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LESSON PLAN: Dysfunction Function: Charting the Ideal and Real Legislative Process

Another great lesson plan from the New York Times Learning Network

February 23, 2010, 3:40 PM

Dysfunction Function: Charting the Ideal and Real Legislative Process

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CIVICS

Teaching ideas based on New York Times content.

Overview | How does the way Congress was designed to function differ from how it actually operates? How do bills really become laws? What factors contribute to congressional gridlock? In this lesson, students chart the basic process of how a bill becomes a law, and then consider Senator Evan Bayh’s criticisms of the Senate. They then dig into a current piece of legislation, and create a detailed flow chart showing the complexity of the real process. Finally, they create “political trees” for members of Congress, showing key relationships, connections and interests.

Materials | Computers with Internet connection, projector, poster board or oversized paper sheets, markers, research materials

Warm-up | Show “I’m Just a Bill” from the Schoolhouse Rock series, and/or hand out copies of the lyrics (you might even lead a sing-a-long).

Then hang a piece of poster board or large sheet of paper on the board (or use a SmartBoard), and tell students to draw on “I’m Just a Bill” and their prior learning so that the class can work together to create a flow chart of how a bill becomes a law. This flow chart should show the basic process in which bills are developed, written, voted upon and enacted. Invite students to call out ideas, and act as the scribe to create the flow chart.

Here is an example of what the completed flow chart might look like (note that you can click on each step to reveal an explanation). You may even wish to briefly compare the completed class chart with this one.

When the basic flow chart is complete, ask students: Do all bills follow these steps exactly to get considered, voted on and, potentially, enacted? What other factors are at play in the legislative process? Have you heard anyone say that Congress is “broken” or “dysfunctional” or suffering from “gridlock”? What do you think that means? What recent legislation have you heard about? Have news reports about the status of that legislation reflected the basic lawmaking process?

Related | In the Op-Ed “Why I’m Leaving the Senate,” Senator Evan Bayh explains his recent announcement that he would not seek re-election after 12 years of serving as a U.S. senator from Indiana. In the piece, Mr. Bayh characterizes the Senate as dysfunctional:

Read the complete lesson plan here.

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Replies to This Discussion

Suggestion for follow up activity:

Drafting School Policies
(I actually did this activity with my 12th grade Participation in Government class. It takes 2-3 class periods. At the end of each day students can either discuss the ups and downs of the process as a whole group or write about it for homework.)

Divide the class first into 2 halves--one half as Senate, one half as the House of Representatives, then further divide into 2 committees of 4-5 students in each house. The topic for each committee could be assigned by the instructor. For example, one committee might address homework policies, another cafeteria/off campus for lunch policies, etc.

After students draft their bills in committee, they bring them to their respective houses of Congress for amendment, debate and voting. Following a period of debate and amendment in each house, the bills switch houses and follow the same debate, amendment and voting process.

Once the bills have gone before both houses and been amended, debated and voted upon, they switch houses once again and are either approved or called up for reconciliation. All bills approved by the classroom Congress are sent to the "President" (the classroom teacher, a group of teachers in the school, the principal, or classroom representative) for signature or veto.
P - great add on - thanks for sharing!!! Very Cool!

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