Part II: In the top blank of the triangle, write the Main Idea of the article.

In the middle blank of the triangle, write the Purpose of the article.

In the bottom blank of the triangle, identify the Problem.

Author: Last name, First

name.

Name of Article

Name of Newspaper Date Page (s)

11


Part III: Answer the following questions based on the article you have selected. The shaded boxes should be what you think based on the article.

What…

Is the Problem?

Has been done to fix the problem?

Who… Does this problem effect?

Should work to fix this problem?

Where… Is this problem concentrated?

In government would this problem fall – the legislative, executive, or judicial branch?

How… Is this a problem the government should deal with?

Long has this been a problem?

Can this problem be fixed? (Write 3 ideas)

12


Local

Government

What is the

Problem?

What level of society

does this problem

impact?

Which branch of

government could help

resolve this problem?

International

National

State

School

Town/City

County

Home

Executive Function:

Approve laws

Carry out/enforce laws

Legislative

Function:

Propose laws/policies

Judicial

Function:

Interpret the law

Linking the Problem

13


Facts of Congress:

How To Do More

Segment Transcript:


You’ve probably heard the saying ‘You are never too old to learn’.

Well here is a new one for you – ‘You are never too young to get involved in your government!’

That’s right - You!

‘But how?’ You ask.

Well, is there a particular issue in your community that you care about?

A park that’s too dangerous? A river that’s polluted? A library that’s run down?

You’ll be amazed how effective kids can be when they put their minds to it.

Kids have started petitions, created online action networks, and even testified before legislators.

Kid power! You never know until you try.

This Fact of Congress is adjourned.

Click Here to link to the Video Segment for Facts of Congress: How To Do More.

http://centeroncongress.org/how-do-more

14


Interactive Module:

The Importance of Civic

Participation

Where to Go with a Problem

Module Description:

Even if you are interested in trying to improve your community and see a local problem that you think

needs to be addressed, it still might not be clear who to contact for help. Contacting your elected

representative might be a place to start, but which level—federal, state, or local? Take this quiz, and try

your hand at getting the problem to the appropriate level of government.

Click Here to go to the Center on Congress Interactive Modules.

Click on “The Importance of Civic Participation”.

Click on “Where to Go with a Problem”.

http://centeroncongress.org/interactive-learning-modules

15


Lesson Preparation Activity

“Linking the Problem” should be completed prior to this lesson.

Procedures

1. Divide students into groups of 2-5 students. a. Can be done as an individual activity as well.

2. Distribute “What is Public Policy?” worksheet to students and

instruct students to work cooperatively to complete the

worksheet.

3. Discuss the definitions students proposed for “Public Policy”.

Write group definitions on large chart paper/white

board/Smart Board.

4. As a class, establish a consensus on the class definition of

“Public Policy” (definition provided below).

5. Once a class definition is established, students should

individually complete the “Public Policy vs Community

Service” worksheet. Materials needed to complete this

worksheet will be the “Linking the Problem” worksheet

completed during the previous lesson. a. Can be done as a group activity as well.

6. Students will list problems previously established in the

“Linking the Problem” activity and create public policy and

non-public policy solutions for each policy they cite.

Lesson Overview

Overview: “What is Public

Policy?” will teach students

about public policy and its

role in solving community

problems. This activity will

also allow students to explore

alternative solutions that do

not involve public policy,

focusing on community

service or service learning

activities.


able to…

Define public policy

Develop solutions to community

problems through public policy, service learning

and/or community

service

Time Required:

One 50 minute class

period

Materials Needed:

“What is Public

Policy?” handout

“Public Policy vs.

Community Service”

handout

What is Public Policy?


SS.7.C.2.12: Develop a plan to resolve a state or local problem by researching public policy alternatives,


SS.7.C.2.13: Benchmark: 13. Examine multiple perspectives on public and current issues.

SS.7.C.2.14: Benchmark: 14. Conduct a service project to further the public good.

16


Suggested Scoring Rubric for “What is Public Policy?” and “Public

Policy vs. Community Service” Assignment Scoring Total

What is Public Policy?

