Spe 480 Signature Assignment Full Final Version

SED
480 UNIT PLAN 1

HIGH SCHOOL – THE CONGRESS
AN INTRODUCTION TO THE CONGRESS
11TH-12TH GRADE GOVERNMENT
Erin Beals
ARIZONA STATE UNIVERSITY
SED 480
SPRING 2018
SED 480 UNIT PLAN 2
STAGE 1 GOALS
I. Unit Overview:
This high school Government unit will serve as an introduction to the structure and
functions of the United States Congress in order to establish an understanding of how and to
what extent the federal legislative body is at the service of the American people. Students will
analyze the laws and processes on which Congress operates to interpret its strengths,
weaknesses and functionality overall. The basis of this analysis will focus on Congress’s history,
structure, and roles, along with the influence of politics on the Congress. Integral to this unit is
the use of several comprehensive projects and writing assignments that allow students to
contextualize the concepts they will learn. Further aiding in the contextualization of the unit
will be the content of roughly the last quarter of the unit in which the rights of a United States
citizen are previewed.
The decision to include an introduction on American citizens’ rights in a Congress unit
was made in order to emphasize the powers of the legislative branch of government relative to
the powers of the individual. When teaching the functions of Congress, it serves little purpose
to exclude the effects of those functions on the Congressional constituents whom Congress is
meant to represent. This unit is a tool to illustrate to students that while the Congress has a
great deal of power, so do citizens, as outlined in the Constitution and in various laws. Several
activities throughout the unit will emphasize this point and will give students who choose to be
active, informed citizens the resources they need to ensure that they have a voice in the
American legislative process, should they choose to exercise it.

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II. Enduring Understanding: The structure and functions of the Congress subject it to
distractions from its role as a legislative body representative of the American public, but
individuals can aid in correcting this with an understanding and implementation of the rights of
an American citizen.
III. Essential Questions:
1.) What is the structure and the function of Congress and what are the responsibilities of
the Congress and its members?
2.) What is the role of politics in the Congress and how do politics get in the way of the
responsibilities and functionality of the Congress?
3.) How can citizens exercise their rights and what rights specifically can they exercise to
make an impact on the proceedings of Congress?
IV. Key Concepts:
• Gerrymandering- A manipulation of congressional voting district boundaries in order to
favor a political party.
• Pork Barrel- A political action taken to win the approval of constituents by providing
beneficial policies or funding for the congressional district in question.
• Logrolling- The custom of voting in favor of legislation in exchange for a political
courtesy.
• Apportionment- The process by which the number of House representatives a state is
granted is determined. This determination is informed by the most recent census.

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• Speaker of the House- The appointed leader of the House of Representatives. He or she
must be a member of the current House majority party and is voted into the Speaker
position by his or her peers in the majority party.
• Majority Leader- The two leaders of the majority party in the House and in the Senate.
• Majority Whip- A key figure in the House and the Senate who keeps track of how
legislators plan to vote for a certain piece of legislation for the majority party.
• Minority Leader- The two leaders of the minority party in the House and in the Senate.
• Minority Whip- A key figure in the House and the Senate who keeps track of how
legislators plan to vote for a certain piece of legislation for the minority party.
• President of the Senate- A role that belongs to the Vice President. While the role is
mostly ceremonial, whoever fills it is tasked with the critical yet rare responsibility of
breaking ties.
• President Pro Tempore- A member of the majority party elected to act in the place of
the Vice President in his or her absence. The daily governing of the Senate is usually the
responsibility of the President Pro Tempore.
• Franking Privilege- A privilege granted to federal legislators to waive the cost of
postage. This is an instrumental advantage in congressional elections.
• Bicameral Structure- The structure of the United States Congress, one that allows for
two chambers—the House and the Senate.
• Federalism- A system of government in which there are separate federal and state
governments. Different powers belong to the federal and the state governments.
• Home-style/Hill Style- The different attitudes and priorities that legislators adopt while
in their home district or in Washington D.C.

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• Filibuster- A protest option available to Senators employed to stall the vote on a Bill of
which he or she does not approve.
• Congressional Committees- Types of groups in Congress tasked with certain
responsibilities.
• Gridlock- The inability to make political progress because of unresolved partisan issues
and the failure to compromise.
V. Standards:
Arizona K-12 Standards for Social Studies
Strand 1—American History, Concept One: Research Skills for History
PO 6: Apply the skills of historical analysis to current social, political,
geographic, and economic issues facing the world.
PO 7: Compare present events with past events:
a. cause and effect
b. change over time
c. different points of view
Strand 3—Civics/Government, Concept 2: Structure of Government
PO 3: Examine the United States federal system of government:
a. powers of the national government
b. powers of the state governments
c. powers of the people
PO 5: Analyze the structure, powers, and roles of the legislative branch of the
United States government:
a. specific powers delegated in Article I of the Constitution

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b. role of competing factions and development of political parties
c. lawmaking process
d. different roles of Senate and House
e. election process and types of representation
f. influence of staff, lobbyists, special interest groups and political action
committees (PACs)
Strand 3—Civics/Government, Concept 3: Functions of Government
PO 1: Analyze the functions of government as defined in the Preamble to the
Constitution.
Strand 3—Civics/Government, Concept 4: Rights, Responsibilities and Roles
of Citizenship
PO 1: Analyze basic individual rights and freedoms guaranteed by Amendments
and laws:
a. freedom of religion, speech, press, assembly, and petition in the First
Amendment
b. right to bear arms in the Second Amendment
c. Ninth Amendment and guarantee of people’s unspecified rights
d. civil rights in the Thirteenth and Fourteenth Amendments
e. voting rights in the Fifteenth, Nineteenth, Twenty-third, Twenty fourth,
and Twenty sixth Amendments; Native American citizenship and voting
rights (Arizona, 1948); Voting Rights Act of 1965

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f. conflicts which occur between rights (e.g., the tensions between the
right to a fair trial and freedom of the press, and between majority rule and
individual rights)
g. right to work laws
PO 2: Define citizenship according to the Fourteenth Amendment.
PO 3: Examine the basic political, social responsibilities of citizenship:
a. connections between self-interest, the common good, and the essential
element of civic virtue (e.g., George Washington’s Farewell Speech),
volunteerism
b. obligations of upholding the Constitution
c. obeying the law, serving on juries, paying taxes, voting, and military
service
d. analyzing public issues, policy making, and evaluating candidates
PO 4: Demonstrate the skills and knowledge (e.g., group problem solving, public
speaking, petitioning and protesting) needed to accomplish public purposes
Strand 5—Economics, Concept Two: Microeconomics
PO 3: Describe how government policies influence the economy:
a. need to compare costs and benefits of government policies before taking
action
Arizona K-12 Standards for English Language Arts

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11-12.RI.7: Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in print in
order to address a question or solve a problem.
11-12.RI.9: Analyze foundational U.S. and world documents of historical and
literary significance for their themes, purposes, and rhetorical features.
11-12.W.1: Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying
the most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the
major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
d. Establish and maintain a style and tone appropriate to the norms and
conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and
supports the argument presented.

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11-12.W.2: Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly and accurately through the effective
selection, organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified
whole; include formatting, graphics, and multimedia when useful for
comprehension.
b. Develop the topic thoroughly by selecting the most significant and
relevant facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of the
topic.
c. Use appropriate and varied transitions and syntax to link the major
sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and rhetorical
techniques to manage the complexity of the topic.
e. Establish and maintain a style and tone appropriate to the norms and
f. Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
11-12.W.7: Conduct short as well as more sustained research projects to answer
a question (including a self-generated question) or solve a problem; narrow or

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broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
11-12.W.9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Arizona 9-12 Standards for Educational Technology
Concept 1: Knowledge and Ideas
PO 1: Analyze, evaluate, and synthesize information to generate new ideas,
processes, or products.
Concept 2: Models and Simulations
PO 1: Predict and test the relationships amongst interdependent elements of a
digital model, simulation or system.
Concept 4: Original Works
PO 1: Create innovative products or projects using digital tools to express
original ideas.
PO 2: Use digital collaborative tools to synthesize information, produce original
works, and express ideas.
Arizona Standards for College and Career Readiness
11-12.RH.7
Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., visually, quantitatively, as well as in words) in order to
address a question or solve a problem.
. 11-12.RH.9
Integrate information from diverse sources, both primary and secondary, into a
coherent understanding of an idea or event, noting discrepancies among sources.
VI. Objectives:
1.) Students will use guided notes to map the history of the Congress in order to make
connections to why and how Congress operates the way it does today.
2.) Students will use an online simulator program to redraw congressional districts in order
to illustrate their understanding of the highly-politicized process of gerrymandering and
to display their understanding of how it can be improved.
3.) Students will use an online simulator program to come up with solutions to eradicate the
national debt in order to appreciate the complexity and nuances of the issue of
government spending and the consequences of cutting or raising the federal budget for
programs and policies reliant on the government for funding.
4.) Students will use a provided guiding graphic organizer to demonstrate their mastery of
the key structural differences and similarities of the United States Senate and the House
of Representatives.
5.) Students will use the essay writing process to respond to their choice of three different
prompts that require them to develop and articulate solutions to plausible and politically
difficult situations that force federal lawmakers to navigate opposing home-style and Hill
style duties in order to gain a federal lawmaker’s perspective, analyze the benefits and
downfalls of Federalism and examine the differences between the theoretical and actual
role of a United States legislator.
6.) Students will use PowerPoint and worksheets in order to analyze photos and songs that
detail infringements on American citizens’ rights and liberties, how these forms of
expression can create an impact and how the power of individuals can be widespread and
able to initiate change when societal injustices occur.
7.) Students will use the essay writing process to analyze their choice of a controversial
Congressional rule or procedure from an approved list and argue for its expiration or
continuation in order to demonstrate their ability to research, ability to formulate an
informed, balanced and appropriately supported argument, and their ability to decipher
how the values and needs of the country have changed over time and whether the
government has been a reflection of that or not.
8.) Students will use the process of a mock congress to collectively construct and attempt to
pass legislation as members of Congress on a topic of their choosing in order to
demonstrate their understanding of the lawmaking process and the role of committees
within the structure of Congress and their ability to respectfully, creatively and
effectively work together to craft innovative and research-backed policies based on what
they perceive to be in the public’s best interest.
9.) Students will use a variety of research resources and writing skills to research relevant
topics about which they are passionate and write a letter to the appropriate Congress
member advocating for the cause they have chosen in order to practice their persuasive
writing skills and to practice informed civic engagement.
10.) Students will use a Venn Diagram to compare and contrast the roles and responsibilities
of a member of Congress as a Congressional committee member and as a representative
in order to determine what a member of Congress’s role is.
11.) Students will use guided notes to analyze the financial aspects of a Congressional
election campaign in order to evaluate the current system of money playing a critical role
in who gets elected to Congress and who does not.
STAGE 2 ASSESSMENTS
I. This unit will include a variety of assessments designed to gauge student comprehension
on the structure and role of the United States Congress and what measures citizens can take to
recognize their rights and liberties and influence the lawmaking process. The main formative
assessments included in this unit are graphic organizers, online simulators, guided notes and
journal entries that are designed to organize students’ thinking for other formative homework
assignments such as essays and a PowerPoint. Graphic organizers aid students in visualization of
new material, while guided notes serve the primary focus of helping students organize new
information. Journal entries, in addition to helping students organize their thoughts for
homework assignments, are also intended to boost students’ writing skills and content
comprehension by repetitive practice. Finally, online simulators are a tool used in this unit to
encourage active student engagement in their learning process.
In addition to the formative assessments in this unit, the unit will also include a
summative assessment in the form of a unit exam and a performance assessment in the form of a
mock congress unit project. The unit exam will tie together all the projected student learning
outcomes. It will include a variety of different types of questions, including multiple choice, fill
in the blank, short answer and true or false. The mock congress unit project will similarly include
learning objectives throughout the unit and engage students in the process of lawmaking. The
main goal of all of the assessments in the unit is to immerse students in the process of learning
about the United States Congress, making them active rather than passive learners.
II. Formative Assessments

