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Assignment Overview

In an effort to provide instruction regarding the Core Democratic Value Truth, using a fictional situation,
students will be given the opportunity to evaluate the material provided as it relates to truth in
government, and predict the outcome of the situation. Materials will be provided to extend students
knowledge in the subject area, expand vocabulary, and finally apply the information to real life context
of historically relevant truth in government.
Demographics:
Student Teacher: Jennifer Swain
Date: September 28, 2012
Grade: 6
th
grade
School: Macomb School
Physical Setting: Classroom UC1-227
School District: MISD
Title: Honest Sam

Objectives/outcomes:

Upon completion of this lesson, SWBAT explain at least 5 reasons it is important for all members of a
democratic government be truthful, and recount at least one difference between a democracy and
another form of government as it relates to the value of truth with 67% accuracy.

GLCEs/Benchmarks/Content Standards:

6 C1.1.1 - Analyze competing ideas about the purposes government should serve in a democracy and
in a dictatorship (e.g., protecting individual rights, promoting the common good, providing economic
security, molding the character of citizens, or promoting a particular religion). (15)
Procedure/Development:

Introduction:

1. Write the quote on the board, Always tell the truth. Then youll never have to remember what
you said the last time. Write: Written by an American Politician. Ask student if they can guess
who said this quote.
2.
3. Show posters hanging up with definitions. Tell students they may refer to these definitions as
needed.

4. Read this opening statement to the students. In a Democracy, as opposed to some other form
of government monarchy, dictatorship, etc. - one of the important Core Democratic Values we
need is Truth. Do you agree? Why? There is a presidential election coming up this November.
When we elect officials to government positions, do we expect them to be truthful? Why is
honesty an important Core Democratic Value? Who do we find participating in the government
that should be truthful?

5. Make an Idea Web on the board (Have students raise hands and provide answers -- Write the
word Truth, then write the responses of students around the word Truth in the center, such as
the president, judges, lawyers, voters, citizens, everyone?)

Materials needed:

Enough plain paper for every student
Posters of definitions
Tape
Handout
Pens
Pencils
Elmo or computer to display picture
Printed picture of Sam Rayburn, and website of photo

Methods Procedures:

1. Begin by distributing the handout. Tell students to keep the paper face up, and not to look at
the back yet, it will be used later in the lesson. Explain to the students that they may work
individually or in pairs.
2. Read this description of Sam.

Lets talk about a character named Sam.
Sam a Representative in the House of Representatives; these are some things you need to know
about Sam.
When he decided to go into politics, he wanted to be an honest leader.

He has made campaign promises that he will help the poor, and will not raise taxes.

He takes his job seriously, and knows that his vote will impact decisions made in the House of
Representatives, and should represent his constituents.

He also wants to do what is best for the country, to keep the government running efficiently.

3. Remind students that they will need to keep these facts about Sam in mind as they
complete the activity.

4. Ask students to read the Fictional Scenario (Ask students to volunteer take turns reading
aloud):
Government officials, like Sam are responsible for making sure the government provides
necessary services to the people. What kind of services does the government provide? Can
you think of some? Sometimes deciding what kinds of services to provide involves making
tough decisions. For our purposes, the representatives are currently debating about The
Food bill. In this scenario, a terrible drought and cold weather has caused a severe decrease
in available food for production across the country. Some farms will go out of business this
year. Many families are struggling, because of the increase cost of food due to the drought.
A new Food bill that is awaiting a decision by the House of Representatives is controversial,
and if it is passed could become a law that would provide increased supplemental food
assistance for low income families.

3. Directions for activity:

Teacher will tell students that they are going to be evaluating the Food bill, as if they
are the representative, Sam. They will be using a tool called a Pros and Cons list.

Students are instructed to take out a blank sheet of paper, fold it hotdog style and
open the paper up. The should have the paper with the fold vertical, up and down,
and write the word Pros on the left, and Cons on the right. Again remind them they
may work in pairs if they like.

Teacher will direct their attention to the definitions of what is a Pro and what is a Con
on the handout, and ask students if they have any questions.

They are told to mark their paper one time for each of the statement, in either the
Pro column or the Con column, using checkmarks.