Worksheet

(Group OR Individual

Grade)

5 Points for Definition of “Public Policy”

3 points per scenario (5 scenarios in total)

1 point for correct check mark

2 points for well- reasoned

explanation

20 points

Policy vs. No Policy

(Individual Grade)

5 Points for following instructions

3 points/row for completion/correctness

3 Points x 5 rows = 15 points

20 points

Assessment

o “What is Public Policy?” Worksheet – students will be assessed based on the completion

and correctness of the “What is Public Policy?” handout

o “ Policy vs. Community Service” Worksheet – students will be assessed based on the

completion and correctness of the “Policy vs. Community Service” handout

o Observation – if conducted as a class/group activity, assess participation in discussion

through observation of student interactions

Using the Community Service column of the Public Policy vs. Community Service worksheet,

have students organize, publicize, and conduct one or more of the community service options

suggested.

Extension Activity

17


What is Public Policy? How would you define:

Definition

Public

Policy

Public Policy

Below are 5 scenarios from a community. Your task: Decide with your group if each scenario involves public policy. Check the box marked “public policy” if the scenario does involve public policy. Check the box “community service” if the scenario does

not involve public policy. Explain your answers. Public

Policy

Community

Service

Explanation

The problem is that there is a lot of trash behind your

school. To solve this problem, you and your friends

volunteer to pick up the trash.

There have been a lot of problems at school with students

texting test answers to one another. The principal has

decided to ban student cell phones on campus.

The local Elks Club is collecting items for the homeless

and will be having an “open house” where people can

come to get items such as food, clothing, and toiletries

they can use. The Club will also be accepting donations

so they can make purchases in the future for more items

to give out in the community.

The road at the local soccer complex has become really

worn down and unsafe – there are potholes, drop-offs,

and there is no lighting. Students are often at this

complex after dark and the lack of lighting makes it

dangerous. The city has decided to charge a fee to come

into the complex in order to pay for the repairs to the

road.

There has been a high rate of bicycle accidents in your community. The local police department has decided to host free bicycle safety seminars at a local community center. The officers who conduct the trainings are being paid for the time they conduct these seminars.

18


Community Service

Public Policy Problem

(From “Linking the Problem” Worksheet)

Policy vs. Community Service In the center boxes below, write in the problems you identified on your “Linking the Problem” Worksheet (one problem per

box). Then, write a way you could solve your problem with public policy on the left. Write one way you could solve your problem through community service (without public policy) on the right.

Government provides vouchers for food and shelter.

Example: High rate of homelessness. Concerned citizens give food to the homeless.

Adapted from We the People: Project Citizen,

a program of the Center for Civic Education

19


Game: Activate!

Do you have a great idea about how to make positive change in your community? In

Activate, you campaign for an issue of your choice. Manage your resources well and

grow your organization from a few friends to a national movement! Engage the

community and elected leaders to raise awareness and support for your cause. Good

luck!

NGSSS:

SS.7.C.2.12: Develop a plan to resolve a state or local problem by researching public policy

alternatives, identifying appropriate government agencies to address the issue, and determining

a course of action.

Click Here to play!

http://www.icivics.org/games/activate

20


Procedures

1. Divide students into groups of 2-5.

2. Have students cooperatively select a movie (preferably one all

have seen)

3. In their groups, students will identify the problem in their selected

film. Once selected, have students write out on scratch paper:

a. Introduction of the character

b. What is the problem?

c. Why is this a problem for the character?

4. Once the problem is identified, have students come up with 3

appropriate solutions (policies) to the problem.

a. Create and Describe Solution #1: Advantages and

Disadvantages

b. Create and Describe Solution #2: Advantages and

Disadvantages

c. Create and Describe Solution #3: Advantages and

Disadvantages

5. Have the students select the BEST solution (policy).

a. Students will identify the possible advantages and

disadvantages of their solution.

b. Students will defend their solution and explain why it is

the BEST solution.

6. Devise a course of action

a. What steps does the character take to solve his/her

problem?

b. Does anyone help the character solve his/her problem?

7. Once completed, have students transfer their writing on the

scratch paper to the Mini Project Cinema Board. Decorate

appropriately. (Use markers, magazine cut outs, internet print-

outs, et cetera)

8. Have students present and defend their Project Cinema Board.

Extension

Questions for Activity Follow-Up:

Can we use this format to identify and solve problems in our

personal lives?

What kind of problems do we have in our community? How can we fix these problems?

Who helps us fix these problems?