Graphic Organizers
Throughout the unit, students will use a variety of graphic organizers, including but not limited
to pie charts and Venn Diagrams as a way of visualizing the new information they learn. This
method of organization will help students spot key trends and similarities and differences, while
additionally providing them with another tool useful for knowledge retention by varying how the
information is presented. The graphic organizers will in some cases be used in addition to the
primary daily activity in order to organize students’ thoughts for the main activity, give students
another way of remembering material or serve as a reflection to be completed after the main
activity has been completed.
Examples include:
1.) Objective: Students will use an online simulator program to come up with solutions to
eradicate the national debt in order to appreciate the complexity and nuances of the issue of
government spending and the consequences of cutting or raising the budget for programs and
policies reliant on the government for funding. (OBJ 3)
Graphic Organizer Utilization: Once the online simulator activity has been completed, students
will then reflect on what they have learned that day and create a pie chart detailing how they
would divide the national budget. The students will be required to write a reflection explaining
why they divided the national budget the way they did, referencing information from the class
discussions, the instructor’s PowerPoint and the online simulator.
2.) Objective: Students will use a provided guiding graphic organizer in order to demonstrate
their mastery of the key structural differences and similarities of the United States Senate and the
House of Representatives. (OBJ 4)

Graphic Organizer Utilization: By incorporating a graphic organizer into a lesson on the
similarities and differences of the House and the Senate, the students will be able to better
envision the structure of Congress. This will be a useful tool when reviewing for the unit exam
and for long term retention.
3.) Objective: Students will use a Venn Diagram to compare and contrast the roles and
responsibilities of a member of Congress as a Congressional committee member and as a
representative in order to determine what a member of Congress’s role is. (OBJ 10)
Graphic Organizer Utilization: In order to come to a conclusion about the balance of a member
of Congress’s roles and responsibilities to both his or her constituents and to his or her positions
in Congressional committees, students creating a Venn Diagram will help them weigh the
different roles and responsibilities. Visually organizing these differences will help them decide
what a member of Congress should prioritize and why, referencing prior knowledge of a member
of Congress’s roles outlined in the Constitution and the partisan pressures of Congress. By
completing this activity, students will be able to formulate their own opinions on how well
current members of Congress balance their roles and responsibilities.
Online Simulators
Online simulators are a great tool to incorporate into a civics classroom as they allow students to
experiment with a variety of political and other government-related factors to discover how
altering factors yields drastically different results. Online simulators allow students to learn by
doing, which is an integral learning strategy in a social studies classroom. In this unit, students
will use two different online simulations that will illustrate the make-up of Congress and
Congress’s dilemma with the national budget.
Examples include:
1.) Objective: Students will use an online simulator program to redraw congressional districts in
order to illustrate their understanding of the highly-politicized process of gerrymandering and to
display their understanding of how it can be improved. (OBJ 2)
Online Simulator Utilization: Allowing students to use their knowledge of gerrymandering to
come up with their own solutions to redraw districts achieves two results: Firstly, students’
comprehension of gerrymandering is made clear to the instructor based on how they redrew
Congressional districts and how they justified their process and secondly, students are actively
engaged in their learning of a new topic.
2.) Objective: Students will use an online simulator program to come up with solutions to
eradicate the national debt in order to appreciate the complexity and nuances of the issue of
government spending and the consequences of cutting or raising the budget for programs and
policies reliant on the government for funding. (OBJ 3)
Online Simulator Utilization: This highly visual simulator program uses a metaphor of a sinking
ship to represent the national debt. Students have to compromise on issues that they choose in the
beginning of the simulation in order to prevent the ship from sinking. This program is a fantastic
way to emphasize to students the importance of bipartisan cooperation and the need to
compromise on some desirable solutions to issues in favor of addressing more important issues.
The simulator measures student comprehension of gridlock and its repercussions and how much
cooperation and sacrifice it takes to create a successful federal budget.
Guided Notes
Guided notes are used in this unit in order to highlight main ideas, to organize students’ thought
processes and to encourage students’ focus during a lesson. They are also incredibly useful study
tools to be referenced when studying for the unit exam.

Examples include:
1.) Objective: Students will use guided notes to map the history of the Congress in order to make
connections to why and how Congress operates the way it does today. (OBJ 1)
Guided Notes Utilization: As this lesson is the first in the Congress unit, the use of guided notes
will help students organize a large amount of new information presented to them. If they are in
need of a reminder of any basic information on the Congress throughout the unit, this set of notes
will prove very advantageous.
2.) Objective: Students will use the process of a mock congress to collectively construct and
attempt to pass legislation as members of Congress on a topic of their choosing in order to
demonstrate their understanding of the lawmaking process and the role of committees within the
structure of Congress and their ability to respectfully, creatively and effectively work together to
craft innovative and research-backed policies based on what they perceive to be in the public’s
best interest. (OBJ 8)
Guided Notes Utilization: In preparation for and during the process of the unit’s project, the
mock congress, students will use different sets guided notes to organize their thoughts and
responsibilities. Using these guided notes will help them utilize prior knowledge and keep all
information relevant to the project in one place.
3.) Objective: Students will use guided notes to analyze the financial aspects of a Congressional
in who gets elected to Congress and who does not. (OBJ 11)
Guided Notes Utilization: As the financial aspects on which Congress operates can easily
become confusing, students will use guided notes during this lesson for more guaranteed
organization. Having a structured learning process during this lesson especially will help with
retention and clearly describe money’s part in Congressional elections.
Journal Entries
As writing is heavily integrated into this unit, students will be required to respond to prompts
written and posted by the instructor in their journals or notebooks for this course on a regular
basis. Not only will these entries help assess student comprehension, but they will also be useful
for fleshing out thoughts and ideas for later, more summative projects and essays.
Examples include:
1.) Objective: Students will use the essay writing process to respond to their choice of three
different prompts that require them to develop and articulate solutions to plausible and politically
difficult situations that force federal lawmakers to navigate opposing home-style and Hill style
duties in order to gain a federal lawmaker’s perspective, analyze the benefits and downfalls of
Federalism and examine the differences between the theoretical and actual role of a United States
legislator. (OBJ 5)
Journal Entry Utilization: In preparation for writing this essay in the future, to get them into an
appropriate headspace ahead of writing the formal essay on this topic, students will for five to
ten minutes be asked to respond to the following prompt: When voting as a federal legislator on
a bill, is it more important to vote in a way that is representative of one’s home district or state or
to vote in a way that favors how more senior legislators expect one to vote? Why? Is a legislator
performing his or her role as a representative appropriately if he or she votes against the views of
his or her constituents? What factors affect a legislator’s decision to vote against his or her
constituents’ wishes? Do you agree or disagree that it is necessary to vote against one’s
constituents’ best interests in order to aim for a greater good?

2.) Objective: Students will use the essay writing process to analyze their choice of a
controversial Congressional rule or procedure from an approved list and argue for its expiration
or continuation in order to demonstrate their ability to research, ability to formulate an informed,
balanced and appropriately supported argument, and their ability to decipher how the values and
needs of the country have changed over time and whether the government has been a reflection
of that or not. (OBJ 7)
Journal Entry Utilization: In preparation for writing this essay assigned for homework, students
will be asked to respond to the following prompt at the beginning of the class period: Can you
think of aspects of Congress that are outdated or even dysfunctional? Has the government
adapted to the changing values and needs of the country? In what ways has or has it not?
3.) Objective: Students will use a variety of research resources and writing skills to research
relevant topics about which they are passionate and write a letter to the appropriate Congress
member advocating for the cause they have chosen in order to practice their persuasive writing
skills and to practice informed civic engagement. (OBJ 9)
Journal Entry Utilization: In preparation for writing this letter, students will be asked to respond
to the following prompt at the beginning of the class period: Is informed civic engagement
important for every citizen to practice? Why or why not? What is the potential impact of
informed civic engagement?
III. Summative Assessments
Unit Exam
Multiple Choice Questions:
Examples:
1.) Which of the following is not an advantage a United States Congressional incumbent has
when running for reelection? (OBJ 11)
a. Franking privilege
b. Name recognition
c. Voter discontent P
d. Institutional support
e. Campaign finance resources
2.) Senators employ their right to filibuster in order to (OBJ 8)
a. Raise money for their reelection campaigns
b. Delay voting on a piece of legislation P
c. Earn a spot on the Congressional committee of their choice
d. Draw Congressional districts in favor of their party
e. Break up Congressional gridlock
3.) Which of the following is an example of civic engagement? (OBJ 9)
a. Voting
b. Community service
c. Protests
d. Communicating wants and needs to one’s representative
e. All of the above P
4.) All of the following are examples of civil liberties granted to all United States citizens
except: (OBJ 6)
a. The right to free speech
b. The right to protection from discrimination P

c. The right to vote
d. The right to privacy
e. The right to assemble
Short Answer Questions:
Examples:
1.) Explain in 8-10 sentences why amending the national budget is so difficult for legislators.
(OBJ 3)
Acceptable answers include but are not limited to written explanations of:
• Congressional gridlock
• The consequences of cutting funding to one area in favor of another
• Public disapproval of alterations to areas that receive large portions of the
federal budget
• The current budget process allowing lawmakers to postpone addressing
the budget
2.) Answer the following question in 5-7 sentences: What are the differences between a
member of Congress’s roles and responsibilities as a representative and as a
Congressional committee member? Should a member of Congress devote more energy to
his or her constituents or to the citizens who benefit from the committee to which a
member of Congress belongs? Why? (OBJ 10)
Students will receive full credit for their answers to this question as long as they
list the differences in roles and responsibilities and thoroughly justify their
answers to where a member of Congress should devote his or her attention using
information they have learned during the unit.

