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ETE 335. Elementary Social Studies Lesson Gardner’s Multiple Intelligences. ETE 335. Elementary Social Studies Lesson Gardner’s Multiple Intelligences. Renae Rudy Social Studies-Government 4 th Grade Passing a Bill. ETE 335. Elementary Social Studies Lesson
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ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences
ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Renae Rudy Social Studies-Government 4th Grade Passing a Bill
ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: This lesson will help students to know what a bill is and what it takes for the bill to be passed. In the process students will be learning about the senate, the governor, and peoples choices in making a bill a law. Objectives: • Students will be able to write an order to draft a bill to resolve a state or local problem. • Students will be able to understand ways people work together to influence government. • Students will be aware of ways citizens help solve community and state problems. • The students will be able to comprehend the process that a bill goes through in order to become a law.
ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: It is important for students to learn about the government since it plays such an important role in our daily lives. Students should learn about how a bill is passed so they will understand the process involved in the laws we must follow. Standards: State – Illinois Common Core or Learning Standards STATE GOAL 14: Understand political systems, with an emphasis on the United States. A. Understand and explain basic principles of the United States government. 14.A.1 Describe the fundamental principles of government including representative government, government of law, individual rights and the common good. D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. 14.D.2 Explain ways that individuals and groups influence and shape public policy. National – NCSS Themes • The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance. It also requires knowledge of the evolving functions of these structures in contemporary U.S. society, as well as in other parts of the world. • Learning how to apply civic ideals as part of citizen action is essential to the exercise of democratic freedoms and the pursuit of the common good.
Logical/Mathematical • Activity: Students will need to take a look at the following chart. Using the chart the students will learn about each step a bill must go through to be either rejected or passed. Using a graphic organizer students will write a few sentences about what they have learned about each step a bill must go through. • Resources/materials needed: http://library.thinkquest.org/5873/ (how a bill is passed chart) http://www.eduplace.com/graphicorganizer/pdf/sequence.pdf (graphic organizer)
Verbal/Linguistic • Activity: Students will be watching this funny short film on how a bill becomes a law. As the they watch this short film they will need to answer the following questions. The short film will be played twice, the first time the students should just watch it. The second time through they will need to answer the following questions. Questions: • Who makes laws? • How does an idea for a law become a law? • Who comes up with a bill? • If the committee passes the bill where is it sent to next? • When is the bill officially a law? • Resources/materials needed: http://www.youtube.com/watch?v=KKvY0Q3tI6I (short film) Questions Paper Pencil
Musical/Rhythmic • Activity The students will be listening to a rap song that quickly goes through the steps a bill must pass through to become a law. The song is both educational and entertaining. This song is very catchy and the tune and lyrics might help students to recall the steps more easily. • Resources/materials needed: http://www.youtube.com/watch?v=sQ-DUPnNxns (How a Bill Becomes a Law – Rap Version)
Visual/Spatial • Activity: Students will use the following websites to further their understanding on what a bill is and how it becomes a law. Students will then write a paragraph in their journals on what they have learned this far. They should list the steps on how a bill is passed. They should also include the names of some important people that are need in order for a bill to become a law. They should conclude with what they think about the passing of bills. If they like they can answer the question are laws important? • Resources/materials needed: http://bensguide.gpo.gov/6-8/lawmaking/index.html http://www.leg.wa.gov/CivicEd/Pages/bill2Law_elementary.aspx
Body/Kinesthetic How A Bill Becomes a Law • A legislator or an interested party has an idea that is brought to the attention of the proper person, generally a legislator. That idea is then drafted into a bill or proposed legislation. A bill can originate in either house; however the process differs slightly between houses. • Either a member of the House or Senate can file a bill. The bill is presented in one chamber and is assigned to a committee or several committees, depending on the content of the bill. • The bill is amended and debated at the committee level. If approved in committee, they are forwarded to the next committee of reference and then to the floor of the House and Senate for further action. Further debate and amendments can occur on the floor of either the Senate or the House. • If a bill passes in one house, it is sent to the other house for review. A bill goes through the same process in the second house as it did in the first. A bill can go back and forth between houses until a consensus is reached. Of course, the measure could fail at any point in the process. • Once a bill has passed both houses in an identical form it proceeds to the Governor for his signature and thus becomes law. If the Governor vetoes the bill, then it takes a 2/3 majority of both the Senate and the House to override his veto. A bill may also become a law if the Governor does not sign or veto it within 7 days after the bill has been presented to the Governor. • Activity Students will develop a flow chart to explain to younger students how a bill becomes a law. They will write each step on sentence strips and place them in the correct order. A younger class will come to our classroom or our classroom will go to a younger classroom and each students will pair up with a younger buddy to explain to them how a bill becomes a law. They will be using their flow chart that they made to do this. • Resources/materials needed: Paper Markers Poster board Pencils http://feaweb.org/how-a-bill-becomes-a-law
Interpersonal • Activity: The students will need to go to the computer lab and get on the following website. This website is called iAdventure and it teaches students how a bill becomes a law. At the end of the iAdventure it has students write their own law. There is a rubric included for the students to see how they are expected to write the law. The rubric is also for the teacher so she may collect the laws and grade them. • Resources/materials needed: http://warrensburg.k12.mo.us/iadventure/Fall03/ShowersE/opening.html (iAdventure)
Intrapersonal • Activity Students will use the following to write their own bill. They should be able to demonstrate their understanding of how a bill becomes a law. They will be writing this to try and pass a law on something that matters to them. Drafting a Bill Choose a situation that you are not pleased with. It can be something in your neighborhood such as littering or at school such as bullying. Draft a proposed bill that you think should become state law. Identify the problem and the solution. Then, write the bill up so that it could be introduced either to the Senate or the House of Representatives. • What is the problem? • How does this problem affect your community or the state? • Who does this problem affect? • What could be a possible solution? • Title for the bill In the following space take the information from the questions above and write the proposed bill. You should also write a second paragraph explaining why you think your bill should become a law. • Resources/materials needed. Paper Pencil
Naturalistic • Activity: Students will get into groups of two to three and they will answer the question given to them. As a group they will discuss the question, each student should write down their own views to the answer of that question. After each group has completed answering the question, they will each stand up in front of the class and tell the answer they wrote down. Questions: 1) Do you believe laws are important in our daily lives? If there weren’t any laws would our daily lives be just like they are now? Do you believe laws are important for our own safety and wellbeing? • Resources/materials needed: Question Paper Pencil
ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: Visual Learning, Assessment, and Online Resources: I will assess the students by walking around the room observing them as they complete each assignment. I will also be collecting many of their assignments to grade. I will be assessing the students as they discuss and answer questions in small groups and when they announce their answers to the whole class. Each student will be fairly assessed by his/her own abilities. I will be able to tell how much each student has learned about the passing of a bill by their discussion and the assignments I grade. Online Resources: http://www.delicious.com/rrudy/Government