Lesson Overview

Overview: Project Cinema is

an activity in which groups

of students will select a

movie to dissect into four

parts: The Problem,

Alternative Solutions, The

Solution, and the Action

Plan. Students will create a

brief presentation based on

their film. The intent of the

project is to teach students

the critical thinking process

as a foundation for Project

Citizen.


able to…

Follow instructions as

listed on the student

hand out

Demonstrate critical

thinking

Identify the main idea

in the film

Create alternative

policies based on the

problem

Extend and explain

the best solution to

the problem

Devise a course of

action to solve the

problem

Defend their

proposed solution

Time Required:

One 50 minute class

period

Materials Needed:

“Project Citizen”

student handout

Mini Project Cinema

board, labeled (See

diagram on

procedures sheet)

Markers

Pen

Scratch paper

Project Cinema

21


Cut a piece of poster board in half, length wise. Fold into 4 sections. Label:

Assessment

“Project Cinema” Mini Board – Board should be assessed based on students’ ability to follow

instructions and create a quality product.

Observation – Students should be assessed based on their ability to work cooperatively and

effectively in a group setting.

Suggested Scoring Rubric for “Project Cinema” Mini-Portfolio Assignment Scoring Total

“Project Cinema” Mini-

Portfolio

5 Points for Group Participation

10 Points for Following Instructions

5 Points for Quality/Presentation of

Portfolio

20 points

Problem Alternative Solutions

Proposed Solution Action Plan

To Create the Mini Project Cinema (Citizen) Board

22


Student Handout

Project Cinema Instructions

1. Write the names of all group members on the back of the “Mini

Board”

2. Select a movie all members of your group have seen.

3. Write the name of the movie between “Alternative Solutions” and “Proposed Solution”.

4. Include drawings that apply to the film your group selected.

5. Answer the following questions in complete sentences under the correct header on your “Mini Board”.

Panel 1: Problem Complete?

Who is the main character in the movie?

What is the problem the main character is facing?

Why is the problem, a problem?

Panel 2: Alternative Solutions List 3 possible solutions, with advantages and

disadvantages Complete?

1. Identify Possible Solution #1

a. What is the advantage of this solution?

b. What is the disadvantage of this solution?







Panel 3: Proposed Solution Complete?

What solution did the character choose to solve the problem?

What were the advantages of this choice?

What were the disadvantages of this choice?

Why was the chosen solution the BEST choice?

Panel 4: Action Plan Complete?

What steps did the character take to solve this problem? List the steps.

23


Procedures

1. Distribute the “Did It Pass?” Worksheet

2. Guide students through the law making process utilizing the

“Did It Pass?” PowerPoint and Worksheet. Students should

complete the Cloze passage worksheet as the PowerPoint

progresses.

a. On Slide 3 (“How a Bill Becomes a Law”), allow

students to briefly discuss some issues in their

community they feel laws would help correct.

i. This part of the activity will provide an

opportunity for students to distinguish between

local, state, and federal laws/government roles

and responsibilities in terms of law-making.

b. On Slide 12 (“Our Bill in the Second Reading”),

encourage students to pose more

questions/comments/concerns about the proposed

legislation.

3. On Slide 21 (“Do you think the following bills became law in

the State of Florida?”), students should individually read

through and vote on the proposed Florida legislation from the

2011 session on their worksheet.

4. After students have completed the worksheet, students will

vote collectively if they think the law passed or failed by

giving a “thumbs up” or “thumbs down” reflecting what they

put on their worksheet.

5. After each piece of legislation has been voted on, allow the

class to briefly discuss why they think legislation passed or

failed.

Lesson Overview

Overview: “Did It Pass?”

will guide students through

the law making process in the

Florida Legislature. By

following an idea through the

legislative process, students

will see how a bill becomes a

law in the state of Florida.

Students will also look at

legislation from the 2011

session and try to determine

if the legislation passed or

failed.


able to…

Illustrate the law

making process

Distinguish between

local, state, and

federal government

responsibilities

Discuss legislation

proposed by the

Florida legislature

Examine multiple

perspectives on an

issue

Time Required:

One 50 minute class

period

Materials Needed:

“Did It Pass?”

PowerPoint

“Did It Pass?” Voting

Worksheet

Did It Pass?


SS.7.C.2.12: Develop a plan to resolve a state or local problem by researching public policy alternatives,


SS.7.C.2.13: Examine multiple perspectives on public and current issues.

SS.7.C.3.9: Illustrate the law making process at the local, state, and federal levels.

SS.7.C.3.14: Differentiate between local, state, and federal government’s obligations and services.

24


Assessment

o “That Passed” Worksheet: Students will be assessed based on completion and correctness

of the “That Passed Worksheet”

o Participation and Interaction: Students will be assessed based on their cooperation and

participation in the class discussion.

