Matt DeKryger

Ed 302/303
Prof Keeley
11/9/14
Lessons 5-9
This unit consists of 10 lessons. Lessons 5-8 consist of exploring even deeper
into the legislative process step-by-step to gain firsthand experience as to how our lawmaking process works. It will give students a new appreciation for how difficult it is to
pass legislation through every step and become a law. There is no better way to learn
something than to try it out first hand, and since we cannot go to Washington D.C., this
is the next best thing. It is also good because students learn more through this than just
hearing about it and taking notes. Lesson 9 is a case study of the Family Medical Leave
Act.
Lesson 5:
Before this lesson begins, the teacher will choose an issue to address through
the simulation. Take it from the Exploring Congressional Legislation page used in
Lesson 1. Fill out the Issue Overview page so students have a uniform base
knowledge of the issue to be used. Students will be divided into the House and Senate;
10 students will comprise the Senate, and 20-21 the House. Split even further into
Democrats and Republicans inside each house (Republicans should control both).
Assign roles. This lesson is all about influences, so student/congressman need to think
about what influences their bill and who their bill influences in return. Homework
consists of finding out what their constituents think ask people outside of class their
opinion on the chosen issue. Fill out the provided questionnaire (it will be graded),
Senators need to ask 8 adults, Representatives need to ask 5 adults (remember
Senators have much larger constituent groups) Results will be used in later steps of the
Simulation.
Lesson 6:
This lesson focuses on the research and thought that needs to be taken into
account while working on any legislation. Now that they have heard what their
Constituents think, it is time to research the issue on their own. Students need to
research the current legislation, policies, party positions, divided opinions, interest
groups involved, etc. Afterwards, students will get in small groups and create a handout
providing relative information. Next up, introduce the sheet on proper Bill format and
have each group work on a proposed Bill House Democrats & Republicans, and
Senate Democrats & Republicans. We are skipping the Congressional Research
Service, but explain they do most of the research students just completed. Teacher
needs to make copies of each proposed Bill for every student before next lesson.
Lesson 7:
Discussion and drafting are key elements to Legislation. Lesson 7 addresses
how Legislation begins as an idea that gets translated into a Bill. A member sponsors a

Bill, but committees reshape, reword, amend, kill, etc the Bill. Begin this lesson by
distributing copies of the bills created in lesson 6. They need to also meet as political
parties to pinpoint areas of agreement and disagreement. After this, students, in their
Congressional chairs, will debate each Bill (There should be 4). As the debate is going
on, notes, thoughts, and suggested changes should be noted. Time can determine
allowed amendments, etc. After this is done wrap up the exercise by comparing
Congress to our simulation. Conclude lesson by having students revisit their exit
question in Lesson 4 and write for two more minutes on how their opinion has changed,
been challenged, or extended.
Lesson 8:
Now that bills have passed in both Houses, they each need to pass the same bill
in order to move on in the process. Differences in legislation occurs frequently, so
conference committees work out the differences between House and Senate versions.
Students will work in partners to examine the House & Senate bills. Conference
Committee is in charge of this. Four majority and three minority party members will
serve as the committee and work out the differences. After this, members of each
chamber will vote on its. If it passes both houses, the teacher/president reviews and
decides to sign it or not. This is the end of the simulation, and students will complete an
essay on the Congressional Exercise. This will begin in class, but need to be typed and
turned in formally, either on googleDocs or hardcopy.
Lesson 9:
The Family Medical Leave Act is unique because it spent roughly 6 years in
Congress, got vetoed twice by President Bush, then signed into law by President
Clinton. It dealt with mother's maternity leave and the workplace. It spanned 6
Congressional sessions. Public opinion was vital in the passing, stalling, and changing
of the bill. This lesson introduces ways in which lobbyists and interest groups worked to
influence the bill. Students will use a fishbowl technique to report how their assigned
group felt the bill should be put into law. Students also look at techniques used by
groups to shape public opinions, such as organizations or corporations (ex. NRA,
financial corporation).