SUBJECT: Government
GRADE: High School
TECHNOLOGY: PowerPoint,
Internet
BY: Bethany Tindall, Johnelle Hinkle, Jon
Rogers
Legislative Branch
1. Target Grade/Subject
12th Grade (Senior) United States
Government
In
Virginia, high school seniors are required to take a course covering United States
Government before graduation. While there is currently no Standard of Learning
(SOL) assessment for this subject, there is little doubt that this course is an
essential factor in preparing students for life after high school as they learn
what it means to be an active citizen in today’s society. This lesson
plan helps build on the idea of active and knowledgeable citizenship by
focusing on the need for students to be aware and well informed about their
Representatives and Senators in the United States Congress.
Students
will have a framework of knowledge about the way the United States Congress
operates and the differences that exist between the Senate and the House of
Representatives. This information will be provided both through lecture and
through textbook readings prior to the lesson plan. This framework will be a
useful tool to students as they research information about Virginia’s
Representatives and Senators and prepare to give a presentation to their peers
about their assigned Congressperson. This exercise will help bring the
legislative process to a more personal level for these seniors who are reaching
a point in their lives when they are reaching voting age and are realizing the
power that comes with that responsibility. Finally, the lesson will help
stimulate interest in how the federal government works and the role students,
as citizens, play in contributing to the process as they begin to recognize and
become familiar with the people that represent their interests on Capitol Hill.
2. Objectives
The
lesson plan prepares students for the exam that will take place at the end of
the unit on the legislative branch of the federal government. This exam will
include information on the differences between the Senate and the House of
Representatives as well as the representatives from Virginia that sit in each
house. Working in pairs, students
will research and collect requested information about their assigned Virginia
representative to the United States Congress. Once the necessary information has
been found, each will develop a presentation using Microsoft Power Point
through which they will be expected to teach their classmates about their
appropriate Congressperson. Students will be provided with an introduction and
lesson in how to use the program as well as a list of required Power Point
procedures/tools that must be utilized throughout their presentation.
Assessment will be based on equal participation in the research process and
presentation (to be determined through teacher observation), the extent to
which students were able to produce the information that was requested of them
and the inclusion of all required Power Point elements.
3. Materials
1. Computer lab with Microsoft Power Point, Internet
access, and print capabilities
2. Classroom/lab with the ability to project Power Point
images from a computer to a larger screen (either a television or projection
screen)
4. Lesson Description
· Pair the students off by counting off by two and
randomly assign one of the following to each group:
- Jo Ann Davis
- Edward L. Schrock
- Robert C. Scott
- Virgil H. Goode, Jr.
- Bob Goodlatte
- Eric Cantor
- James P. Moran
- Rick Boucher
- Frank R. Wolf
- Tom Davis
- Norman Sisisky (died March 29, 2001---use past
information until vacancy is filled)
- John Warner
- George Allen
· Provide each group with a handout (see attached)
which explains the relevant information they are required to find about their
assigned person and useful websites that will help navigate their search
· Explain the importance of group work and the need for
each member to contribute to the research and presentation process equally.
Also stress the importance of appropriate behavior within the computer lab and
the need for all students to respect lab equipment and maintain a calm,
orderly, and quiet work environment.
· Direct students to the computer lab.
· Give a brief overview of Microsoft Power Point
including instruction on all the aspects of the program that students are
required to include in their presentation which includes:
- use of various slide layouts
- use of various backgrounds and design templates
- use of various fonts and color schemes
- use of graphics (both provided clip art and from the
Internet)
- use of animations and sounds
· Have students actively follow along with the verbal
instruction given using their assigned computers to ensure they are familiar
with the various options.
· Allow students to work on their Internet research and
Power Point presentation. Monitor progress within the lab and observe how
students are working together so that assessment of equal contribution can be
made. Both students should be actively involved in both the research and the
development of the Power Point presentation to be given full points in this area.
Also offer general assistance when needed and answer any questions regarding
the assignment or the Power Point presentation.
(Depending on the time it
takes to go over the assignment and the Power Point presentation and the type
of bell schedule that is in place, the entire assignment---introduction through
group presentation may take 2-3 class periods)
· Once presentations have been completed, student
groups may begin presenting to the class the information they found on their
assigned Congressman/woman
· Set up one computer to a television or projection
screen so that all students are able to get a clear view of the slide show
· Instruct students who are viewing the presentation to
take notes on the information as some of it will likely be useful in studying
for the end of the unit exam
· Prior to the first presentation give an overview of
what is expected and general helpful hints regarding presentations---equal
participation from each group member, eye contact with the audience, clear and
audible speaking voice and refraining from merely reading what is given on the
screen
· Take notes on the extent to which each group followed
instructions using the provided handout as a guide as well as their ability to
share speaking time and follow the presentation guidelines given, this
information will be valuable to the assessment process
5. Evaluation
Assessment
of this project will be made using the following scale:
Requested
information provided within presentation
------------------ 50
points Inclusion
of Power Point tools requested
--------------------------------
25 points Equal
contributions among group members:
During
research (to be determined by teacher observation) --- 10 points
During
presentation (determined by teacher observation) ----- 10 points
Overall
quality of presentation (eye contact, audibility, etc.) ---------- 5 points
__________
100 points
Power Point Project
Please include the following
information in your Power Point presentation about your assigned
Congressman/woman:
- Party Affiliation
- Committee Assignments
- Professional Biography (i.e. number of years in
office, previous political experience, professional background prior to
politics, interest areas, etc.)
- Personal Biography (i.e. family life, upbringing,
etc.)
- Political interest areas (i.e. what issues is he/she
most interested in working on)
Pick
out and describe one piece of legislation that he/she has recently sponsored
and explain why he/she may feel so strongly about it.
Also,
pick one controversial piece of legislation that is facing the Senate or the
House and explain how you think your representative will vote and why, given
the information you have found.
Helpful websites:
http://www.house.gov
http://www.senate.gov
Be sure to include, within
your Power Point presentation, the following skills/tools:
- various slide layouts
- various colors/fonts
- various backgrounds/design templates
- graphics (clip art and from the Internet)
- animations
- sounds