3.) Answer the following question in 5-7 sentences: Is the Congress outdated? If so, in what
ways and how can Congressional structures or proceedings be modified to meet the
current needs and align with the current values of America? If not, explain why you think
Congressional approval ratings are so misleadingly low and how the Congress remains an
effective institution. (OBJ 7)
Students will receive full credit as long as they present logical answers that
reference course material and provide thorough justifications for their answers.
Fill in the Blank Questions:
Examples:
1.) ________________ is a manipulation of congressional voting district boundaries in order
to favor a political party. (OBJ 2)
Answer: Gerrymandering
2.) The different attitudes and priorities that legislators adopt while in their home district or
in Washington D.C. are known as a member of Congress’s _______________ and
_________________. (OBJ 5)
Answers: home-style and Hill style
3.) ______________ is a system of government in which there are separate national and state
governments. Different powers belong to the national and the state governments. (OBJ 5)
Answer: Federalism
True/False Questions:
If the answer is false, students will be asked to correct the false portion of the statement
Examples:
1.) The sitting Vice President serves as the Speaker of the House. (OBJ 1)
Answer: False—the sitting Vice President serves as the President
of the Senate.
2.) The House has the authority to impeach officials, while the Senate is tasked with trying
impeachment hearings. (OBJ 4)
Answer: True
IV. Performance Assessment Description
Unit Project: Mock Congress
Unit Project Objective: Students will use the process of a mock congress to collectively
construct and attempt to pass legislation as members of Congress on a topic of their choosing in
order to demonstrate their understanding of the lawmaking process and the role of committees
within the structure of Congress and their ability to respectfully, creatively and effectively work
together to craft innovative and research-backed policies based on what they perceive to be in the
public’s best interest.
Unit Project Description:
This unit’s project will be a mock congress, where students will have the opportunity to
understand the legislative process from the perspective of federal lawmakers. Students will draw
straws to determine what their role in the mock house and senate will be and what party they will
represent. They then must sign up for at least three house committees. Once in their committees
approved by party leaders, students will begin work to draft legislation which they are passionate
about and that relates to at least one of their committees. Once their bills have been drafted,
students will need to propose their bill to their respective committees, and the committees will be
responsible for voting on the bill to see if it will move forward or die in committees. If a bill is
allowed to progress to the house floor for debate and voting, this process will take place the next
day. After the house floor has decided which bills will continue on to the senate, it will
immediately go to the senate floor, as, in the interest of time, the committee process in the senate
will be skipped. Once the senate votes on legislation, the surviving legislation will go to the
president, who will either sign the legislation into law or veto it. At the end of each day, students
will be responsible for a reflective worksheet that will allow them to organize and connect prior
and new knowledge about the lawmaking process.
Unit Project Template
Signature Assignment Mock Trial (Mock Congress)
Standards:
Strand 3—Civics/Government, Concept 2: Structure of Government
-PO 5: Analyze the structure, powers, and roles of the legislative branch of the
United States government:
a. specific powers delegated in Article I of the Constitution
c. lawmaking process
d. different roles of Senate and House
committees (PACs)
-PO 4: Demonstrate the skills and knowledge (e.g., group problem solving, public

11-12.W.2: Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and
analysis of content.
a. Introduce a topic; organize complex ideas, concepts, and
information so that each new element builds on that which
precedes it to create a unified whole; include formatting,
graphics, and multimedia when useful for comprehension.
b. Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions,
concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the
topic.
c. Use appropriate and varied transitions and syntax to link
the major sections of the text, create cohesion, and clarify
the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and
rhetorical techniques to manage the complexity of the
topic.
e. Establish and maintain a style and tone appropriate to the
norms and conventions of the discipline in which they are
writing.
f. Provide a concluding statement or section that follows
from and supports the information or explanation presented
(e.g., articulating implications or the significance of the
topic).
Objectives:
1.) Students will use a worksheet assigned prior to the mock congress and a reflection
worksheet once the mock congress has concluded in order to demonstrate their
understanding of the lawmaking process and the role of committees within the
structure of Congress.
2.) Students will use the mock congress process to work together to craft innovative and
research-backed policies based on what they perceive to be in the public’s best
interest and to persuasively argue in favor of their bill when presenting it to the rest of
the “House/Senate Floor” in order to create and defend a piece of legislation and to
develop the ability to respectfully, creatively and effectively work together toward the
same goal.
3.) Students will use the process of informative or explanatory writing to construct
legislation as members of Congress on a topic of their choosing in order to propose
potential solutions to issues they deem important, relying primarily on the use of
logos to strengthen their argument as much as possible in the effort to encourage
unbiased thinking on polarizing issues.

Overview:
Rather than employing the use of a traditional mock trial, a mock congress will be used in
the Congressional unit plan instead. While mock trials have enormous value and can be used
successfully in other subjects within social studies and other units in a government course, the
use of a mock trial would be difficult to execute within a unit that focuses on the Congress in a
way that enhances students’ comprehension of how the Congress operates. This mock congress
will be implemented in the Congressional unit plan with the intent of providing students with a
more complex, memorable and personal understanding of the inner workings of the United States
Congress. It will take place over the course of three days during which students will be
responsible for a variety of activities, including but not limited to demonstrating their prior
knowledge of how the Congress works, forming Congressional committees, drafting legislation,
presenting legislation to the floors of the House and the Senate, voting on their and their other
classmates’ bills and reflecting on the process at the end of the project. A successful completion
of this project will enhance students’ ability to collaborate with others, respectfully debate their
peers, employ logos to produce writing with limited bias and comprehend what the federal
lawmaking process is like. On the following page is the original template for the mock congress
that is borrowed from former Alliance Environmental Science and Technology High School
social studies teacher Stephanie Tsai. It will be modified slightly to better suit the needs of this
unit.
Name:
Pd:
AP GOV – ESAT MOCK CONGRESS 2014
Welcome to Capitol Hill for the _________ term of Congress!

Congratulations on your recent election! All of your time spent campaigning and begging for
campaign contributions from ______________ and ______________________ have paid off. Beyond
the fabulous salary of $_______________/year, you’ll enjoy perks such as ______________________ ,
___________________________ and ______________________. You’ll serve your
__________________ by engaging in _______________________, ____________________________,
and ________________________________. Most critically to the nation, you will be engaging in
policymaking. Congress in convening in Washington DC for a session next week and you need to be
ready with proposed legislation (_________________).

Mock Congress – Accessing Prior Knowledge and Frontloading (Fri. 3/28 in class)

1. Draw a detailed diagram to demonstrate the process by which a bill becomes a law. Include any
key players and formal and informal processes along the way. Underline all key terms.


Friday, 3/28: Role Selection for

LEADERSHIP IN THE HOUSE AND PARTY IDEOLOGY

The real House of Reps has __________ members who serve _________ year terms with _______
term limits. Our Mock House has _________ members. Just like in the current House, the party in
power is the _____________________ party.

Role: ______________________________________________
1. Chosen by the ________________ party members of the House to preside
(supervise) over it
2. Appoints select and conference committees.
3. Appoints House ____________________ Committee members and its chairman.
4. Assigns _________ to standing committees to be revised before full House
action.
5. Third in the line of succession for presidency after V.P.
6. Influences agenda of the House
7. Also possesses informal powers, e.g., access to media.

Role: ______________________________ and ____________________________ (2)
1. Partisan positions chosen by party members.
2. Floor leaders and legislative strategists.

Role: ______________________________ and ____________________________ (2)
1. Assistant floor leaders.
2. Inform party leaders on "mood" of House.
3. Keep nose count on important votes.
4. Persuade party members to vote with party.
5. Liaison between party leadership and rank and file membership.

Role: Committee (5)
1. Sets legislative calendar (agenda) – “traffic cop” of the House
2. Issues rules for debate and amendment (__________ rule allows amendments
to bills; ____________ rule does not allow for amendments. Closed rule is
usually used on ________ (tax) bills.)

______________________________________________________________________________
__________________________

Party Ideology

Republicans Democrats

COMMITTEE ASSIGNMENTS

For the purposes of our Mock Congress, we will have the following standing committees, which
are actual committees in the real House. Just like in the real House, each House member will serve on
several committees. In the real House, it is ___-___ committees. For our Mock Congress, you will serve
on ____ House committees.

Name of Name of Name of Name of Name of Name of Name of Name of
Standing Standing Standing Standing Standing Standing Standing Standing
Committee: Committee: Committee: Committee: Committee: Committee: Committee: Committee
House Rules House Ways Education Energy and Homeland Transportat-ion Science, (class choice
Committee and Means and the Commerce Security and Space, and from
Committee Workforce Committee Committee Infrastructure Technology http://www.h
Committee Committee Committee ouse.gov/com
mittees/):

Committee Committee Committee Committee Committee Committee Committee Committee
Chairman: Chairman: Chairman: Chairman: Chairman: Chairman: Chairman: Chairman:

Rank and Rank and Rank and Rank and Rank and Rank and File Rank and File Rank and File
File File File File File Members of Members of Members of
Members of Members of Members of Members of Members of the Committee: the the
the the the the the Committee: Committee:
Committee: Committee: Committee: Committee: Committee:

Notes:
- Each committee must have a leader from the majority party and most of the committee’s
members must also be of the majority party (just like in the real House). Did we adhere to
these requirements?