Suggested Scoring Rubric for “What is Public Policy?” and “Public

Policy vs. Not Public Policy” Assignment Scoring Total

That Passed!?

Worksheet

One point per piece of legislation;

completion of worksheet.

16 points

That Passed!?

Participation

Student receives participation points for

participating in class discussion based on

the passed and failed legislation by

providing their rationale for whether they

think the bill passed or failed.

4 points

1. Assign groups of 3-5 students one of the pieces of failed legislation discussed during the “That

Passed!?” activity.

2. Each student will receive the bill analysis summary which will include:

a. Summary of the bill

b. The effect of the proposed policy

c. Constitutional issues

d. Fiscal impact statement

3. Students should complete the “What Now?” grid sheet. This sheet will ask students to summarize

the failed bill, the effect of the proposed policy, the possible constitutional issues, and the fiscal

impact.

4. Students will then supply suggestions as a group to help improve the failed legislation.

5. Once improvements/suggestions are made, groups will present their legislation to the class and

justify why it should be a state law in Florida.

6. The class will vote on the modified legislation to see if the majority would pass it in its new form, or

allow it to fail again.

Extension Activity

25


HOW AN IDEA BECOMES A LAW

The Florida Legislature

IDEA

From citizen, group or legislator

.

BILL DRAFTED

Bill written by staff and assigned a number..

DECISION

The legislator decides if the idea should be a bill.

1ST READING

Published in Chamber Journal..

COMMITTEE ASSIGNMENT

/MEETING Bill is reviewed, voted on, and can be placed on calendar or allowed to die in committee.

2ND READING

Bill is read on floor of Chamber and may be

placed on Special Order Calendar by vote.

3RD READING

Final reading of the bill. The bill is voted on and may die

if it does not receive a favorable vote.

Consideration by Opposite Chamber

Same process as original Chamber.

Return to Original Chamber

Final versions of the bill must be identical in both

Chambers.

GOVERNOR CONSIDERATION

Governor can sign the bill into law, allow the bill to become law without signing, or veto

the bill.

GOVERNOR FINAL ACTIONS

If the Governor vetoes the bill, the Legislature may

override his/her veto by a 2/3 vote.

LAW

If the Governor does not veto the bill, the bill

becomes law.

Adapted from “How an Idea Becomes a Law” by the Florida House of Representatives

26


Consideration by the Opposite Chamber

If the bill receives a majority vote in the original chamber, it is sent to the opposite chamber

for consideration. Here, the bill can be passed without amendments, referred to a committee

for consideration, defeated on the floor (voted down), further amended and passed, do

nothing…

How a Bill Becomes a Law in

Florida

Return to Original Chamber

Once the bill is returned to the original chamber, the following measures can be taken:

If there are no amendments made by the opposite chamber, the bill is put in its final form – the “enrolled” version (A bill must be “enrolled”,

meaning that it has passed both houses of the legislature in identical form before presentation to the Governor)

If there are amendments made by the Senate, the House will review the amendments and possibly make changes

The bill is known as an “engrossed” bill if amendments have been made.

o The bill will either be abandoned because of the amount of “back and forth” or the House and Senate may agree to create a

committee of both Representatives and Senators to work out the details of the bill.

Final actions of the Governor: Sign the bill into law

Allow the bill to become a law without a signature. If the bill is not vetoed within the above time frame(s), the bill

becomes law.

Veto the bill

Note: The legislature can override a veto by a 2/3 vote of the legislature during the next session.

An idea is

proposed by

a citizen,

group, or

legislator.

Bill Drafting A legislator becomes a sponsor for

this idea and it becomes a bill. This

bill is drafted by a staff member.

3rd

Reading

This is the final reading of the bill on the floor of the House or Senate.

The bill is explained again, questions asked, and amendments can be

considered based on a 2/3 vote. The bill is debated and voted on.

2nd

Reading

The bill is read on the floor of either the House or the

Senate. The bill is explained, questions are answered about

the bill, and amendments, or changes, are considered.

Council or Committee Meeting

The bill is sent to a council or committee who will

review the bill and provide feedback. The bill can also

“die in committee” if it is not heard. If it passes, the

calendar committee places it on the agenda to be heard

on the floor.

1st Reading

The bill is published in the journal with

the bill number, the name of the

sponsor, and a description of the bill.

START HERE

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Did It Pass? Read the legislation written below. After you have read the proposed bills, check the box to

indicate if you think it passed or failed in the legislature.

