American
School
Civics
Lesson
Plan
#
4
Date:
October
30,
2014
Time
80
Minutes
Content
Standard:
Understand,
analyze,
and
evaluate
purposes
of
and
limitations
on
the
foundations,
structures
and
functions
of
government.
Common
Core
Standard:
R8.1
Read closely to determine what the text says
explicitly and to make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the text.
Objective:
SWBAT
identify
the
parts
of
a
Bill
that
is
introduced
in
the
House
of
Representatives
by
marking
up
and
rewriting
sample
bills
written
by
the
teacher.
Prior
knowledge:
Students
are
aware
of
the
structure
of
the
House
of
Representatives
and
the
Senate;
students
created
a
graphic
organizer
that
outlines
the
different
structures
of
the
two
houses,
and
has
a
list
of
standing
committees
for
each
one
(Please
see
House
and
Senate
Structures
PDF);
students
are
able
to
read
the
bills
in
English,
but
certain
terms
and
concepts
will
need
to
be
explained.
Syntax
Activity
Script
The
teacher
will
quickly
review
the
material
from
the
previous
class,
and
focus
on
two
questions
from
the
reading
guide
given
at
the
last
class
that
students
seemed
to
have
questions
about.
The
teacher
will
write
the
answer
Good
morning
class!
Please
take
out
your
reading
guides
that
are
due
today.
Rather
than
focus
on
starter
questions,
I
want
to
review
a
few
questions
that
Mr.
Witte
and
I
got
a
lot
of
questions
about.
Lets
look
at
question
number
7
on
your
last
reading
guide.
The
question
was
Who
is
the
leader
of
the
House
of
Representatives?
I
realize
that
this
is
not
expressly
written
in
the
Constitution.
The
Students
will
mark
up
the
bills,
and
then
choose
which
parts
of
the
bill
they
will
red
before
the
class.
All
members
must
read.
The
teacher
will
walk
around
and
guide
each
group
as
needed.
The
class
will
then
vote
on
whether
to
send
the
Bill
to
the
floor,
and
then
decide
on
the
debate.
At
the
very
end
of
class,
the
teacher
will
hand
out
the
reading
guide
for
the
next
class,
which
is
based
on
the
handout
they
received
earlier,
as
well
as
this
activity.
References