The Legislative Branch

The Legislative Branch
Teacher gives presentation on
how a bill becomes a law.
Students collaborate on a
digital presentation of the
process of creating new laws.
(using prezi, power point, or
google slides)
Students create a graphic
organizer numerically numbering
the steps by which a bill
becomes a law. Students must
add full descriptios of each
step and pictures, diagrams, or
charts. (Using
Students read and answer
questions about the step
by step process of how a
bill becomes a law.
Assessment: Students will
write a 2 paragraph essay on
how a bill becomes a law.
(Rubric Needed)
Students will describe what
happens to a bill once it is
referred to a committee.
How A Bill Becomes a Law: The
Students choose a presiding
officer such as the Speaker of the
House or the President of the
Senate and describe their roles
and responsibilities in their
interactive journals.
Students read and respond to
a web search on the
characteristics, similarities, and
differences of the officers of
the Senate and House.
Teacher lectures on the roles
of the presiding officers in the
Senate compared to the House
of Representatives.
Assessment: Students will
create a power point, prezi, or
google slide presentation. This
will include images, charts, and
graphs outlining and describing
the roles of the presiding
officers in the Senate and the
Students will compare the roles
of the presiding officers in the
Senate and the House.
Congress in Action
Students work in their table
groups to identify federal
spending of tax dollars
through analyzing yearly
Students create pie charts
outlining the purposes of
taxes and the limits on
taxing power.
Teacher gives lecture on the
expressed powers of money
and commerce focusing on
taxing power.
Assessment: Students take a
quiz using "" that
differentiates between
purpose and limits of
Congress's power to tax.
Assessment: Students create a
comic strip using story boards
to summarize Congress's power
to tax. (Rubric Needed)
Students will summarize key
points relating to Congress's
power to tax.
The Expressed Powers of Money
and Commerce
Students analyze the original
document of the Constitution
and extract examples of
expressed, implied, and inherent
powers into their interactive
Students identify powers that
belong to Congress through the
Teacher gives lecture on the
scope of Congressional Powers.
Assessment: Students will
compose a 5-7 sentence
paragraph describing examples
of expressed powers through
the wording of the Constitution,
implied powers by reasonable
deduction, and inherent powers.
(Rubric Needed)
Assessment: Students take a
quiz that differentiates
between the Congressional
powersexpressed powers,
implied powers, and inherent
Students will identify the
three types of Congressional
Powers of Congress
Students share each other
rhyme's, raps, and poems
through a table share and
add ideas.
Students meet in table groups
and compare and contrast size,
terms, characteristics, and
functions of the House of
Representatives and the
Students read about the
Senate and identify
characteristics of the
Senate and create a
rhyme, rap, or poem.
Teacher gives presentation on
the Senate.
Assessment: Students will
complete a Venn Diagram
comparing the House of
Representatives and the
Senate. (Use Mindmeister)
Assessment: Students will
create a rap, rhyme, or poem
that explains how and why a
senators term differs from
a representatives
term.(Rubric Needed)
Students will describe how
states have elected senators
in the past and present.
The Senate
Students match Constitution
images with Clue Sheet.
Students complete "Match
the Scenario" activity with
graphic organizer.
Teacher gives lecture
presentation on
vocabulary. Teacher
explains and initiates
Images and Clue
Sheet Activity.
Teacher initiates
"Match the Scenario"
Assessments (Formative &
Formative Assessment:
Section Quiz using
“Quiz-IZ” allowed students
to tap into their knowledge
and play a fun competitive
game as a class. Each
student used their cell
phone to record their
answers and scores were
tallied at the end giving the
three highest scores a prize.
Teacher uses this as a
formative assessment.
Formative Assessment:
Paragraph Shrinking
reading strategy, students
take turns reading, pausing,
and summarizing the main
points of each paragraph.
Students will verbally
summarize with their
partners and provide each
other with verbal feedback
to monitor comprehension.
Teacher uses this as a
formative assessment of
vocabulary and content.
Summative Assessment:
Jigsaw Strategy with
graphic organizer allows
students to analyze the text
through collaboration. Each
pair of students is assigned
a specific section of the text
and analyzes and discusses
a summary. Each pair of
students writes their
summary and presents their
summary to the class. Each
student completes a “Six
Basic Principles of the
Constitution” cause and
effect graphic organizer
and is responsible for
writing down each group
section summaries in their
graphic organizer.
Objectives: Students will be able
to understand the basic
principles of government in the
Unites States as set out in the
Constitution. Students will
understand the tensions among
various aspects of our political
system and the ways in which the
Constitution can be amended.
The Constitution