TODAY’S TOPIC – The Legislative Branch
TEACHING OBJECTIVE – Having written their own bills today students will participate in a simplified mock congress to see the path a bill takes to become a law.
C.C.S.S. STANDARDS ADDRESSED – RH 11-12.9 – Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
LIFE CONNECTION – It is vital to know how a bill becomes a law in the event that you ever want to create new laws.
TEACHING AGENDA –
15 Minutes – Quick review session on what was previously learned about the Legislative Branch of the U.S. Government
15 Minutes– It will be explained to students why the room is set up to resemble the bicameral nature of the U.S. Capitol building. ( two groups of desks on the left to represent the House of Representatives and two groups of desks on the right to represent the Senate. The groups will be divided by blue painters tape). The rules and grading of Mock Congress will be explained.
15 Minutes– The bills that students created will be turned in, mixed up, and sent back out to random groups in the House and the Senate. Students will be given the remainder of this time to read over the bills and discuss them. They will have the ability to amend them if they want to.
15 Minutes- After the bills have been seen in both committees of the House and the Senate then the bills will be sent to the opposing side for consideration.
15 Minutes- In the last 15 minutes of today we will see what bills received their stamps of approval from all concerned committees so that they may be sent on to the president.
Outcome of Activity: At the beginning we had 16 student created bills to be scene in 3 House of Representative Committees and 2 Senate Comittees. By the end of the period 1 bill made it through both the House and the Senate.
STUDENT RESOURCES –
TODAY’S TOPIC – Common Elements of Crime Scenes
TEACHING OBJECTIVE – Students will visually analyze practice crime scenes in groups, verbally discover the identity of the murderer in the practice crime scenes, and write a scenario of their own with an answer.
C.C.S.S. STANDARDS ADDRESSED – RH 9-10.2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
LIFE CONNECTION – Investigation skills are very important to develop in any discipline in the legal profession so innocent people are not prosecuted and guilty people aren’t allowed to victimize others.
TEACHING AGENDA –
1st 15 Minutes – Students will be introduced to their teams in the room. They will be given instructions on how to use their white boards to write their answers down and that the beginning of the period is about team competition.
2nd 15 Minutes– Students will be presented with brief 2-3 minute video practice crime scenes complete with evidence and testimony. Based on this information they are to talk out the scenario in their group and come to an answer as to who the killer must be. The answer must be written down in full sentences and the writer has to be a different person each round.
3rd 15 Minutes– In teams students will identify the common elements they notice about every practice crime scene they have seen so far.
4th 15 Minutes- Teams are to write up their own scenario complete with a reasonable answer that another team could come to.
5th 15 Minutes- After being able to write out their scenarios they are going to exchange scenarios with each other. First team to uncover the correct answer complete with reasoning will win extra raffle tickets.
STUDENT RESOURCES –
YouTube Video – Murder Mystery #7 – This is a good example of the kinds of quick videos you saw today.