- Each representative in our Mock Congress must serve on 3 committees. Did you sign up for 3
committees?

2. What are your assigned roles thus far in this simulation process? Do you have any specific
leadership roles? Which standing committees will you serve on in our Mock House? What types
of duties will you be expected to perform in the policymaking process? With whom will you be
interacting while Congress is in session?


3. As a Republican or Democrat, which political/ideological principles do you stand behind?
(Examples: Are you a conservative who wants to cut taxes, reduce the scope of government, crack down
on criminals, etc.? Are you a liberal who supports the expansion of social welfare programs, wants to
extend amnesty to illegal immigrants, etc.?) Remember, you are role playing, so you do not have to
hold true to your own personal beliefs!

4. What is the purpose/function/focus of the standing committees you’ve been assigned to? Use
http://www.house.gov/committees/ as a resource.
Committee #1: Committee #2: Committee #3:

5. Research and brainstorming time! Use http://www.house.gov/committees/ as a resource. Jot
down three societal/governmental concerns that each of your standing committees might have
that you would be interested in writing a bill about.

1. 1. 1.

2. 2. 2.

3. 3. 3.

Simulation Task -------- Friday, 3/28 Criteria for Success --------
Total pts.
Preparation: Did you Did you create a Do your responses to Do your responses
Completion of complete and detailed and frontloading to frontloading
reading notes, have in hand accurate questions 2 and 3 questions 4 and 5
Accessing Prior reading notes for diagram to fully demonstrate fully demonstrate
Chapters 12 and demonstrate your understanding your understanding
Knowledge, &
annotated Crash how a bill of the requirements of the standing
Frontloading Course on becomes a law? of your assigned committees and
Congress?
roles for the policies on which
simulation? you will be working?

Mock Congress – How to Write a Bill (Fri. 3/28 in-class and homework due Fri. April 4th)

After researching and brainstorming, you will draft 2-3 bills that are appropriate to your assigned
committees. The bills must be typed, written in complete sentences, formatted properly, printed (at
least 3-5 hard copies of each) and contain the following elements:

Title: Give your bill a descriptive title.
Subject: Add a one or two sentence description of the bill.
Number: Assign your bill a 4-digit number. (Bills are normally assigned a sequential number.)

Section 1: Definition of important terms.

Section 2: Explain the bill’s purpose. (Defend why we need this bill. Be sure to cite at least one piece
of research or factual evidence to defend why this bill is necessary. Describe who will be targeted by
the bill.)

Section 3: Describe the provisions of your bill. (In other words, what are the various pieces of your
bill?)

Section 4: Insert “pork” if you so desire. (Don’t know what this is? Look up pork barrel legislation!)

Section 5: Add a Penalty Clause. What will be the punishment if someone violates a provision of your
bill after it is turned into law? (This step may not be necessary for some bills, depending on the topic).

Section 6: Add an Appropriations Clause. Which department of the bureaucracy will be providing
funding for your bill? How will the financial aspect of this proposed law be funded?

Section 7: Add an Enactment Clause. (“Be it enacted by the Senate and House of Representatives of
the United States of America in Congress, that this bill will be enacted on…(insert date)).

Notes:
• Sample bills will be available for you to examine.
• Your 2-3 drafted bills will be due in hard copy on Friday, April 4 (3-5 printed copies of each).
Each should be 1-2 pages in length.

Simulation Task ---------- Friday, 4/4 Criteria for Success ----------
Total pts.
Drafts of bills Did you type 2-3 Do your bills Did you write bills Did you include
(Please note: complete bills, address real that reflect your relevant research
failure to write in complete problems in assigned committee and accurate facts
complete this sentences, and society and topics and political to support the
step will result follow the proper propose logical ideology? In other necessity for your
in inability to formatting solutions to fix words, are the bills bills? Were your
participate in demonstrated by the problems? pertinent (relevant) sources of
Day 1 of the sample bill? to your committee information cited?
simulation, Were your bills and are your
resulting in a Z printed in hard positions true to
assessment copy and your role-playing
grade) submitted during ideology?
class on Fri. 4/4?

Mock Congress Day 1 – House Standing Committee Work (Monday, 4/7 in class)

Steps for Committee Work:

1. Each Committee Chairman will decide and announce the time frame (within the 2 hour class
period) when the committee will meet. (Note: Some committee members will be double or
triple booked and therefore may not be able to make the meeting on time. This happens in the
real Congress too!)

2. The Committee Chairman decides who will present their bill first.

3. Each person on the committee will have the opportunity to present their bill to the committee.

4. For each bill, the committee members shall consider and pose the following questions to the
presenting representative:
a. Is this bill necessary?
b. Will the public approve of this idea? How many and what types of people will this bill
benefit?
c. Is this bill a good use of taxpayer money? Can you rationalize the amount being spent to
the public? Will it require the government to raise taxes?
d. Do the members of this standing committee support the idea?
e. Will this bill get bipartisan support?
f. Is the whole House likely to accept this idea?
g. Will the bill get the support of the Senate? What about the President?
h. What will it take to implement this bill if it turns into law?
i. Any other reasons you think this bill needs to “die” or be amended?

5. The committee will vote on the one bill they want to keep and pass on to the full House floor
debate. (Think: If your own committee does not believe in your bill, how can you convince the
rest of the House, Senate, President, or general public to accept it? Thus, most bills will die in
the committee process. Additionally, a bill could be pigeonholed – ignored and postponed
indefinitely – unless a discharge petition is used to get it out of committee and to the floor.)

6. By majority vote, the committee can decide to amend (make changes to) the bill. During the
mark-up session, earmarks are often added to the bill by various members of the committee.

7. You may do further research on the bill and meet with lobbyists who want to influence the
legislation.

8. You may also contact the president herself or her White House staff to ask if the Chief Executive
will extend her support to this bill.

Simulation Task ---------- Mon 4/7 Criteria for Success ----------
Total pts.
Assessment: Did you present Did your Did you actively Did your
Participation in and defend your committees participate in committees each
simulation of drafted bills to follow all of the discussions and design 1 well-
committee your committees? “Steps for revisions of the bills written and revised
Committee presented in your bill to present to
work and bill
Work”? committees? the House Rules
defense and Committee?
editing – Day 1

Mock Congress Post-lesson Reflection Day 1 (Monday 4/7)
(Use and underline relevant AP Government key terms whenever possible!)

1. Explain today’s class activities. What specifically happened within each of your standing
committees?

2. Identify and explain your specific roles in the policymaking processes today.

3. Explain any challenges, interesting revelations (A-ha! Moments), or enlightened understandings
you have about the way Congress, specifically the House of Reps, works as a result of today’s
activities.

4. What questions or areas of confusion do you currently have in regards to standing committees
and policymaking in the House of Representatives? What steps can you take to remedy these
areas of confusion?

Simulation Task ---------- Mon. 4/7 Criteria for Success ----------
Total pts.
Assessment: In your reflection, In your In your reflection, did Did you use and
Post-lesson did you reflection, did you identify underline relevant
reflection – demonstrate an you thoroughly challenges, AP Government key
Day 1 accurate describe your revelations, terms in your
understanding of roles and misconceptions, and descriptions of the

the day’s interactions honestly report out day’s simulation
simulation with other any remaining areas activities?
activities? members of our of confusion you may
mock Congress? have?
Mock Congress Day 2 - House Floor Debate (Wed. 4/9)

1. Agenda determined by House Rules Committee and influenced and led by Speaker of the
House.
2. Floor action is limited in time and nature by House Rules Committee.
3. Purpose of floor action is to debate and vote on bill to see if a majority will approve the bill.

Simulation Task ---------- Wed. 4/9 Criteria for Success ----------
Total pts.
Assessment: During floor Did you Did you actively Did your participation
Participation debate, did you demonstrate an engage in debate as a congressional
in simulation honor the rules accurate of the bills leader, party member,
– Day 2 and understanding of presented to the committee chairman,
expectations the rules and full House? Did etc. contribute to the

laid out by Mrs. procedures for floor you ask clarifying overall lawmaking
Tsai and your debate and voting questions of the process by actively
House leaders? procedures in the presenters to promoting,
House of make them compromising on, or
Representatives? explain and trying to stop a bill?
defend their bill?

Mock Congress Post-lesson Reflection Day 2 (Wed. 4/9)

1. Explain today’s class activities. What specifically happened during full House floor debate and
voting procedures?

2. Identify and explain your specific roles in the process today.

3. Explain any challenges, interesting revelations, or enlightened understandings you have about
the way Congress, specifically floor debate, works as a result of today’s activities.

4. What questions or areas of confusion do you still have in regards to committees, floor debate,
or Congressional policymaking in general?

Simulation Task ---------- Wed. 4/9 Criteria for Success ----------
Total pts.

the day’s interactions with honestly report out day’s simulation
simulation other members any remaining areas activities?
activities? of our mock of confusion you may
Congress? have?
LEADERSHIP IN THE SENATE AND PARTY IDEOLOGY

The real Senate has __________ members who serve _________ year terms with _______ term
limits. Our Mock Senate has _________ members. Just like in the current Senate, the party in power is
the _____________________ party.

Role: ______________________________________________
1. Presides over Senate.
2. Breaks ties.

Role: ______________________________________________
1. Presides over Senate if VP is absent.
2. Breaks ties.

Role: ______________________________ and ____________________________ (2)
1. Partisan positions chosen by party members.
2. Floor leaders and legislative strategists.

Role: ______________________________ and ____________________________ (2)
1. Assistant floor leaders.
2. Inform party leaders on "mood" of Senate.
3. Keep nose count on important votes.
4. Persuade party members to vote with party.
5. Liaison between party leadership and rank and file membership.

______________________________________________________________________________
__________________________

Party Ideology

Republicans Democrats


Note: Because you will already be VERY familiar with standing committee work from our House
simulation, we are skipping committee work in the Senate. It is important for you to know though that
committee work is the bulk of the work that takes place in both houses of the legislature. Also, bills can
be initiated in either house – the only exception being revenue (tax) bills which must start in the House
(in the Ways and Means committee) and then go to the Senate.