Proposed Bill

Pass

Fail

Makes the barking tree frog the state amphibian for Florida.

Bicycle helmets worn by riders under 16 in Florida must meet federal safety requirements.

Makes it illegal for a candidate to falsely claim military service when running for election in Florida.

Requires Florida school boards to prohibit students from wearing clothes that shows their underwear or body parts.

Requires booster seats in Florida for children between 4 and 7 years old who are shorter than 4 feet 9 inches.

Requires Florida schools to observe Veterans Day as a holiday and not hold classes.

Allows restricted use of commercial advertisements on school buses in Florida.

Expands online school offerings in Florida and requires incoming Florida high school students take at least one online course before graduating.

Limits ability of doctors to dispense prescription drugs in Florida. Establishes stiff penalties for illegal dispensing in Florida.

Allows for development of resort casinos in up to five areas of the State of Florida.

A concealed weapon permit holder in Florida who accidentally shows a gun would no longer be subjected to penalty.

Dogs found as part of an animal fighting ring will not be automatically classified as dangerous in Florida.

Imposes harsher penalties on adults who violate house party laws in Florida.

Prohibits Florida’s local government from regulating firearms.

Requires the Florida High School Athletic Association to remove athletes showing signs of a concussion during a game or practice until they receive clearance from a certain physician.

Requires drug testing for adult welfare recipients in the State of Florida.

28


Up for Debate (Click for Lesson Outline)

Description

Students develop an understanding of the key terms and roles associated with a traditional debate model.

Students read through a debate script, identify the key arguments made on each side, and analyze the strength of

each argument. This lesson follows Activism or “Students Engage!,” and can precede “A Trip Around the

World,” or be taught independently. Note: This lesson contains a PowerPoint presentation (see Lesson Prep).

Objectives

Students will be able to

identify the key elements of a Lincoln/Douglas debate including affirmative, negative, moderator, etc.

through examination of a debate script.

interpret the role of debate in a democratic society through discussion of a historic quote about the role

of debate.

Lesson Prep Step-by-Step instructions and teacher's materials for yourself.

Up For Debate Teacher.pdf

Copy

"Up for Debate" student materials (class set) (double sided is OK).

Up For Debate Student.pdf

Preview

"Up for Debate" PowerPoint presentation.

Up For Debate.ppt

Enrichment Activity

http://www.icivics.org/teachers/lesson-plans/debate

http://static.icivics.org/sites/default/files/uploads/Up%20For%20Debate%20Teacher.pdf

http://static.icivics.org/sites/default/files/uploads/Up%20For%20Debate%20Student.pdf

http://static.icivics.org/sites/default/files/uploads/Up%20For%20Debate.ppt

29


Step by Step

ANTICIPATE the lesson by writing the following quote on the board or a transparency: “It is better to debate a

question without settling it than to settle a question without debating it.” – Joseph Joubert, a French writer

(1754-1824)

UNPACK this quote with your students by asking the following questions: “What does it mean to DEBATE

something?” “What does it mean to SETTLE a debate or argument?” “What does the first half of his statement

mean: ‘To debate a question without settling it’?” “What does the second half of his statement mean: ‘To settle

a question with out debating it’?” Poll your students to see who agrees and who disagrees with Mr. Joubert.

WORK THROUGH the “Up For Debate” PowerPoint presentation. Review the presentation with your

students, using the mini-quizzes in the power point to check for understanding.

DISTRIBUTE scripts and worksheets to all students.

ASSIGN students to roles: moderator and #1-9. Instruct the students to perform the script, with everyone

listening carefully to who was on the affirmative side and who was on the negative side. Also, students should

listen for fact and opinion statements.

REVIEW instructions aloud with your students. They should be circling and drawing rectangles in this

activitiy. Circulate to check for understanding.

REVIEW the students’ answers as a class, asking for the following things: Which numbers were for the

affirmative side? Which numbers were for the negative side? What facts did you find in this debate? What

opinions did you find in this debate?

INSTRUCT students to complete the Check for Understanding. Collect and review.

Recommended Sequence Before:

Activate

http://www.icivics.org/games/activate

30


Evaluating

Legislation: Is it

Constitutional?

Key Vocabulary Amend: to change or modify

Discriminate: to make a difference in treatment or favor on a basis other

than individual merit

Constitutional: being in accordance with or authorized by the U.S.

Constitution

Enforce: to carry out

Lesson Procedures Discuss key vocabulary with students.