The teacher will ask for volunteers to read the statements out loud:
(This is what will appear on the handout)
A bill is an idea that has been proposed to make into a new law. Lawmakers, known as
Representatives, carefully consider all aspects of the new law, and then take a vote. If a majority of the
lawmakers vote favorably for the bill, then it eventually becomes a law. Here are some statements
about a new bill called the Food bill that Sam will have to consider.
1. A bill has been proposed that will allow states a 10% increase in federal funding for Food
programs for low income families.

2. A childrens assistance group, called holding Hands, is distributing a petition to send to Sam
asking him to please sign the bill into law.

3. If this Food bill passes, it will cost tax payers an additional 3% from their income taxes.

4. Without the income tax increase, the only way to fund the Food bill is to get corporations to pay
more in taxes. The corporations would have to pay an additional 2%.

5. The corporations, in an effort to dissuade government officials from passing a tax increase, leak
news stories that if their taxes increase, the cost of food will go up.

6. Lawyers for the corporations try to forge a deal with the representatives, that if the Food bill is
not passed, the corporations plan to pass the corporate tax savings on to the Food programs
directly in the form of less expensive foods, although the types of food included in the price
reduction will be determined by the corporation.


7. A special interest group that supports the corporations position on the Food bill promises to
make a sizable charitable contribution to the Farmers Association which will help farmers
struggling after the unsuccessful growing season.

Teacher will ask students: Tally your results, and using the information in the Pro/Con table,
decide if Sam would vote to pass the Food bill or not. What did Sam decide? (Have
students raise hands for yes he passes the bill, or No he does not pass the bill). Is a Pro and
Con list a good tool for lawmakers to use to decide whether or not to pass a bill (Is this tool
too simple or is it sufficient for making this complex decision)? Has Sam kept all of his
promises? Are there other considerations? What are some other factors that affect the
decisions made by politicians? Can you think of any honest politicians (George Washington
or Abe Lincoln-Honest Abe?)? How about dishonest ones (Kwame Kilpatrick or Richard
Nixon-I am not a crook)?
Accommodations:
This lesson has been designed to incorporate varied level of ability. All instructions are both
written and read aloud to students (or by students). Extension of this activity is provided in the
form of inquiry based questions throughout the lesson. Students are permitted to work in pairs,
to promote collaboration and also to provide extra support for students that may need some
assistance.
Assessment/Evaluation:
Students will be evaluated throughout this lesson. Guided questions have been posed
throughout the lesson to develop the students critical thinking skills about the subject. Student
responses on the final question will be utilized to gauge whether or not each student grasps the
material, and provide feedback on any parts of the lesson that will require further practice.
Students may be given extension activities in the form of looking up specific politicians, current
issues before the House of Representatives, definitions for unfamiliar words used in this lesson,
practical uses for the Pros and Cons tool or other tools that could be used by politicians to
evaluate important government matters, etc. during small group reinforcement mini-lessons.
Conclusion:
Place the picture of Sam Rayburn on the ELMO (or if using the computer, use the website to put
the picture up). Write his name next to the quote on the board. Have students flip over their
handouts. Ask for volunteers to read the back of the paper. This will appear on the back of the
handout:

In real life, there was a politician named Sam Rayburn from Texas. He was Speaker of the
House for 17 years, from 1940 to 1960, longer than any of his predecessors. He was known
for his fairness and integrity, and he was a champion for the poor. He could not be bribed by
lobbyists (special interest groups, lawyers, political organizations, etc.) trying to buy his vote.
(http://learningtogive.org/lessons/unit498/lesson4.html)
Group question and answer assessment:
What do you think Mr. Rayburn meant by his statement?

Do you think it is important for truth and honesty from government officials? Why?

When people decide who to vote for, do they consider promises made by politicians?
Why?

Should politicians be held accountable for their campaign promises? Why might it be
difficult for politicians to keep their promises? What might happen if a politician
does not keep his/her promises?

How does our constitution protect the people from dishonesty by government
officials? In what ways do elections serve to limit the power of government?

At this point, is there anything we should add to our Idea Web for Truth?

Communication with Parents/Guardians:

The handout the students receive will require them to continue the discussion at
home and share with their caregiver. They will be asked to return the handout with a
response from the caregiver.