Mock Congress Day 3 - Senate Floor Debate, Conf. Committee, Presidential Signing or Veto (Fri. 4/11)
Senate floor action:

1. Agenda determined by Senate Majority Leader (working with Senate Minority
Leader)

2. Senate has unlimited debate; allows filibusters (talking bill to death). These are
especially effective at end of a term of Congress. Even threat of a filibuster is effective. It can
be ended by 3/5 vote of cloture.

3. Only Senate allows non-germane amendments ("riders"). Omnibus ("Christmas
tree")bills can result.

4. Senate allows any member to place a hold on a bill or nomination from the president.
a. Not in the Constitution, but another example of a Senate tradition. In the
past, this was a temporary delay so that, for example: 1) a Senator could
have more time to consider a bill, or 2) a Senator who was going to be absent
when a bill was considered would request that the bill be delayed until he
returned.
b. Use has been expanded in 90s as a tactic to kill bills and especially judicial
nominations.
c. Can be used anonymously.

5. Purpose of floor action is to debate and vote on bill to see if a majority will approve the
bill. (If it has already been passed by House of Reps, which for the purposes of our Mock
Congress it already will so it will then go to Conference Committee. It is important to know
that the process can take longer in the Senate due to unlimited debate and filibuster, so both
houses do not usually work at the same pace.)

Conference committee action: comprised of members from both houses, a temporary conference
committee reconciles different House-Senate versions of a bill, and then sends it back to
each house for a vote. Basically another “third house of Congress.”

Presidential action. The president has the following options:
- Sign the bill in full. Bill becomes a law.
- Veto the bill in full ---> can be overridden by 2/3 vote in both houses.
- Ignore the bill. After 10 days of sending bill to the President, the bill automatically
becomes law.
If, however, within that 10-day period, Congress adjourns (not recesses), the bill is
pocket-vetoed and does not become law.
- An outdated option (no longer legal): Congress gave the president a line item veto in the
mid-90s; however, this was struck down in Clinton v. NY (1998) as a violation of
separation of powers – in effect, use of the line item veto would have enabled the
president to legislate, a function reserved only for Congress. However, most
governors still do have the power of the line item veto.

Simulation Task ---------- Fri. 4/11 Criteria for Success ----------
Total pts.
Assessment: During floor Did you Did you actively Did your
Participation debate, did you demonstrate an engage in debate of participation as a
in simulation – honor the rules accurate the bills presented Senate leader, party
Day 3 and expectations understanding of to the full Senate? member, committee
laid out by Mrs. the rules and Did you ask chairman, etc.

Tsai and your procedures for clarifying questions contribute to the
Senate leaders? floor debate and of the presenters to overall lawmaking
voting make them explain process by actively
procedures in and defend their promoting,
the Senate? bill? compromising on, or
trying to kill a bill?

Mock Congress Post-lesson Reflection Day 3 (4/11)

1. Explain today’s class activities. What specifically happened during Senate floor debate, voting
procedures, and the fate of our proposed legislation?

2. Identify and explain your specific roles in the process today.

3. Explain any challenges, interesting revelations, or enlightened understandings you have about
the way Congress works as a result of today’s activities.

4. What questions or areas of confusion do you still have in regards to floor debate in the Senate,
Conference Committee action, presidential vetoes, or Congressional policymaking in general?

Simulation Task ---------- Fri. 4/11 Criteria for Success ----------
Total pts.

the day’s interactions honestly report out day’s simulation
simulation with other any remaining areas activities?
activities? members of our of confusion you may
mock Congress? have?

GRASPS
Goal: Students will understand the extended and complex process of how a piece of legislation
becomes a law.
Role: Students will play the roles of federal legislators of varying status and Congressional
committee members. One student will play the role of the president.
Audience and Situation: Students will present their legislation to their fellow committee
members and legislators present on the house and senate floors.
Product: The students will present their legislation, work together in committees and vote on
legislation in the hopes of having the legislation reach the president’s desk.
Standards and Criteria for Success: Students will be assessed according to the following
criteria:
• Preparedness—did the students complete the work that connects prior knowledge to the
project before the class periods? Did they draft legislation that is coherent and complete?
• Group Work—did the students work as a team to complete common goals and in a
respectful, inclusive manner? Did all students contribute an equal amount of work to the
project?
• Presentation—Did the students persuasively and professionally present their legislation to
their committees/the house and senate floors?
• Reflection—Did the students complete the reflection work that followed each day of
proceedings for the duration of the project, cementing their comprehension of the
lawmaking process?
STAGE 3 LEARNING ACTIVITIES
This stage continued below includes:
I. The United Stated Congress Unit Calendar
A day-by-day outline of the entire unit and what lessons, objectives and
summative assignments will be included where
II. A Catalog of Lessons
Brief descriptions or abstracts of the instructional activities for each day,
including lesson titles, objectives and assessments, along with five samples of
detailed lesson plans in a variety of different styles (Direct Instruction, Inquiry
Based; Deliberative Discussion; People, Space and Time; Primary Sources)

I. The United States Congress Unit Calendar:
1 2 3 4 5
Unit Introduction and L2—A Collective L3—Operation Balance L4—The Gall of L5—The Many Hats of a
Overview Congress: A Bicameral the Federal Budget (OBJ Gerrymandering: A Federal Legislator Part
Legislature’s Purpose 3) Look into the Divisive One: Are Contrasting
Lesson 1 (L1) title and and Procedures (OBJ 4) Process (OBJ 2) Home Styles and Hill
objective (OBJ)—An Direct Instruction Styles Necessary or
Introduction to the Lesson Plan Inquiry Based Lesson Hypocritical? (OBJ 5)
United States Congress Plan
(OBJ 1) Homework: Redesigned Deliberative Discussion
federal budget pie chart Homework: 1-2 page Lesson Plan
and reflection, print and reflection with image of
add to this unit’s section your original district(s) Homework: 2-3 page
in your binder for this attached, print and add home style/Hill style
class to your class binder essay, hard copy due in
class Monday
6 7 8 9 10
L6—The Many Hats of L7—An Antiquated L8—Congressional Cash: L9—Power to the L 10—Power to the
a Federal Legislator Part Assembly: Congress’s Money’s Role in People Part One: The People Part Two: Types
Two: Determining a Preventions from Congress’s Elections and Invaluable Rights and of Civic Engagement, Its
Proper Balance as a Adapting to Changing Beyond (OBJ 11) Liberties of United Importance and Its Impact
Representative Working Times (OBJ 7) States Citizens/The Act (OBJ 9)
in Congressional of Protest (OBJ 6)
committees and for Primary Sources Introduce Mock Congress
Constituents (OBJ 10) Lesson Plan People, Space and Unit Project and assign
Time Lesson Plan roles/committees
Hard copy of L5 essays Homework: 1-2 page Abstract
due short persuasive essay Homework: Mock
on why a chosen Homework: PowerPoint Congress Unit Project
controversial analyzing another photo preparation/organization
Congressional rule or of a protest or a protest assignments, complete
procedure should be song, due Monday and include in your class
renewed or expired, hard binder
copy due in class
Thursday
11 12 13 14 15
L 11—Unit Summative L 12—Unit Summative L 13—Unit Summative L 14—Unit Exam UNIT EXAM
Assessment 1: Assessment 1: The Assessment 1: The Review Day
Introduction to the Mock Congress Project Mock Congress Project Student binders with all
Mock Congress Unit cont’d. (OBJ 8) Conclusion (OBJ 8) Homework: Study for accompanying
Project (OBJ 8) tomorrow’s unit exam, assignments for this unit
Mock Trial Variation Mock Trial Variation prepare class binders to due
Mock Trial Variation be turned in
Homework: Finish the Homework: Complete the Homework: Finalize
Student L9 PowerPoints day in committee Mock Congress Unit returned in-progress
due reflection assignment, Project reflection letters from L10 class,
the pre floor debate assignments and add to bring hard copy on
Homework: Finish assignment and add to your binder Monday to wrap up unit
writing legislation if class binder. Prepare for closure
needed and prepare to participation in the
present your bills to your House and Senate floor
committees in class debates/votes tomorrow.
tomorrow.
II. Catalog of Lessons
Day 1
Lesson Title: “An Introduction to the United States Congress”
Objectives:
• Students will use guided notes to map the history of the Congress in order to make
Activities:
1.) Do Now: Students will respond to the following prompt in their journals for this course: In
your journals, write on your current impressions of Congress and rate, on a scale from one to
five, how much you think you understand about Congress as an institution.
2.) Interactive instruction presentation and discussion on the introductory information about
Congress. Students will follow along with the interactive presentation on their personal
computers and complete provided guided notes. Key information in interactive notes will be
discussed in groups and by the whole class. Students will be asked to share their
conclusions/connections formed in guided notes. Additionally, the instructor will circulate the
room while students are working on guided notes and ask students who most likely will not
volunteer to share with the class to ensure all students’ comprehension.
3.) Exit Ticket: Students will respond to the following prompt: Answer these questions in 5-7
sentences on a separate sheet of paper to turn in while leaving the classroom: 1.) What is one
way that Congress’s history has shaped the current Congress? What has changed and why do you
think it has? What has stayed the same and why do you think it has?
Assessments:
Comprehension checks this lesson will come in the form of analyzing the students’: verbal input
during class discussion, exit ticket responses and guided notes
Day 2
Lesson Title: A Collective Congress: A Bicameral Legislature’s Purpose and Procedures
Objectives:
• Students will use a provided guiding graphic organizer in order to demonstrate their
mastery of the key structural differences and similarities of the United States Senate and
the House of Representatives. (OBJ 4)
Built off of/Referenced/Reinforced Learning Goals and Objectives from Earlier in the
Unit:
Activities:
1.) Diagnostic Kahoot quiz
2.) Continue introductory interactive Congress presentation, but with students using a guiding
graphic organizer. Students will be asked to engage in think-pair-share several times throughout
the lesson.
Assessments: Comprehension checks this lesson will come in the form of analyzing the
students’: Prior knowledge using their responses from the introductory Kahoot quiz, verbal input
during class discussion and think-pair-share and completion of their guiding graphic organizers
Day 3
Lesson Title: Operation Balance the Federal Budget
Objectives:
• Students will use an online simulator program to come up with solutions to eradicate the
government funding and the consequences of cutting or raising the budget for programs
and policies reliant on the government for funding. (OBJ 3)
Federal Budget Lesson Plan
Author: Erin Beals
Content Area: Civics/Government
Grade Level: Grade 11-12
26 February 2018
Lesson Length: 60 min
I. Standards
Arizona K-12 Standards for Social Studies:
of Citizenship—PO 4: Demonstrate the skills and knowledge (e.g., group
problem solving, public speaking, petitioning and protesting) needed to
accomplish public purposes
Strand 5—Economics, Concept Two: Microeconomics—PO 3: Describe how
government policies influence the economy:
a. need to compare costs and benefits of government policies before taking
action
Arizona K-12 Standards for English Language Arts:
11-12.W.7: Conduct short as well as more sustained research projects to answer a
question (including a self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
Arizona 9-12 Standards for Educational Technology:
Concept 1: Knowledge and Ideas—PO 1: Analyze, evaluate, and synthesize
information to generate new ideas, processes, or products.
Concept 2: Models and Simulations—PO 1: Predict and test the relationships
amongst interdependent elements of a digital model, simulation or system.
II. Student-Friendly Objective
1. Students will use an online simulator program to come up with solutions to
eradicate the national debt in order to appreciate the complexity and nuances of
the issue of government funding and the consequences of cutting or raising the
budget for programs and policies reliant on the government for funding.
III. The Why
• Students will understand that the topic of government spending is one that is not easily
approachable because of potential political and social repercussions of making changes to
the budget.
• Students will use their prior knowledge about politics’ role in the Congress to gain a
deeper understanding of apportionment.