Distribute either “The Saggy Pants Law” or “The Scarlet Tag”

Handout and the “Evaluating Legislation” handout. Students should

also receive the “Bill of Rights” handout. o Option: Give half of the class “The Saggy Pants Law” and half “The

Scarlet Tag”

Instruct students to read the proposed legislation, and underline any

information they think is important.

Divide students into groups of 3-5.

o If the above option was utilized, be sure small groups all were

given the same policy.

In groups, student should discuss the law and complete Section 1:

“Evaluating Legislation” chart.

Once complete, discuss Section 1: Evaluating Legislation as a class.

Each group should share their responses.

Students should then work together to complete Sections 2-4

“Evaluating Laws: What Would You Do?”

o After completing Section 2 where students decide to keep the

law, amend the law, or ditch the legislation, students will

propose their amendments or new legislation at the bottom of

the sheet in sections 3 and 4.

Once all groups have completed their worksheets, students should

present their amendments or new legislation to the class.

Lesson Overview

Goal: The goal of this activity

is to have students review

proposed legislation and

evaluate the effectiveness and

constitutionality of a given

policy.


able to…

Read and summarize

proposed legislation

Evaluate the purpose,

fairness, and

effectiveness of


Analyze the strengths

and weaknesses of


Determine the

constitutionality of


Create amendments to


Create a new policy to

effectively resolve a

community issue.

Time Required:

50 minute class period

Materials Needed:

Copies of “The Scarlet

Tag”

Copies of “The Saggy

Pants Law”

Copies of the

“Evaluating Laws” and

“Evaluating Laws:

What Would You Do?”

Handout

Bill of Rights Handout


Evaluate rights contained in the Bill of Rights and other amendments to the Constitution. (SS.7.C.2.4)

Distinguish how the Constitution safeguards and limits individual rights. (SS.7.C.2.5)


Evaluate Constitutional rights and their impact on individuals and society. (SS.7.C.3.6)

Illustrate the law making process at the local, state, and federal levels. (SS.7.C.3.9)

See next page for lesson variations.

http://www.merriam-webster.com/dictionary/discriminate

31


Lesson Variations

This lesson could be conducted with students completing the worksheet individually.

In addition to student groups presenting their results of “What Would You Do?” students can write

and post their responses on chart paper to add a visual to their presentation.

This lesson could be utilized as a test/quiz to assess constitutional understanding and application.

Assessment Handout: Evaluating Laws – Written Assessment

o Students will be individually assessed based on the completion of and responses within the

“Evaluating Laws/What Would You Do?” worksheet.

o Student will be individually assessed regardless of the activity format:

group/individual/quiz/test.

Group Participation - Observation

o Students will also be assessed on their participation during the discussion based on the

proposed legislation and worksheet.

o Students will receive a participation grade for their interactions with the group activity.

Suggested Scoring Rubric Assignment Scoring Total

Handout:

Evaluating

Laws/What Would

You do?

2 points per question in Section 1 based on completeness and

thoughtfulness of response

o 8 questions x 2 points = 16 points

6 points for explanation of why they would keep, amend, or

ditch the law in Section 2.

10 Points for amendments/new law created in Section 3.

10 points for explanation and evaluation provided in Section 4.

50 points

*Group

Participation (Only assessed if done

as a group activity)

3 points for cooperation in group activity

7 points for participation in group presentation and

responsiveness to questions.

10 points

32


The Scarlet Tag Florida Statute 538

An act relating to license plates; requiring a driver whose

driving privileges are restricted because of violation related to

driving under the influence of alcohol (DUI) to have a red DUI plate

on any vehicle that he or she operates; providing for the Department

of Highway Safety and Motor Vehicles to develop such a plate;

providing a surcharge for the plate; providing for the use of such

surcharges; authorizing a law enforcement officer to stop a vehicle

bearing such plate without probably cause; providing an effective

date.

(Section 1) The Department of Highway Safety and Motor Vehicles

shall develop a red DUI license plate that must be displayed on any

vehicle that is operated by a person whose driving privileges are

restricted because of violation related to driving under the

influence of alcoholic beverages or other specified substances.

(Section 2) The plate shall be a bright red color that is easily

distinguishable from other plates issued in this state. The word

“Florida” must appear on the top of the plate and the first three

letters in the alphanumeric numbering system used on the plate must

be “DUI”.

(Section 3) In addition to the other license plate fees and

charges collected, an annual surcharge of $20 shall be collected for

each DUI plate. The proceeds from the surcharge shall be deposited

into the Trauma Services Trust Fund created by s.395.4034, Florida

Statutes, and used for purposes provided in that section.

