This document outlines a civics lesson plan on how a bill becomes a law. The objectives are for students to describe the legislative process and illustrate current bills in Congress. Activities include completing graphic organizers on the steps, watching a video, group discussions of bills, and independent responses. Exceptionalities accommodated include ESL students, social anxiety, cognitive delay, and ADHD through grouping, note requirements, and additional time.

1. Ms. Hemmings
Monday, December 15
11:35AM-1:05PM CIVICS
Exam Review: Day One
Standards
C.5.4 Evaluate the role of the media and public opinion in American politics, including the use and effects of propaganda techniques
C.5.5 Analyze the effects of campaigns, campaign finance, elections, the Electoral College, and the United States census in the American
political system
WHST.9-10.1.a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
WHST.9-10.1.d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and audiences.
Objectives
1. Students will be able to create higher order thinking test questions for their final exam based on concepts learned throughout the
semester.
2. Students will be able to critique test questions devised by their classmates based on skill level, relevance to important concepts, and
accuracy.
3. Students will be able to design broad or specific infographics that illustrate various concepts that they have learned over the course of
the semester.
4. Students will be able to analyze news sources and other information on the use and regulation of political advertising in the United
States and formulate their own opinions.
5. Students will be able to discuss the feasibility of regulating political advertising in the United States through a whole-class discussion.
6. Students will be able to write a three paragraph essay that describes their personal views on political advertising in the United States.
Bellringer
The bellringer will include questions on concepts covered throughout the semester in order to generate prior knowledge.
Station Work
Students will rotate between four stations to complete different tasks.
Station 1: Study Guide
Students will use packets that were completed in previous lessons to fill out their study guides, which are comprised of various graphic
organizers. They will be required to collaborate with their group members and do research on unanswered questions.
Station 2: Test Questions
Students will generate their own test questions for the final exam based on the outline in their study guide and the information on their old
packets. They will be required to explain their reasoning for each correct answer. They will then critique the questions made by others
based on skill level, relevance to important concepts, and accuracy.
Station 3: Infographics
Students will create "infographics" about the various terms and concepts that they have learned about over the course of the semester.
They will be provided with various craft supplies and examples of infographics as models.
Station 4: Discussion Preparation
Students will prepare for a class discussion on the regulation of propaganda in political advertising in the United States, particularly in
relation to elections. They will be provided with informative handouts and graphic organizers to gather evidence with.

2. Discussion
Students will discuss/debate the following questions:
1. Do you believe that there should be a “truth requirement” for political ads? Why or why not?
2. Would a “truth requirement” violate our first amendment rights? Why or Why not?
3. If we do make one, how can we make sure that advertisers meet the truth requirement?
4. What would we do if someone released an advertisement that did not meet the requirement?
5. How do you think false advertising affects the election process? The American people?
These questions tie into concepts and terms learned throughout the semester, including propaganda, federalism, separation of powers,
the role of media, election processes, etc.
Closure
Students will complete a three paragraph written response that synthesizes the facts and opinions generated in the class discussion.
1. Do you believe that there needs to be a “truth requirement” for political ads? Why or why not?
2. If you believe that there should be a truth requirement, how would you make sure that advertisers meet it? What would their incentive
be?
3. If you believe there should not be a truth requirement, do you believe that there should be any limits to political advertising at all? Why
or why not? How do you think this would affect the election process?
Materials
- Study Guides
- PowerPoint
- Timer
- Debate Info Sheets
- Debate Graphic Organizers
- Folders with old packets
- Test Question Handouts
- Group Work Supply Boxes
- Magazines
- Scissors
- Pens/Pencils/Highlighters
Exceptionalities
There are several students with widely varied exceptionalities in the class.
1. Beginner level ESL student, has been paired with an advanced level ESL student. He is required to write less during response time.
2. Student with moderate social anxiety; has been paired with a close friend and is in the smallest group. He will not be required to speak
during the discussion, but meets with the teacher at the end of class.
3. One student with cognitive delay; he is given additional time to complete certain tasks and sits with his regular class partner.
4. One student with ADHD; has been placed in the smaller group with quieter students; given extra time for written responses.

