Bill To Law Powerpoint

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Bill To Law Powerpoint

  1. 1. Making and Enforcing Laws Erica C. Boswell University of West Georgia MEDT 7464
  2. 2. Overview <ul><li>Goal : The Goal of “Making and Enforcing Laws” is to provide fifth grade students at Fairview Elementary School the opportunity to learn about the process of creating a new law and the job that the police and court system have when enforcing laws and penalties when the laws are broken. Students will use projects and tasks to learn and create their own ideas about this important part of the government. </li></ul><ul><li>Objectives : Through completion of this project, the students will have knowledge of the process that a bill goes through on its journey to becoming a law. During this project, the students will master the following standard: </li></ul><ul><ul><li>SS4CG3 – The student will describe the functions of government. </li></ul></ul><ul><li>a. Explain the process for making and enforcing laws. </li></ul>
  3. 3. End Product <ul><li>Each student will create three different documents: </li></ul><ul><li>Using Microsoft Publisher, students will work in a small group to create a poster. This poster will state the classroom law and consequence for breaking it. </li></ul><ul><li>Using Comic Life , each student will create a document describing the process that a bill goes through when it becomes a law. </li></ul><ul><li>Using Microsoft Word , each student will write a reflection addressing the following topics: </li></ul><ul><ul><li>Difficulties experienced with the process </li></ul></ul><ul><ul><li>Why it is important for citizens to understand this process </li></ul></ul><ul><ul><li>What the student has gained from completing this project </li></ul></ul>
  4. 4. Day 1 <ul><li>Students will begin their lessons by completing a journal reflecting on what would happen without laws or rules. After completion of the journal, the teacher will lead a discussion on how things would be different if there were no rules. They should be prompted to think of the many communities that they are members of, from their homes and schools to Georgia and the United States. The students can organize this information into a one-sided multi-flow Thinking Map showing the effects of having no laws or rules to guide the behavior of the community members. </li></ul>
  5. 5. Day 2 <ul><li>Students will begin today’s lesson by viewing the School House Rock video: “How a Bill Becomes a Law.” The teacher will lead discussion on the similarities of passing national laws to passing state laws. Georgia Public Broadcasting has provided a similar video on the process that a bill goes through to become a law in the state of Georgia. These videos can either be viewed as a class or individually. The class will create a Flow Map of the process that a bill goes through to be enacted as a law. </li></ul>
  6. 6. Days 3 and 4 <ul><li>Students will have a classroom discussion of the importance of laws. They will brainstorm laws for their own classroom community. Students will review these bills in committee, making necessary adaptations before sending them to the House (and hopefully the Senate). The bills will be presented, discussed, and voted upon by the House (one half of the students). After voting, bills receiving more than 50% of the vote will go to the Senate (the other half of the students). Bills receiving over 50% of the votes in the Senate will go to the teacher for final approval. After teacher approval, small groups of students will decide on an appropriate consequence for violating this law. </li></ul>
  7. 7. Day 5 <ul><li>Students will have a classroom discussion of the laws voted upon during Days 3 and 4. They will then work to create their Comic Life , poster, and reflection. </li></ul>

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