Final question: Take this handout home. Share this handout with your parent so you
can share what you have learned about truth in government. Ask your parent or
guardian, what they think about politicians in general in terms of truth and honesty?
Ask why they responded the way they did? Write a response here, including your
thoughts and your parents thoughts, and return your handout to receive credit.





HONEST SAM
Always tell the truth. Then youll never have to remember what you said the last time.
Written by an American Politician

Sam a Representative in the House of Representatives; these are some things you need to
know about Sam.

When he decided to go into politics, he wanted to be an honest leader.
He has made campaign promises that he will help the poor, and will not raise taxes.
He takes his job seriously, and knows that his vote will impact decisions made in the House of Representatives, and
should represent his constituents.
He also wants to do what is best for the country, to keep the government running efficiently.
Fictional Scenario
Government officials, like Sam are responsible for making sure the government provides necessary services to the people.
What kind of services does the government provide? Can you think of some? Sometimes deciding what kinds of services to
provide involves making tough decisions. For our purposes, the representatives are currently debating about The Food bill.
In this scenario, a terrible drought and cold weather has caused a severe decrease in available food for production across the
country. Some farms will go out of business this year. Many families are struggling, because of the increase cost of food due
to the drought. A new Food bill that is awaiting a decision by the House of Representatives is controversial, and if it is passed
could become a law that would provide increased supplemental food assistance for low income families.
Directions:
Take out a piece of paper and make a hot dog fold. Write Pros on left. Write Cons on right.
A bill is an idea that has been proposed to make into a new law. Lawmakers, known as Representatives, carefully consider
all aspects of the new law, and then take a vote. If a majority of the lawmakers vote favorably for the bill, then it eventually
becomes a law. Here are some statements about a new bill called the Food bill that Sam will have to consider.
8. A bill has been proposed that will allow states a 10% increase in federal funding for Food programs for low income
families.
9. A childrens assistance group, called Holding Hands, is distributing a petition to send to Sam asking him to please
sign the bill into law.
10. If this Food bill passes, it will cost tax payers an additional 3% from their income taxes.
11. Without the income tax increase, the only way to fund the Food bill is to get corporations to pay more in taxes. The
corporations would have to pay an additional 2%.
12. The corporations, in an effort to dissuade government officials from passing a tax increase, leak news stories that if
their taxes increase, the cost of food will go up.
13. Lawyers for the corporations try to forge a deal with the representatives, that if the Food bill is not passed, the
corporations plan to pass the corporate tax savings on to the Food programs directly in the form of less expensive
foods, although the types of food included in the price reduction will be determined by the corporation.
14. A special interest group that supports the corporations position on the Food bill promises to make a sizable
charitable contribution to the Farmers Association which will help farmers struggling after the unsuccessful growing
season.


A Check Mark for Con:
A vote against of the bill
A Check Mark for Pro:
A vote in favor of the bill
Who said it?
In real life, there was a politician named Sam Rayburn from
Texas. He was Speaker of the House for 17 years, from
1940 to 1960, longer than any of his predecessors. He was
known for his fairness and integrity, and he was a
champion for the poor. He could not be bribed by
lobbyists (special interest groups, lawyers, political
organizations, etc.) trying to buy his vote.
(http://learningtogive.org/lessons/unit498/lesson4.html)

Group question and answer:
What do you think Mr. Rayburn meant by his statement?

Do you think it is important for truth and honesty from government officials? Why?

When people decide who to vote for, do they consider promises made by politicians? Why?

Should politicians be held accountable for their campaign promises? Why might it be difficult for
politicians to keep their promises? What might happen if a politician does not keep his/her
promises?

How does our constitution protect the people from dishonesty by government officials? In what
ways do elections serve to limit the power of government?

At this point, is there anything we should add to our Idea Web for Truth?

Final question: Take this handout home. Share this handout with your parent so you can share what
you have learned about truth in government. Ask your parent or guardian, what they think about
politicians in general in terms of truth and honesty? Ask why they responded the way they did?
Write a response here, including your thoughts and your parents thoughts, and return your handout
to receive credit. Use extra paper if needed.
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