• Students will further develop a sense of what is important to them personally by
examining how much the government spends in certain areas.
IV. Materials Needed
1.) A copy of a pie chart that details how much federal government spending goes where for
each student
2.) Personal computers
3.) Government textbooks
4.) Pens or pencils and notebooks
5.) A copy of a blank pie chart and instructions for a written reflection for homework for each
student
6.) Access to the internet
7.) Online simulator “Fiscal Ship” found at https://fiscalship.org/
8.) PowerPoint
V. Warm Up
• Upon entering the classroom, students will take their seats and the instructor will ask
them to analyze the federal spending pie chart already provided for each of them on their
desks.
• Once a few minutes have passed, ample time for looking over the pie chart, the instructor
will verbally alert students as to what the daily objective is and the importance and
relevance of the day’s lesson.
VI. Anticipatory Set/Grabber
The instructor will then ask students to envision themselves as a federal lawmaker answer the
following questions on a sheet of paper:

a.) What surprised you when reviewing the federal budget?
b.) If you could, would you make any changes to it right now? What changes would you make?
c.) Do you think that the government should be spending more or less right now? Why?
VII. Instruction
• The instructor will stop the students after giving them an adequate amount of time to
thoroughly answer the questions from the anticipatory set and ask students to form
groups of no more than four.
• Once groups are formed, the instructor will ask each group to conduct a student-lead
discussion about their anticipatory responses. The instructor will remind students to
respect any differing opinions and to make sure to listen to each point made, rather than
waiting for their turn to speak. The teacher will serve as a sort of moderator walking
around to each group and making sure these expectations are met and emphasizing the
need for students to justify their answers or make an informed argument for any opinion
stated. The quality of these discussions and the points made will be treated as an
assessment.
• The class will then regroup to take notes on a quick PowerPoint created by the instructor
on the federal budget.
• Once the PowerPoint has concluded, students will be asked to take out their computers
and go to an online simulator that will prompt them to balance the federal budget, which
they will be allowed to navigate for the rest of class to come up with as many different
combinations of policy changes for solutions as possible.

• While working on the simulator, the instructor will circle around the room and ask
guiding questions to make sure students understand the concepts presented to them and
clear up any confusion.
• In the last few minutes of class, the instructor will hand out and explain the worksheet
assigned for homework.
VIII. Assessment
The assessment portion of the lesson will happen continuously throughout the lesson, from the
instructor asking clarifying questions, to responses during group discussions, to work on the
online simulator. This is shown through the instruction portion of the lesson plan.
IX. Closure
Shortly before going over the homework, the instructor will ask students to return to their
answers to the introductory set and consider whether any of their responses have changed. The
instructor will then call on a few volunteers to ask them to share how their answers might have
changed and why. This will serve as a segue into explaining the homework, as in the written
reflection portion of their homework students will have to detail their takeaways from their group
discussions and the online simulator.
X. Independent practice/Homework
The students will be given the worksheet included at the end of the lesson to be completed as
homework. It will be due the next class period and will serve as a check for understanding
activity, a post-instruction assessment. Students will be graded on their grasp of the material as
well as their ability to justify their opinionated responses in the written reflection. The written
reflection should note any departure from opinions expressed in the anticipatory set and why any
opinions may have changed.

XI. Reflection
How well the lesson is going will be constantly evaluated through the execution of the activities
of the lesson, as well as the worksheet assigned as homework.
Homework Worksheet
Instructions: Think back to the activities we completed in class covering the federal budget and
federal spending, especially the Fiscal Ship online activity and the anticipatory set questions on
the federal spending pie chart. You will now have the opportunity to redesign that pie chart in a
way that you see fit and in a way that is fiscally feasible (as in, your proposed budget must be
reasonable and could hypothetically be implemented if you had the power to do so). Think about
what issues the government spends money on that are important to you and that you think would
serve the public the best should they be allowed more funding. However, as covered in the online
simulator and in the PowerPoint, raising and cutting federal funds cannot occur without
consequences of some kind, so be sure to budget mindfully. On the back of this paper, write a 3-
4 paragraph reflection on why you designed the budget the way you did that is persuasive and
backed by research. Be sure to explain why any opinions of yours changed between the
anticipatory sets and completing this assignment.
*Pie Chart template would be attached if this worksheet were actually being assigned.
Day 4
Lesson Title: The Gall of Gerrymandering: A Look into the Divisive Process
Objectives:
• Students will use an online simulator program to redraw congressional districts in order
to display their understanding of how it can be improved. (OBJ 2)

Gerrymandering Lesson Plan
Author/: Erin Beals
Content Area: Civics/ Government
Grade Level: Grade 11/12
8 April 2018
I. Standards
Strand 3—Civics/Government, Concept 2: Structure of Government—PO 5:
Analyze the structure, powers, and roles of the legislative branch of the United
States government:
committees (PACs)
Arizona 9-12 Standards for Educational Technology

Concept 2: Models and Simulations—PO 1: Predict and test the relationships
amongst interdependent elements of a digital model, simulation or system.
II. Objectives
1.) Students will use an online simulator to redraw Congressional districts in order to
demonstrate an understanding of how politics influence and potentially obstruct the
Congressional election process in the United States
2.) Students will use the writing process to analyze and reflect on gerrymandering in the
United States in order to evaluate its flaws and propose solutions for a more fair
election process and representation.
III. The Why
• Students will use their prior knowledge of the role of politics in Congress to understand
how political parties can influence elections.
• Students will recognize that Congressional elections are not determined by the values of
the state alone—the outcome is largely due to how Congressional districts are drawn
• As they are juniors and seniors in high school and will be granted the right to vote
imminently, students will cultivate their own opinions and solutions regarding
gerrymandering considering their roles as future voters.
1.) Personal notebooks/journals
2.) Personal computers
3.) A satirical YouTube clip of a comical take on the process of gerrymandering
4.) Pens/pencils
5.) Access to the internet

6.) Online simulator that allows students to redraw Congressional districts according to the
demographics of the state
7.) Instructional PowerPoint
V. Warm Up
• Upon entering the class, students will take their seats and get out their notebooks for the
class and a writing utensil.
• They will then be given about ten minutes to write a journal entry about their perception
of the role of politics in Congress and Congressional elections, based on both what they
have previously learned in the course and their own assumptions.
• Once the ten minutes is up, the instructor will draw the students’ attention to the board,
where the daily objective will be written, and verbally explain it, along with the purpose
of the lesson, stressing its importance and relevance to soon-to-be voters.
The instructor will then play an amusing yet informative video clip detailing the practice of
gerrymandering. Once the video is over, students will partner up with the person sitting next to
them to discuss their journal entries and their thoughts on the video clip.
VII. Instruction
• After about five minutes of group discussion, the instructor will then ask the students to
regroup for a full class discussion. The instructor will ask students to share their
impressions of the video.
• Once the full class discussion winds down, the instructor will then transition to the use of
a PowerPoint for a brief lecture on the essential information on gerrymandering. The
instructor will ask questions that prompt students to make connections to prior knowledge
and that gauge student understanding. Students will be expected to take notes on the
PowerPoint.
• Now equipped with the basic knowledge they need to complete the primary in-class
activity, students will be directed to a website with an online simulator that allows them
to redraw Congressional districts in a way that is more logical and sensitive to state
demographics than the current district shapes.
• While students are experimenting with the simulator, the instructor will circulate around
the room, answering any questions and asking why students are drawing the districts the
way they are. Students will be expected to be able to justify their drawings to the
instructor.
• Once students have created at least five districts that they are proud of, they will be asked
to write a 1-2 page reflection on what they have learned in class about gerrymandering
and propose a solution using one of their original districts as an example. Students will be
expected to describe the factors they took into account when drawing their district and
how they addressed those factors to create a district that would be fairly represented in
Congress.
VIII. Assessment
The assessment of how well students are understanding the material will happen continuously
throughout the class period. Group and class discussions will indicate students’ comprehension
level. Evidence of comprehension will also be present in successful interaction with the online
simulation and completion of the reflection.
IX. Closure
With five minutes left in class, the instructor will ask students to stop working and regroup as a
class. The instructor will then ask for volunteers to share how they have chosen to divide up a
district and provide their rationale with the class. Students will also be asked to give their input
on how they think the makeup of Congress would change if the process of gerrymandering were
eradicated.
X. Independent Practice/Homework
The students will be instructed to finish what they have started regarding their reflections, which
will be due the following day. Students will be asked to include a screenshot of the
Congressional districts that they drew and referenced in their reflections.
XI. Reflection
The instructor will consistently reflect on the effectiveness of the lesson and be prepared to adapt
the lesson if it is evident that the students are struggling with comprehension. Once the lesson is
over, further reflection will take place when the instructor reads the students’ reflection. If
necessary, the instructor will review any concepts that are deemed unclear through the content of
the students’ writing in future lessons.
Day 5
Lesson Title: The Many Hats of a Federal Legislator Part One: Are Contrasting Home Styles
and Hill Styles Necessary or Hypocritical?
Objectives:
• Students will use the essay writing process to respond to their choice of three different
role of a United States legislator. (OBJ 5)
Unit:
Home Style vs. Hill Style Deliberative Discussion Lesson Plan
Author: Erin Beals
I. Standards
of Citizenship
PO 4: Demonstrate the skills and knowledge (e.g., group problem solving, public

