Bill, take the road often traveled!

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This lesson is most appropriate for High School classrooms.

Theme: How are laws made in Michigan

MCF Benchmark: Evaluate how effectively the federal government is serving the purposes for which it was created.

Other benchmarks this lesson targets include: none

Materials needed:

  1. Preamble to the US Constitution
  2. Internet Access
  3. Schoolhouse Rock video, and/or recording, and/or lyrics, "I'm Just A Bill" (see web link below)
  4. The Simpsons' parody of the "I'm Just A Bill" cartoon, from the episode "The Day The Violence Died." [If available]

Methodological procedure:

Activity 1:

  1. Working in cooperative groups, students should highlight the goals of the Preamble in their notebooks.
  2. The teacher should pose the following question to the students: "How are these goals met in America?"
  3. Ask students to write their thoughts in their notebook. Ask them to share their ideas with their teammates. Randomly select students to share their ideas.
  4. Ask students, "When you look at the goals, what kinds of laws do you think are made for each?" i.e., No Skateboarding meets "...insure domestic tranquility..." At this point focus on the Federal level of government. Give students a minute to think about the question. Tell them to write down their thoughts in their notebook. Ask them to share their ideas with their partner. Randomly select students to share their ideas.

Activity 2:

*Note to Teacher: Make sure you've scheduled computer lab time for this activity. It is highly suggested you peruse the information in advance. You will also need a copy of the Michigan Legislature's "How a Bill Becomes a Law". Some of the resources can be found online (see links below) and/or from your Michigan Representative.

  1. Ask students, "How are laws made in Michigan?" Give students a minute to think about the question and jot down their personal ideas in their notebook. Then, have them consult with their teammates. Encourage them to make additions or changes as they consult with their teammates. Randomly select one student from each team to share their responses (or have teams write ideas down on transparencies and have teams present).
  2. Ask, "Where would we look or, who would we ask to find out how laws are made in Michigan?" Give students a minute to think about the question. Tell them to write down their thoughts in their notebook. Ask them to share their ideas with their partner. Randomly select students to share their ideas.
    *Note to Teacher: You're trying to assess prior knowledge of state governmental agencies here. Require specific answers. An answer such as, "the Internet" or "Yahoo" is not specific enough!
  3. Working in pairs, students should complete the handout "Our Michigan Government at Work" (see supplemental download below). This would be a good time to play the two videos [Schoolhouse Rock and The Simpsons] in the background while they are working or before they begin.
  4. Have a class discussion reviewing the questions. Encourage students to add to their notes.
  5. In class, being discussing the effectiveness of the state process (question #10). Compare to the Federal process/ effectiveness using the discussion from the beginning of class as a starting point. As a class create a Venn Diagram (see downloads) highlighting pros and cons of each level's process. In groups have the students use the diagram to make a list of advantages and disadvantages of each. Then assign the assessment for homework. If time permits, allow them to being writing.

Author's notes:

  1. This lesson assumes some prior knowledge of the Federal lawmaking process. If necessary, take some extra time to review.
  2. The assessment could be assigned in whichever format the teacher sees fit. It could be an informal response paper or a more formal, longer essay. This depends on the time frame as well as the level of the students.

Assessment strategies:

Ask students which process (federal or state) they feel is the most effective and why. Their response must include:

  • a clearly stated position
  • a rationale that includes at least 2-3 advantages of the selected process
  • a statement that illustrates a core democratic value at work throughout the legislative process (either at the federal or state level)
  • an alternative viewpoint and refutation

Through the comparison, an understanding of the processes should clearly be demonstrated.

Available downloads:

  • Our Michigan Government at Work, (26 K)
  • Venn Diagram, (20 K)
    This is a Venn Diagram that can be used to graphically represent the similarities and differences between the state and federal processes of lawmaking.
  • Advantages and Disadvantages, (20 K)
    This can be used as a brainstorming sheet for the students to begin thinking about their homework.
  • Movie, (1 K)
    This is a movie meant to supplement this lesson. It includes interviews with government officials regarding relevant topics.

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