Today's objective:
By the end of Friday's lesson, students will demonstrate their understanding of the process that proposed legislation goes through in the mark-up phase, how Senators function in committee, and the importance of bipartisan cooperation in lawmaking.
Agenda:
Thursday:
1) Meet in parties to reinforce platforms
2) Time to go through bills with state partner and discuss state needs and concerns
3) Begin Mark-up committee simulation
Friday:
More time in mark-up committees
HW: None.
Wednesday, February 23, 2011
Lesson 72: Tuesday, February 22nd
Today's objective:
By the end of today's lesson, students will understand what a mark-up hearing is, how it works, and how it fits into the legislative process.
Agenda:
Simulation within the simulation -- mark-up committee meeting using sample bill on raising the minimum wage.
HW: None, unless you still haven't submitted your revised bill and rationale.
By the end of today's lesson, students will understand what a mark-up hearing is, how it works, and how it fits into the legislative process.
Agenda:
Simulation within the simulation -- mark-up committee meeting using sample bill on raising the minimum wage.
HW: None, unless you still haven't submitted your revised bill and rationale.
Lesson 71: Thursday, February 17th
Today's objective:
By the end of today's lesson, students will be able to identify the differences between benchmark and graduation portfolios, will have a sense of the depth required by the grad. portfolio presentation, and will have assessed their own Digital Archive and submitted at least one completed artifact with reflection.
Agenda:
1) Watch first 16 minutes of sample CAT grad. portfolio presentation.
2) Debrief video as a class and discuss similarities/differences between benchmark and graduation portfolio.
3) Students log onto Digital Archive and decide which of their unsubmitted artifacts is closest to being "ready" for Grad. Portfolio
4) Students use interview sheet to interview each other about their selected artifacts.
5) Students then trade their papers back and use their interview notes to write their reflection for that artifact.
HW: If you didn't show me your submitted artifact today, send me an e-mail after you have submitted it (specifying which artifact you submitted). If you do not do this, you will not get credit for your work today.
By the end of today's lesson, students will be able to identify the differences between benchmark and graduation portfolios, will have a sense of the depth required by the grad. portfolio presentation, and will have assessed their own Digital Archive and submitted at least one completed artifact with reflection.
Agenda:
1) Watch first 16 minutes of sample CAT grad. portfolio presentation.
2) Debrief video as a class and discuss similarities/differences between benchmark and graduation portfolio.
3) Students log onto Digital Archive and decide which of their unsubmitted artifacts is closest to being "ready" for Grad. Portfolio
4) Students use interview sheet to interview each other about their selected artifacts.
5) Students then trade their papers back and use their interview notes to write their reflection for that artifact.
HW: If you didn't show me your submitted artifact today, send me an e-mail after you have submitted it (specifying which artifact you submitted). If you do not do this, you will not get credit for your work today.
Lesson 69 and 70: Monday and Tuesday, Feb 14th and 15th
Today's objective:
By the end of today's lesson, students should have justified their proposed legislation through the drafting of a rationale statement and should have revised and refined their bills.
Agenda:
Work time on rationale and bill revision.
HW: None -- unless you didn't submit your rationale or revised bill.
By the end of today's lesson, students should have justified their proposed legislation through the drafting of a rationale statement and should have revised and refined their bills.
Agenda:
Work time on rationale and bill revision.
HW: None -- unless you didn't submit your rationale or revised bill.
Thursday, February 10, 2011
Lesson 67 and 68: February 10th and 11th, 2011
Today's objectives:
By the end of today's lesson, students should be able to draft at least one piece of legislation, per state, that meets all required conditions to be sent to committee.
Agenda:
Work time to research and draft legislation. Here is the template you can use.
HW: Bills (at least one per state) are due at the end of class on Friday, Feb. 11th.
By the end of today's lesson, students should be able to draft at least one piece of legislation, per state, that meets all required conditions to be sent to committee.
Agenda:
Work time to research and draft legislation. Here is the template you can use.
HW: Bills (at least one per state) are due at the end of class on Friday, Feb. 11th.
Lesson 65 & 66: February 7th and 8th, 2011
Today's objectives:
By the end of today's lesson, students should be demonstrate -- by writing a brief research paper -- that they are knowledgeable enough about their assigned states' resources, people, and needs to draft legislation that adequately represents their states.
Agenda:
Work time on State Mini-Research Paper
HW: This paper is due at the beginning of class on Thursday, Feb. 10th.
By the end of today's lesson, students should be demonstrate -- by writing a brief research paper -- that they are knowledgeable enough about their assigned states' resources, people, and needs to draft legislation that adequately represents their states.
Agenda:
Work time on State Mini-Research Paper
HW: This paper is due at the beginning of class on Thursday, Feb. 10th.
Tuesday, February 1, 2011
Lesson 64: Tuesday, February 1st
E-learning module on how Congressmembers choose to vote:
- click this link and scroll down to the module entitled "How a Member Decides to Vote"
- using headphones, complete the module --> this will take approximately 30 minutes
- after you have completed the module, please complete the following questions on binder paper:
- How did you decide to vote?
- Why did you decide to vote this way? What, if anything, swayed your opinion? If nothing swayed your opinion, explain why this is.
- Thinking about the district that you were representing, do you think you were acting as a delegate or as a trustee based on the way that you decided to vote and what your constituents thought about the issue? Please explain your answer thoroughly.
Lesson 64: Monday, January 31st
Today, we are watching the 2011 State of the Union address and playing BINGO with the State of the Union BINGO cards that you made during Lesson 63. The SOTU address is 61 minutes long, so this will take the entire class period.
HW: Bring in your completed Ch. 12 vocab cards and blank index cards.
HW: Bring in your completed Ch. 12 vocab cards and blank index cards.
Subscribe to:
Posts (Atom)