(Section 4) A law enforcement officer may stop any vehicle that bears

a DUI plate without probable cause.

33


1006.07 District school board duties relating to student discipline

and school safety.—the district school board shall provide for the proper

accounting for all students, for the attendance and control of students at

school, and for proper attention to health, safety, and other matters

relating to the welfare of students, including:

(2) CODE OF STUDENT CONDUCT.—Adopt a code of student conduct for

elementary schools and a code of student conduct for middle and high

schools and distribute the appropriate code to all teachers, school

personnel, students, and parents, at the beginning of every school year.

Each code shall be organized and written in language that is understandable

to students and parents and shall be discussed at the beginning of every

school year in student classes, school advisory council meetings, and

parent and teacher association or organization meetings. Each code shall be

based on the rules governing student conduct and discipline adopted by the

district school board and shall be made available in the student handbook

or similar publication. Each code shall include, but is not limited to:

(d)1. An explanation of the responsibilities of each student with

regard to appropriate dress, respect for self and others, and the role

that appropriate dress and respect for self and others has on an orderly

learning environment. Each district school board shall adopt a dress code

policy that prohibits a student, while on the grounds of a public school

during the regular school day, from wearing clothing that exposes underwear

or body parts in an indecent or vulgar manner or that disrupts the orderly

learning environment.

2. Any student who violates the dress policy described in subparagraph

1. Is subject to the following disciplinary

Actions:

a. For a first offense, a student shall be given a verbal warning and

the school principal shall call the student’s parent or guardian.

b. For a second offense, the student is ineligible to participate in

any extracurricular activity for a period of time not to exceed 5 days and

the school principal shall meet with the student’s parent or guardian.

c. For a third or subsequent offense, a student shall receive an in-school

suspension pursuant to s. 1003.01(5) for a period not to exceed 3 days, the

student is ineligible to participate in any extracurricular activity for a

period not to exceed 30 days, and the school principal shall call the

student’s parent or guardian and send the parent or guardian a written

letter regarding the student’s in-school suspension and ineligibility to

participate in extracurricular activities.

The Saggy Pants Law

Amending c. 1006.07, F.S.

34


34

Section 1

QUESTIONS ANSWERS

1. What is the problem this piece of

legislation is trying to solve? Can you think of a scenario in which a citizen would approach a lawmaker?

2. Summarize the law. What does it say?

3. What is the purpose of the law?

4. Is the law fair? Why or why not? a. Does it discriminate unjustly

against any group or person? b. Is the punishment cruel or unjust? c. Does it violate any other rights?

Identify which ones.

5. Is the law practical and reasonable? a. Is it worth the cost and effort of

enforcement? b. Is it enforceable? c. Is it easily understood and

possible to follow?

6. Is this law necessary or are there better

ways to accomplish the same purpose?

7. What are the law’s strengths and

weaknesses?

8. Is the law constitutional? Why or why not? Cite specific provisions of the U.S. Constitution it might violate.

Handout: Evaluating Legislation

Adapted originally from the Foundations of Democracy series,

Center for Civic Education, Calabasas, California. Revised from

Evaluating Laws Handout from Judicial Independence, curriculum

developed by The Florida Law Related Education Association, Inc.

35


Evaluating Legislation: What Would You Do?

Section 2

Is it constitutional? Yes No Explanation:

Would you… Yes No Explanation

Keep it?

Amend it?

Ditch it?

Section 3 If you decided to amend the law, write your changes in the space below.

If you decided to ditch the law, write a law that might solve the problem in the space below.

Section 4 Why is your amended law or new law better than the law originally proposed?

Is it Constitutional?

36


Amendment I. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or

abridging the freedom of speech, or of the press, or the right of the people peaceably to assemble, and to

petition the Government for redress of grievances.

Amendment II.

A well-regulated Militia, being necessary to the security of a free State, the right of the people to keep and

bear Arms, shall not be infringed.

Amendment III. No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time

of war, but in a manner to be prescribed by law.

Amendment IV.

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable

searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported

by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be

seized.

Amendment V.

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or

indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in

actual service in time of War or public danger; nor shall any person be subject for the same offence to be

twice put in jeopardy of life or limb, nor shall be compelled in any criminal case to be a witness against

himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property

be taken for public use without just compensation.

Amendment VI.