3. Civics
A Bill Becomes a Law
Standards
C.2.5 - Louisiana
Explain the processes and strategies of how a bill becomes a law at the federal level
C.2.3 - Louisiana
Explain the distribution of powers, responsibilities, and limits on the United States government
RH.9-10.4 - Louisiana
Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social studies.
WHST.9-10.4 - Louisiana
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.9-10.2.d - Louisiana
Use precise language and domain-specific vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and context as well as to the expertise of likely
readers.
WHST.9-10.2.e - Louisiana
Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
WHST.9-10.2.f - Louisiana
Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
WHST.9-10.1 - Louisiana
Write arguments focused on discipline-specific content.
WHST.9-10.2 - Louisiana
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
WHST.9-10.7 - Louisiana
Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
WHST.9-10.9 - Louisiana
Draw evidence from informational texts to support analysis, reflection, and research.
WHST.9-10.10 - Louisiana
Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Objectives
Students will be able to describe the legislative process of a bill becoming a law.
Students will be able to write extensively on the legislative process and formulate their own
opinions about modern United States laws.
Students will be able to illustrate the passage of specific bills currently in Congress and
evaluate the likelihood of their passage.

4. Guiding Questions
How does a bill become a law?
Why are so few laws actually passed?
Materials
Weekly Note Packet
Classroom Logs
Bill to Law Graphic Organizer
PowerPoint
Bell Ringer
1. What is a law called before it is passed?
2. What are the purposes of committees?
3. Who has the power to veto a bill?
4. Which part of Congress has the power to use a filibuster?
Activity 1
Students will complete a simplified version of the graphic organizer for the legislative process.
Activity 2
"I'm Just a Bill" Schoolhouse Rock video will be shown. Students will fill in as much of their
detailed graphic organizer as they can. Students will then discuss and review each step of the
process.
Guided PowerPoint
Students will complete various graphic organizers and discuss topics related to the legislative
process, including bill rejections, types of bills, methods of voting, and types of vetoes.
Group Work
Students will be divided into groups of 2-3 and discuss one of two bills that are currently going
through the legislative process. They will then illustrate their findings, with particular attention to
the potential roadblocks to the bills.
Independent Response
Mastery: Describe the basic steps of how a bill becomes a law. What are the different ways that
a bill can be prevented from becoming a law? How does the legislative process we discussed
today relate to the principle of checks and balances?

5. Advanced: Describe the basic steps of how a bill becomes a law. What are the different ways
that a bill can be prevented from becoming a law? How does the legislative process we
discussed today relate to the principle of checks and balances?
What bill would you propose to Congress if you had the chance? Would you like to see any laws
repealed? Explain.
Exit Ticket
1. Where do the ideas for bills originate?
2. Where do bills go after they have been drafted and introduced to Congress?
3. What options to committees have after debating the bill?
4. How can senators stop the passage of a bill?
5. What can Congress do if the President vetoes a bill?
Task Differentiation
Students' daily responses are differentiated based on both length of writing and complexity of
questioning. Mastery level is currently 7+ sentences; Advanced level is currently 2 paragraphs
(5-7 sentences each). The level will increase at the beginning of October.

