State and National Legislatures

Trustee: Amy Wong Mok
Subject: Government, Civics Education
Topic: State and Local Government
Grade Level: 11-12
Time: 45 minutes

View how this plan fits state standards

View Amy Wong Mok's video or read the transcript

Materials:

• Computer with internet access, external speakers, and a LCD projector OR access to a computer lab with Internet access and headphones for each student
• Updated Media Player recommended. Download QuickTime. Problems playing? Check our Media Help page.
• A diagram of how a bill becomes a law at the state level (preferably from your state of residence) as prepared and found by the teacher
• A diagram of how a bill becomes a law at the national level, which can be printed from Scholastic Teacher’s website at: http://teacher.scholastic.com/scholasticnews/indepth/911report/congress/images/WEB_bill.PDF
• Colored pencils or marker
• Letter to Parents* (MS Word, PDF)
• Student worksheets (MS Word, PDF)
• Download Lesson Plan (MS Word, PDF)

*NOTE: As part of a lesson, the students will be viewing an eight minute video about a woman who successfully lobbied the Texas Legislature to end the Marital Exemption for Rape. With the understanding that the content of the above mentioned video may be objectionable to some parents, a letter home might be necessary.

Learning Objectives:

Students will:
1. compare and contrast the state and national processes for how a bill becomes a law; and
2. understand how citizens can become engaged in the legislative process.

PREVIEWING (5 minutes)

1. In a quick classroom discussion, establish what students know about how a bill becomes a law. Possible questions might include:

• What is a bill?
• How is it introduced?
• Who can introduce a bill?
• Who votes on a bill?

You may want to screen the Schoolhouse Rocks video – “How a Bill Becomes a Law” if students are in need of a quick introduction or reminder of how the process works.

2. Tell students they are going to watch a video about a woman who played a role in passing legislation to end the marital exemption for rape in Texas.

VIEWING & DISCUSSION (10 minutes)

1. As a class, watch the brief Amy Wong Mok video, which can be accessed online at www.americantrusteesproject.org. If you have difficulties accessing the videos, please visit our Media Help page.

2. Ask students if they have any more ideas about how a bill becomes a law. Fill in any gaps from the previewing discussion. What, if anything, did the film teach them about how a bill becomes a law? You may want to focus your student’s attention on the role of citizens and expert witnesses to the process of legislating.

APPLICATION (30 minutes)

NOTE: Students will need to have access to a diagram of how a bill becomes a law at the state level (preferably in their own state) and a diagram of how a bill becomes a law at the national level. Before using this lesson you will have to find a copy of your state’s process by doing some research yourself. To find a link to a diagram of your state’s process, try looking on the web.

1. Several states have made resources available on the web:

• Minnesota: http://www.senate.leg.state.mn.us/general/bill-law2001.pdf
• New York: http://www.nylobby.state.ny.us/images/billtolaw.html
• Idaho: http://www.legislature.idaho.gov/generalinformation.htm

2. A diagram of how a bill becomes a law at the national level can typically be found in any American Government text but if one is not available in the text, a diagram can be found at: http://teacher.scholastic.com/scholasticnews/indepth/911report/congress/images/WEB_bill.PDF. Have a copy of each diagram (one state and one national) ready for each student or pair of students.

3. Depending on the class size and classroom dynamics, pass out the diagrams to each student or each pair of students.

4. Have students shade in the executive, the committee/subcommittees, time on the floor of the house and senate (each in a different color). They should do this for both the national and state level diagrams.

5. Pass out the WORKSHEET and have the students fill in the boxes.

6. Carve out a little time, in this class period or the following, for students to share their findings. Ask students:

• When and where do citizens, like Amy Wong Mok, participate in the process?
• What have they learned about the process of how a bill becomes a law?

ASSESSMENT

Students may be assessed on:
1. completion of the WORKSHEET; and
2. comprehension of the state and national diagrams.

• State and National Legislatures
  
  Trustee: Amy Wong Mok
  Grade Level: 11-12
  Time: 45 minutes
  Description: Students will compare and contrast state and national processes for how a bill becomes a law.
  
  
• Voice & Action: Active or Passive
  
  Trustee: Barbara Brown, Amy Wong Mok, or Charles Clymer
  Grade Level: 10-12
  Time: 65 minutes
  Description: Students analyze and describe the concept of political participation.
  
  
• Citizen Advocacy
  
  Trustee: Amy Wong Mok
  Grade Level: 11-12
  Time: 90 minutes
  Description: Students will learn about the importance of expert testimony in the legislative process and recommend an amendment to the No Child Left Behind Act.
  
  
• Are We All That Different?
  
  Trustees: Barney Flores and Amy Wong Mok
  Grade: 7-8, 9-12
  Time: 60 minutes
  Description: Students will explore the characteristics of a diverse community, develop a questionnaire, and poll their communities.
  
  
• A Country of Immigrants, More or Less
  
  Trustees: Amy Wong Mok and Bernard Rapoport
  Grade: 6-12
  Time: 90 minutes
  Description: Students compare and contrast notions of citizenship and non citizenship and examine patterns of immigration in the US.
  
  

AND if desired,
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