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial

jury of the State and district wherein the crime shall have been committed; which district shall have been

previously ascertained by law, and to be informed of the nature and cause of the accusation; to be

confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor,

and to have the assistance of counsel for his defense.

Amendment VII.

In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by

jury shall be preserved, and no fact tried by a jury shall be otherwise re-examined in any Court of the

United States, than according to the rules of the common law.

Amendment VIII. Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishment

inflicted.

Amendment IX.

The enumeration in the Constitution of certain rights shall not be construed to deny or disparage others

retained by the people.

Amendment X.

The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are

reserved to the States respectively, or to the people.

Bill of Rights

37


Procedures

1. Write the top 3 problems from Lesson 3 “What is Public Policy?” for

all groups on one piece of chart paper (omit/combine duplicates).

2. Distribute the following to each student:

a. One green dot

b. One yellow dot

c. One red dot

3. Instruct the students that they are to individually and without discussion

place their dot on a problem based on the following criteria, which

should be written and posted on another piece of chart paper:

a. Green: I’m all for this idea.

b. Yellow: I’m willing to provide support for this idea

c. Red: I would prefer not to support this idea.

4. Dismiss groups of 3-5 students at one time to post their dots on the

problems based on the above criteria.

5. Once all dots have been placed, eliminate problems that gained little to

no support, keeping those with the mostly green and yellow dots.

Transfer remaining topics to a clean sheet of chart paper

6. Distribute 4 blue dots to each student.

7. Instruct students that they are to individually and without discussion

place their dots on problems they would be willing and interested to

work on. Students can place all four dots on one problem, or spread out

their dots accordingly.

8. Based on the number of dots, transfer the top 3 remaining topics to a

clean piece of chart paper.

9. Distribute 2 blue dots to each student.

10. Instruct students that they are to individually and without discussion

place their dots on problems they would be willing and interested to

work on. The problem with the most blue dots is the problem arrived at

by consensus and serves as your class Project Citizen problem. *Diagram provided on next page.

Lesson Overview

Overview: This lesson will

assist a class working on

Project Citizen in narrowing

multiple community

problems down to one class

problem on which students

will base their project. This

step moves away from a

“majority rule” towards

consensus building.


able to…

Identify community

problems

Select a problem for

class study

Work cooperatively

to reach a consensus

Time Required:

One 50 minute class

period

Materials Needed:

Chart paper

Colored dot stickers:

o Red (1 dot per

student

o Yellow (1 dot

per student)

o Green (1 dot

per student)

o Blue (6 dots

per student)

*Colored markers can

be used, but it makes

it difficult to ensure

students are only

voting the prescribed

number of times

Coming to a Consensus Selecting Your Class Problem

Original lesson by Carol Paola, teacher, Long Beach, Mississippi and

trainer for We the People: Project Citizen, a program of the Center for

Civic Education.

38


Class Problems

This part will display the green/yellow/red sticker postings.

Smoking in cars

Texting While driving

Homeless animals

High rate of teen driver deaths

School bus safety

Drugs in school

Childhood Obesity

Bicycle Safety

Drunk driving

Juvenile crime

Litter in parks

Bad roads/flooding on roads

Homelessness

Too much homework



Civic Education.

39


Texting While driving

High rate of teen driver deaths

Drugs in school

Childhood Obesity

Bicycle Safety

Drunk driving

Juvenile crime

Litter in parks

Bad roads/flooding on roads

Homelessness

Too much homework



Civic Education.

40


High rate of teen driver death

Childhood Obesity

Juvenile crime



Civic Education.

41


Step 1: Implementing Public Policy Problems in Your Community

o Problem Identification and Analysis Form

o Interview Form

o Printed Sources Form

o Radio/Television/Internet Sources Form

Step 2: Selecting a Problem for Class Study

o Information from Print or Electronic Sources Form

o Information from Letters or Interviews Documentation Form

o Analyzing and Evaluating Your Information Form

Step 3: Gathering Information on the Problem Your Class Will Study

Step 4: Developing a Portfolio

o Task 1: Explaining the Problem

o Task 2: Examining Alternative Policies

o Task 3: Proposing a Public Policy

Constitutional Opinion Form

o Task 4: Developing an Action Plan

Step 5: Presenting Your Portfolio

o

Step 6: Reflecting on Your Learning Experience

o Questions for Reflection

Click here to see the digital portfolio!

http://www.civiced.org/digitalPortfolio/

flrea lesson packet - department of social sciencessocialsciences.dadeschools.net/files/pc/high...

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