II. Objective
1. Students will use the essay writing process to respond to their choice of three different
role of a United States legislator.
III. The Why
• Students will investigate the different legislative styles of representatives dependent on
whether representatives are in D.C. or their home districts/states to come to an
independent conclusion about the role of a legislator in reality and in theory, how the role
changes and whether representatives fulfill their roles in a satisfactory manner.
• Identifying differing home and Hill styles is useful for students who will soon be of legal
age to vote, because they will be able to determine how well their interests would be met
by looking for changes in words and actions of representatives.
1. Personal notebooks/journals
2. A YouTube clip of a contentious John McCain town hall meeting
3. Writing utensils
4. Personal computers
5. List of examples of politically challenging situations for homework assignment
V. Warm Up
• Upon entering the classroom, students will take their seats and respond to the following
prompt in their journals: Journal about how a legislator might act or be influenced
differently depending on whether he or she is in D.C. or in his or her home district. This
entry will serve as a prewrite for the homework assignment.
• Students will be asked to share their thoughts with the person sitting next to them.
• The instructor will verbally state the daily objective, in addition to it being written on the
board.
The instructor will then play a video of a heated town hall that portrays Senator John McCain
needing to justify his Hill style actions and decisions to his constituents. Once the video is over,
the instructor will ask for the students’ thoughts on it and any applicable follow-up questions.
VII. Instruction
• The instructor will then begin a short interactive Peardeck presentation that covers the
basics of different home style/Hill style legislative approaches. Once the basics are
covered, the instructor will ask students to discuss what the role of a legislator really is.
• Groups of no more than four will form to discuss the question, their opinions and any
opposing views.
• The instructor will ask the groups to share their conclusions and will record them on the
board
• Students will be redirected to the Peardeck presentation where each group will be
assigned a link to a resource that provides a unique point of view on the matter. They will
be asked to click on the link, explore the resource and talk about what new perspective
this resource provided and if it was enough to impact their original answers in their same
small groups.
• After adequate discussion time has been provided, the class will reconvene for a full class
summary and discussion about the topic, what ideas changed and why as a debriefing
exercise.
VIII. Assessment
Comprehension checks this lesson will come in the form of analyzing the students’: insightful
contributions made during the in-class deliberative discussion and the quality of their essays
assigned for homework.
IX. Closure
Exit Ticket: After our deliberative discussion in class today, what is the role of a member of
Congress? What should a MoCs primary objective be? Is it hypocritical to act and speak one way
at home and one way on the Hill? Is it necessary? In what ways?
Essay Prompt: Write an essay that comes up with potential solutions to your choice from a
provided list of a politically challenging situation for legislators that cause them to navigate
opposing home style and Hill style duties (2-3 pages, due Monday).
XI. Reflection
The effectiveness will consistently be assessed by the instructor by closely monitoring student
research and discussions. While ideally the instructor will not intervene too much in a
deliberative discussion, guiding questions will be used to get students back on track if needed.
Additionally, the quality and content of the students’ essays will be another indicator of how well
students comprehended the material.
Day 6
Lesson Title: The Many Hats of a Federal Legislator Part Two: Determining the Proper Balance
as a Representative for Both Congressional Committees and Constituents
Objectives:
• Students will use a Venn Diagram to compare and contrast the roles and responsibilities
in order to determine what a member of Congress’s role is. (OBJ 10)
Unit:
Activities:
1.) Do Now: Journal and share responding to the following prompt: A federal legislator was
elected to represent his home state or home district constituents. Upon arrival to Congress, his
major committee assignment not only does not align to the values and needs of his constituents,
it directly opposes them. What should he prioritize, committee work or his constituents? Why?
What are some reasons why he would not prioritize what he should?
2.) Student-led learning and discovery of the day’s topic, small group collaboration on research
that they will be in charge of conducting themselves and discussion with frequent input and
questions from the instructor
3.) Small group collaboration on Venn Diagram using the information they researched and
discussed
4.) Exit Ticket
• Exit Ticket: Respond to the following question in 5-7 sentences on a sheet of paper to
turn in at the end of class: After today’s class, did your views on where a representative’s
loyalty should lie? If so, how and why? If not, why not? Be sure to cite relevant
information from class
students’: Ability to work together to research and come to conclusions on a new topic without a
straightforward method of instruction delivered to them by a teacher, participation in partner
discussion and group work, completed quality Venn Diagrams and exit ticket responses.
Day 7
Lesson Title: An Antiquated Assembly: Congress’s Preventions from Adapting to Changing
Times
Objectives:
• Students will use the essay writing process to analyze their choice of a controversial
government has been a reflection of that or not. (OBJ 7)
Unit:
Congressional Rules and Procedures Primary Sources Lesson Plan
Author: Erin Beals
I. Standards

PO 7: Compare present events with past events:
a. cause and effect
b. change over time
c. different points of view
11-12.RI.9: Analyze foundational U.S. and world documents of historical and
literary significance for their themes, purposes, and rhetorical features.
11-12.W.1: Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of
the claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that logically sequences claim(s),
counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the
most relevant evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge
level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major
sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
d. Establish and maintain a style and tone appropriate to the norms and
e. Provide a concluding statement or section that follows from and supports
the argument presented.
II. Objective
1. Students will use the essay writing process to analyze their choice of a controversial
government has been a reflection of that or not.
III. The Why
• By comparing the past and present rules and procedures of Congress’s legislative branch
through primary and secondary sources, students will be able to determine if the
Congress is as representative of American citizens as it was intended to be.
1. Journals/Notebooks
2. Writing utensils
3. Personal computers
4. Access to online primary sources
5. SOAPS primary source templates
6. Passages from The Best of Intentions: The Triumphs and Failures of the Great Society
Under Kennedy, Johnson and Nixon by Irwin Unger

V. Warm Up
Upon entering the classroom, students will be asked to journal responding to the following
prompt: What is Congress’s role as an institution? Do you think it is upholding its role currently?
Why or why not?
After students have had a sufficient amount of time to journal their responses, the instructor will
ask students to partake in a mini deliberation on the day’s topic before introducing them to any
material or information on it. This deliberation will be opinion-based and will be an exercise to
reflect upon when writing an essay for homework. While the students will not have access to
information on the topic, they will be encouraged to reference their journal responses completed
earlier in the period and any applicable information previously covered in the unit. The guiding
topic of deliberation will be: Can you think of aspects of Congress that are outdated or even
dysfunctional? Has the government adapted to the changing values and needs of the country? In
what ways has or has it not?
VII. Instruction
1.) Once sufficient time is allotted for a student-led deliberation, students will be broken up into
groups of no more than four to begin primary and secondary source analysis.
2.) Every group will read Article 1 of the Interactive Congress, which is lightly annotated by
pointing out changes to the Constitution that have since been made.
3.) Once students within the group are finished they will individually fill out the SOAPS form.
Students will discuss their interpretations of the document and their SOAPS answers within their
groups once everyone is finished. They will be encouraged to keep in mind the role they think
Congress was designed to serve and how the role has shifted to meet the changing needs of the
country.
4. Students will repeat this process with an example of Congress’s responsiveness to programs
laid out by the executive branch in the mid-20th Century. They will be asked to consider the
same questions, in addition to searching for possible motives for and potential benefits of such a
large push of legislation. They should also compare their impression of the new secondary
source with the primary source.
5. With about fifteen minutes left in class, the instructor will ask students to engage in a full
class discussion on their conclusions. Any viewpoints that have changed or any insightful
realizations or connections will be encouraged. The instructor will then assign the homework
essay and ask students to reflect on the class activities and sources when writing their papers.
VIII. Assessment
Comprehension checks this lesson will come in the form of analyzing the students’: completion
of the SOAPS Primary Source Think Sheet, to be used as a pre-write/citation resource for the
essay assigned for homework, and the quality and content of their essays.
IX. Closure
The instructor will ask the class to regroup to have a brief discussion on student findings as a
closure activity.
Essay Prompt: Choose one Congressional rule or procedure from an approved list that has some
controversy surrounding it regarding its appropriateness in the 21st Century and argue either for
its renewal or its expiration (1-2 pages, due Thursday)
XI. Reflection
The reflection of how well the lesson is being received by students will be consistently
monitored by the instructor, who will be circulating the room during student-led discussions to
hear student insights and provide guidance when needed. The responses of the SOAPS forms and
the quality and content of student essays will also be indicators of student comprehension.
Day 8
Lesson Title: Congressional Cash: Money’s Role in Congress’s Elections and Beyond
Objectives:
• Students will use guided notes to analyze the financial aspects of a Congressional
Unit:

Activities:
1.) Interactive presentation on Congressional finances that corresponds with guided notes
provided for the students to complete
2.) Information about and roles/committees assigned to students for upcoming Mock Congress
Unit Project at the end of the lesson, now that students have most of the information about
Congress itself they will need for the unit project. Students will be asked to start thinking about
legislation they would be interested in writing for the project.
students’: Completion of guided notes and participation in class and partner discussion within the
presentation.
Day 9
Lesson Title: Power to the People Part 1: The Invaluable Rights and Liberties of United States
Citizens/The Act of Protest
Objectives:
• Students will use PowerPoint and worksheets in order to analyze photos and songs that
detail infringements on American citizens’ rights and liberties and how these forms of
able to initiate change when societal injustices occur. (OBJ 6)

Unit:
Activities:
1.) Do Now: Journal and Share

• Journal in response to the following prompt: How can photos, songs or other similar
forms of expression capture the social, cultural or political strife of a time period? Why
do you think these expressions of current events resonate with people? What power do
they hold?
2.) Class discussion on journal entry prompt and responses
3.) Quick interactive presentation on rights and liberties, especially in the context of protest
4.) Completion of the People, Space and Time Image Analysis Worksheet on same assigned
photo for the whole class:


https://mashable.com/2018/03/13/gun-violence-protest-shoes-congress/#NKuhU6QgTPqN
5.) Completion of annotation and analysis of a protest song of a student’s choosing from an
approved list
6.) Reconvene as whole class to discuss findings as closure and to help with guidance on the
homework assignment