6. World History J. Hemmings March 6 – 12
Life in the Industrial Age
Standards:
• CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and
secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
• CCSS.ELA-Literacy.WHST.11-12.1d Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline in which they are writing.
• CCSS.ELA-Literacy.WHST.11-12.1e Provide a concluding statement or section that follows from
or supports the argument presented.
• CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or technical processes.
• CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-Literacy.WHST.11-12.10 Write routinely over extended time frames (time for
reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Objectives:
1. Students will be able to compare and contrast the industrial powers that emerged on the 1800s.
2. Students will be able to describe the impact of new technology on industry, transportation, and
communication.
3. Students will be able to summarize the impact of medical advances in the late 1800’s.
4. Students will be able to explain how working-class struggles led to improved conditions for
workers.
5. Students will be able to describe how science challenged existing beliefs and compare these
changes to those in the world today.
6. Students will be able to compare and contrast the themes that shaped romantic art, literature, and
music and analyze the sources of these themes.
7. Students will be able to explain how realists responded to the industrialized urban world.
8. Students will be able to describe how visual arts changed over time and the impact of change on
the modern world.

7. World History J. Hemmings March 6 – 12
Thursday, March 6th
Section 1: The Industrial Revolution Spreads
Bellringer: Why was Britain the center of the Industrial Revolution?
Objectives: 1-3
Activities:
• Lecture/PowerPoint Presentation
• Create a Business: In groups of two, students will create a fictional business that incorporates
various key terms and concepts discussed in the lecture (capital, corporation, stock, cartel). They
must include the name of their business, whether or not it is a corporation (and why), a
description of what stocks they sell, and whether or not they belong to a cartel (and why or why
not).
Review:
• The teacher will review the major concepts covered over the course of the lecture, particularly
those involving cause, effect, and significance.
• Matching Game: The class will match definitions and terms via a PowerPoint Matching Game.
• Quiz: Students will take a quiz on the major concepts covered in lecture.
Homework: Students will be required to make flashcards for Thomas Edison, cartel, and Wright
Brothers. They will be required to choose two additional terms from the PowerPoints.
Friday, March 7th
Section 2: The Rise of the Cities
Section 3: Changing Attitudes and Values
Bellringer: How has medicine affected your life?
Objectives: 4-9
Activities:
• Lecture/PowerPoint Presentation
• Current Events: Wage Disparity and Minimum Wage in the U.S.
• Video: Witness History
Review:
• The teacher will review the major concepts covered over the course of the lecture, particularly
those involving cause, effect, and significance.
• Matching Game: The class will match definitions and terms via a PowerPoint Matching Game.
Homework: Students will be required to make flashcards for Robert Koch, Joseph Lister, and Charles
Darwin. They will be required to choose two additional terms from the PowerPoints.

8. World History J. Hemmings March 6 – 12
Monday, March 10th
Section 3: Changing Attitudes and Values
Section 4: Arts in the Industrial Age
Bellringer: How does art affect your life?
Objectives: 7-12
Activities:
• Lecture/PowerPoint Presentation
• Analysis: Students will examine art from a modern painter and compare it to those discussed in
the lecture.
• Art in Your Hands: Students will create a piece of art in the style of romanticism, realism,
impressionism, or surrealism. They must include a description of the work, including why it falls
into its specific category and what significance that category has.
Review:
• The teacher will review the major concepts covered over the course of the lecture, particularly
those involving cause, effect, and significance.
• Matching Game: The class will match definitions and terms via a PowerPoint Matching Game.
Homework: Students will be required to make flashcards for Charles Dickens, William Wordsworth, and
Vincent van Gogh. They will be required to choose two additional terms from the PowerPoints.
Honors Homework: Create a meme that describes a historical person, event, or idea from Life in the
Industrial Age. The meme must be relevant and include reference to the intended subject.