7.) Assign homework
• Homework: Find a photo of another protest or choose another protest song from the
approved list. Create an in-depth analysis PowerPoint about the photo or song you chose.
In the PowerPoint be sure to include a detailed analysis on the first few slides (backed by
research), why you chose the image or song you did, how it expresses the public attitude
of the time, what rights or liberties are either alluded to or addressed directly in the piece,
what rights or liberties made piece possible and how more creative mediums such as
photography or music can be an effective form of protest, inspire protest or reflect on
protest. What rights or liberties could be compromised or even nonexistent if these forms
of expression were forbidden? How do these mediums both capture and cause reactions?
How does this exposure serve as a both a protection and demand of our rights and
liberties?
students’: Completion of the People, Space and Time Image Analysis Worksheet; Completion of
annotation and analysis of a protest song from an approved list.
Day 10
Lesson Title: Power to the People Part 2: Types of Civic Engagement, Its Importance and Its
Impact
Objectives:
• Students will use a variety of research resources and writing skills to research relevant
writing skills and to practice informed civic engagement. (OBJ 9)
Unit:

Activities:
1.) Yes or no opening activity and student deliberation while partnered up.
• Directions for the yes or no activity: For each activity on a list provided for you, write yes
or no in regard to whether you think the activity is a type of civic engagement. Be
prepared to compare answers with a partner and to participate in a class discussion about
what civic engagement and its purpose is.
2.) Class discussion on basics of civic engagement
3.) Conduct in-class research on civic engagement
4.) Write short but research-backed letter to an appropriate member of Congress about issues
students are passionate about, which students will edit and send once revisiting it at the end of
the unit as part of unit closure and connection of content to the real world.
5.) Instructor will explain what tomorrow will look like as the first day of the Mock Congress
and assign accompanying homework
students’: completion of civic engagement research, discussion participation and writing a
researched-backed letter to a member of Congress.
Day 11
Lesson Title: Unit Summative Assessment 1: Introduction to the Mock Congress Unit Project
Objectives:
• Students will use the process of a mock congress to collectively construct and attempt to
they perceive to be in the public’s best interest. (OBJ 8)
Unit:
Activities:
1.) Student meetings with fellow committee members that were chosen at random, along with
what committees and roles students received
2.) Committees will discuss what their purposes are and what kind of legislation they would
likely draft
3.) Students then transition into individual research for legislation they want to write on their
own
4.) Assign homework
• Finish writing legislation if needed and prepare to present your legislation to your
committees in class tomorrow.
students’: Student-conducted research on issues students are passionate about enough to inspire
the bill(s) they would like to draft. Then, writing quality, research-backed legislation that
addresses a legitimate need and could feasibly pass (in other words, no bills that would be
unreasonable or inapplicable in real life) and their application and demonstrated comprehension
of previous material covered in the unit.
Day 12
Lesson Title: Unit Summative Assessment 1: The Mock Congress Project cont’d.
Objectives:
Unit:

Activities:
1.) Students will immediately meet with their committees and begin committee work
2.) All members will present their drafted legislation

3.) Students will debate and vote on bills and, to represent the vast majority of bills dying in
committee, only one bill may pass per committee
4.) The chosen bill will undergo any amendments the committee decides on in preparation for the
House and Senate Floor debates
5.) This process will repeat until all committees have had a chance to complete committee work
6.) Assign homework:
• Finish the day in committee reflection assignment, the pre floor debate assignment and
prepare for participation in the House and Senate floor debates/votes tomorrow.
students’: debating, voting on and amending bills in a collaborative, respectful manner that
demonstrates an understanding of how a Congressional committee functions when considering
legislation and their application and demonstrated comprehension of previous material covered
in the unit.
Day 13
Lesson Title: Unit Summative Assessment 1: The Mock Congress Project Conclusion
Objectives:

Unit:
Activities:
1.) The bills that have made it to the House/Senate floors will undergo debates and then the
members of Congress will vote to pass the bills or not
2.) Remaining bills will be sent to the President’s desk, where he or she will choose to sign or
veto. If signed, the project will have come to a successful end. If vetoed, students will be
expected to know what Congressional actions they must take next.
3.) Assign Homework

• Homework: Complete the Mock Congress Unit Project reflection.
students’: presenting, debating and voting on bills in a collaborative, respectful manner that
demonstrates an understanding of how the House and Senate floors operate when considering
legislation. Correct procedures regarding Presidential action are demonstrated as well once the
surviving bills make it to the White House. Their work on the house and senate floors will also
be evaluated for application and demonstrated comprehension of previous material covered in
the unit.
Day 14
Lesson Title: Exam Review Day
Reviewed Learning Goals and Objectives from Earlier in the Unit:


Activities:
1.) Students will have a chance to interact in class activities and group and individual study to
prepare for tomorrow’s unit exam
2.) Assign Homework
• Homework: Study for the unit exam tomorrow
Day 15
Lesson Title: Unit Summative Assessment 2: Unit Exam
Objectives Assessed:


Activities:
1.) Students will have five minutes to look over materials one more time or ask any last-minute
questions. The will then need to turn in their class binders with their completed cumulative unit
work
2.) Students will complete the unit exam
3.) Upon turning in their exams, students will have their letters to members of Congress returned
to them to finalize.
4.) Assign homework

• Homework: Finalize returned letter addressing member of Congress for the class to mail
together after the weekend as unit closure.

References
C-SPAN. (2013, November 12). John McCain town hall: John McCain discusses continuing
resolution of budget [Video file]. Retrieved from https://www.c-
span.org/video/?c4472927/john-mccain-town-hall
Comedy Central. (2013, October 2013). American horrible story: Gerrymandering [Video file].
Retrieved from http://www.cc.com/video-clips/0adjfq/the-daily-show-with-jon-stewart-
american-horrible-story---gerrymandering
Davidson, R. H., & Oleszek, W. J. (1985). Congress and its members (15th ed.). Washington,
D.C: CQ Press.
Drake, F. D., Nelson L. R. (2005). Engagement in teaching history: Theory and practices for
middle and secondary teachers (2nd ed.). Upper Saddle River, NJ: Pearson Education,
Inc.
Gallucci, N. (2018, March 13). Thousands of empty shoes stand in place of children lost to gun
violence outside U.S. Capitol. Mashable. Retrieved from
https://mashable.com/2018/03/13/gun-violence-protest-shoes-
congress/#NKuhU6QgTPqN
Herrnson, P. S. (2003). Congressional elections: Campaigning at home and in Washington (7th
ed.). Washington, D.C: CQ Press.
The Hutchins Center at Brookings, The Woodrow Wilson Center. (2004). The fiscal ship.
Retrieved from http://fiscalship.org/index.php
National Constitution Center. (2015). The interactive Congress: Legislative branch. Retrieved
from https://constitutioncenter.org/interactive-constitution/articles/article-i
Tsai, S. (2014). Mock congress. Mrs. Tsai’s AP U.S. government website. Retrieved from
https://govlover.weebly.com/ap-unit-9---mock-congress-simulation.html
Unger, Irwin. (1996). The best of intentions: The triumph and failure of the Great Society under
Kennedy, Johnson and Nixon. New York: Doubleday.
USC Game Innovation Lab. (2015, January 27). The redistricting game. Retrieved from
http://www.redistrictinggame.org/index.php

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480 UNIT PLAN 1

AN INTRODUCTION TO THE CONGRESS

11TH-12TH GRADE GOVERNMENT

ARIZONA STATE UNIVERSITY

citizen are previewed.

The decision to include an introduction on American citizens’ rights in a Congress unit

American legislative process, should they choose to exercise it.

III. Essential Questions:

the Congress and its members?

responsibilities and functionality of the Congress?

make an impact on the proceedings of Congress?

IV. Key Concepts:

• Gerrymandering- A manipulation of congressional voting district boundaries in order to

favor a political party.

beneficial policies or funding for the congressional district in question.

• Logrolling- The custom of voting in favor of legislation in exchange for a political

• Apportionment- The process by which the number of House representatives a state is

granted is determined. This determination is informed by the most recent census.

position by his or her peers in the majority party.

responsibility of the President Pro Tempore.

• Franking Privilege- A privilege granted to federal legislators to waive the cost of

postage. This is an instrumental advantage in congressional elections.

two chambers—the House and the Senate.

in their home district or in Washington D.C.

which he or she does not approve.

• Congressional Committees- Types of groups in Congress tasked with certain

and the failure to compromise.

Arizona K-12 Standards for Social Studies

Strand 1—American History, Concept One: Research Skills for History

PO 6: Apply the skills of historical analysis to current social, political,

geographic, and economic issues facing the world.

PO 7: Compare present events with past events:

a. cause and effect

b. change over time

c. different points of view

Strand 3—Civics/Government, Concept 2: Structure of Government

PO 3: Examine the United States federal system of government:

a. powers of the national government

b. powers of the state governments

c. powers of the people

United States government:

a. specific powers delegated in Article I of the Constitution

d. different roles of Senate and House

e. election process and types of representation

f. influence of staff, lobbyists, special interest groups and political action

Strand 3—Civics/Government, Concept 3: Functions of Government

PO 1: Analyze the functions of government as defined in the Preamble to the

Strand 3—Civics/Government, Concept 4: Rights, Responsibilities and Roles

PO 1: Analyze basic individual rights and freedoms guaranteed by Amendments

a. freedom of religion, speech, press, assembly, and petition in the First

b. right to bear arms in the Second Amendment

c. Ninth Amendment and guarantee of people’s unspecified rights

d. civil rights in the Thirteenth and Fourteenth Amendments

e. voting rights in the Fifteenth, Nineteenth, Twenty-third, Twenty fourth,

and Twenty sixth Amendments; Native American citizenship and voting

rights (Arizona, 1948); Voting Rights Act of 1965

g. right to work laws

PO 2: Define citizenship according to the Fourteenth Amendment.

PO 3: Examine the basic political, social responsibilities of citizenship:

a. connections between self-interest, the common good, and the essential

element of civic virtue (e.g., George Washington’s Farewell Speech),

b. obligations of upholding the Constitution