9. Date, August *, 2015
Julia Hemmings Room 212 U.S. History Lesson Plans 2015 – 2016
Objectives
1. Students will describe the requirements of the course and expectations of the teacher.
2. Students will discuss the structure and requirements of EOCs, Common Core, and GLEs.
3. Students will receive and review the syllabus, student information sheet, and textbook.
4. Students will complete a sample lesson.
Standards
• N/A
Key Concepts
• End of Course Testing (Excellent, Good, Fair, Needs Improvement)
• Common Core Standards, Etc.
• Grade Level Expectations
Higher Order Thinking Questions
1. What expectations do you have for this course?
2. How do your expectations affect your attitude toward this course?
3. What do the EOC achievement levels, Common Core Standards, and GLEs mean to you?
4. What goals do you hope to achieve in this course?
Materials
• Syllabus 2015-2016
• Student Information Sheet
• U.S. History Textbook
• Sample Packet
• PowerPoint
• PBWorks Handout
• Informational Handouts (GLE,
Common Core, EOC)
Connections
• Cross-Curricular: English/Language Arts
• Past/Future: Today's lesson will set the tone for the expectations of future lessons.
Bellringer
1. What are your expectations of this course? List at least three (3) examples.
2. What grade do you aim to receive in this course? What EOC achievement level do you aim to meet?
List at least 3 examples of how you plan to achieve these goals.
Activities
1. Bellringer: Students will complete bellringers independently, then share their responses with both
their classmates and the teacher. Students will be given time to ask follow-up questions.
2. PowerPoint: Students will review the course syllabus, student information sheet, PBWorks, and EOC/
Common Core/GLEs Handout via an interactive PowerPoint Presentation. Students will then complete
their Student Information Sheets.
3. Sample Lesson: Students will complete a sample lesson using simplified packets and PowerPoint.
4. Textbooks: Students will receive their assigned U.S. History textbooks.
5. Ice Breaker: Students work with the entire class to attempt to place major EOC key concepts into
categories. The teacher will review the concepts with the class and look for prior knowledge.

10. Classroom Engagement
Students are regularly rewarded for participation with warrior bucks, homework passes, and bonus
checks. Bonus checks may be used to receive extra points on tests/quizzes. Alternatively, bonus checks
may be collected to receive various prizes.
Independent Work
• Bellringer • Student Information Sheet
Group Work
• Bellringer Responses
• Interactive PowerPoint
• Ice Breaker (Making Connections)
Accommodations, Modifications, and Differentiation
• Students with 504 plans, IEPs, etc. will be provided additional time to complete tasks.
• Each student will be assigned a class “buddy” to maintain contact with throughout the course.
Students with exceptionalities will be given special attention in this regard.
• Seating charts will be adjusted to fit any preferential seating accommodations.
• ESL students (of any level) will be provided with resources in their various native languages.
Assessment
• Teacher Observation
• Ice Breaker (Making Connections)
• Exit Ticket
Homework
1. Review syllabus with parent/guardian and return signed by both.
2. Bring in $5 class fee.
Closing
• Review: Students will review major requirements and concepts as a whole class.
• Discussion: Students will be given an additional opportunity to ask questions and raise any concerns.
Exit Ticket
1. Do you have any additional concerns that were not addressed in class? If so, explain. If not, list at
least three key concepts that you are interested in learning about in this course.

11. World Geography
Types of Maps
Standards
RH.9-10.7 - Common Core State Standards
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis
in print or digital text.
WHST.9-10.10 - Common Core State Standards
Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
WG.1.3 - Louisiana
Compare and contrast various types of maps and map projections and evaluate distortions
associated with each map projection
Objectives
Students will be able to compare and contrast different types of maps (climate, political,
elevation, etc.) and analyze their effectiveness.
Bellringer
Describe some different types of maps that you’ve seen in the past. What were they used for?
Did you understand them?
Activity 1: Map Types Graphic Organizer
Students will follow a guided PowerPoint via the Promethean Board and fill in their graphic
organizers.
Activity 3: Map Types Group Work
Students will break into groups of 4 and analyze various maps provided by the teacher. They
will then answer questions based on each map Ie.g., What type of map is this? What can it be
used for? What level of elevation is New Orleans at?)
Review
Matching Game: Students will match the titles and uses of different maps to their corresponding
images.
Exit Ticket
1. What kind of map would you use to figure out how much rain India gets per year?
2. What kind of map would you use to figure out where Louisiana’s highways are?