Running head: YOUR VOICE HEARD: STUDENT LEGISLATURE

Your Voice Heard: Student Legislature

Aaron Romero

Arizona State University

STUDENT LEGISLATURE 2

Your Voice Heard: Student Legislature

The purpose of this proposition and project is to carry out an inquiry-based lesson lasting

ten days in Auxier Elementary’s sixth grade social-studies wing. This project will incorporate

independent student assessment of online resources as well as culmination in a digital

presentation. The ultimate purpose is to enrich the leaning of Auxier elementary’s sixth grade

wing by integration of digital presentation schools in conjunction with themes of civic

engagement and problem solving.

Applicant and School Narrative

School Narrative

Auxier Elementary

Auxier mission statement: “Auxier’s programs were founded on the principle that

parents, students and staff shall work together as partners to provide an education that

encourages all students to pursue academic excellence to the best of their abilities. Arizona

College and Career Ready Standards, pace and specific expectations for academic achievement,

behavior and dress require a firm commitment from every student, parent and teacher. Our

academic programs are designed to develop a solid foundation of fundamental and higher-level

thinking skills through a structured and rigorous curriculum that is consistent within each grade

level and sequential throughout the grades. Kindergarten through sixth grade curriculum is

taught using small group as well as direct instruction, and research-based teaching strategies,

while making learning relevant to each student. At Auxier we strive to build relationships with

our students and families that foster a love and dedication to learning”

Auxier Elementary has a student population of 490 students. Auxier Elementary school is located

in western Queen creek in a predominantly relatively affluent suburban region.

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Auxier Elementary’s student body is composed predominantly of White/European ancestry

students, these students make up 69% of the student population. The second largest groups of

students are students categorized as ethnically Hispanic (note: Hispanic is an ethnic designation

and thus does not describe race, Hispanic students may be comprised of any race of mixture of

races), these students’ number at 20% of the student population. The remaining students

comprise of African American students which are 4% of students, next students that are

designated as comprising of two or more races numbering at 3%, the number of students at this

school which are of Asian ancestry stands in at 2%, students of Hawaiian Native/Pacific Islander

ancestry at 1% and lastly students of Native American ancestry are the lowest population which

number at less than 1% of the student body.

Income information of students’ families lets us know that 21% at this school are of low-income

families, this also qualifies students to receive free or reduced-price lunch services. The

remaining 79% of students are simply categorized as not low-income with no further indication

given of socioeconomic group. Although income status does not paint the whole picture, we can

still deduce that students who are not low income may often have access to more resources and

support than students who are low income.

Students with disabilities number at 21% of the total school population.

If we are to select a target student or a student that is representative of the majority of students at

Auxier we are painted a picture of a White ancestry non-low-income student who does not have

disabilities. This student would be accurate in describing almost 70% of students at Auxier.

Something to note that may be of concern is that both low-income students and students with

disabilities number at 21%, this may be a cause of concern as there may be overlap in these

student populations which may be something to consider as important to target as a population at

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risk for falling behind academically, as individuals with disabilities need access to as much

support and resources as possible, and thus being of a low-income threshold may impair or limit

support outside of school and in a home environment.

Applicant

My name is Aaron Romero I am a high school world history teacher with just over two

years of experience. In my time in the educational sector as a student I have seen both in

secondary education and collegiate levels courses and classes that have been unengaging and

simply fail to capture the minds of students due to using old and tired teaching methods that fail

to address both engagement and differentiation in learners. I aspire to provide true learning

experiences for students that both test their ability to find and interpret knowledge on their own

but also connect them with their fellow classmates on the path to knowledge. Gone is the era of

lecturing on a podium and punishing those who are unable to learn in a specific manner, as an

educator we must use every tool at our disposal to capture the minds of students and allow them

to learn in a positive environment both with technology and collaboration as to meet the needs of

all students not a select few. In my personal experiences the student learns best when they have

some degree autonomy and persevere to learn and master content on their own accord or in

conjunction with their peers. Project based learning is just that as through collaboration to attain

a shared end, students not only learn content knowledge also foster greater interpersonal skills

and bring to the table their own personal experience and cultural attitudes that will create

differentiation on how they interpret and analyze data.

Summary of Project and Impact

This project is needed as it will introduce students at an early age to civics and get them

on track to be participant members of society and not bystanders. The students at my school are
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relatively well off and live in safe communities, however that is no reason to not urge them to be

thinking of ways that society could be changed or modified by way of the regulatory process.

Students will be challenged to look outside their communities and assess solutions within the

legislative process.

This project will involve student assessment of government regulation and lack thereof and

involve civics, government system knowledge and history of regulation. It is to note that laws

and regulations to cover will be limited for the purposes of the project and they will be issues

that are non-controversial as to dissuade possible political tension. The driving questions will be

as follows:

You are a part of the state legislature, you propose and argue for laws and regulations, you will

choose from a list to research some current and proposed laws and regulations. Your task is to

use this research to create an argument for why a law should be passed or repealed. Your

position will be presented and voted on to pass or fail. You take part in voting in legislature

process and participate on voting for your peer groups laws to give a yea or nay for their law

proposal.

Two social studies classes will participate in this project, initially classes will work

independently and then crossover will occur in the final stages. Students will be divided into

groups and conduct independent and guided research, this research will be collected and utilized

to create a case for their law’s passing or repeal. There may also be special guests such as local

Arizona representatives that will speak about the legislative process. These groups will vary but

likely be of four with odd numbers created a group of five. They must use evidence to create an

argument and craft a presentation to present to their peers. They will also research procedures

and methods of participation of the legislature process as to likewise participate in the voting
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process of the proposed laws on a sister class that is engaging in the same project. This final

presentation will be held at the school’s auditorium with parents and members of the community

as audience members.

Student Impact

The initial students impacted by this project are 180 students, as two divisions of social

studies classes participate in this project. In three years, this will keep amounting and reach 540

students. Despite initial impact as students move on to other grades and continue their journey

the impact will be lower but stick with some individuals likely about conservative estimates may

be 25% of the initial impact or 45 students per year run. The students that do retain this impact

however will have been moved by it, as they will understand that they hold power of the political

system of the future. I believe they as well will have more confidence in research driven projects

as well as presentation skills. These students that gave it their all and garnered interest may seek

future endeavors in things such as a debate club or public speaking roles or even seek political

change many years down the line. This project could be the cornerstone to increase in academic

interest as well as possible future career interest.

Teacher Impact

If this goes relatively well and students are engaged by being independent and crafting

arguments, then perhaps more student lead discussion may be encouraged in my classroom. I

may modify my role of instruction as less of a leader and lecturer to that of a facilitator in which

students take charge of their learning. In the future other classrooms may participant in the

project along with crossdisciplinarity studies. Incorporation of a formal writing aspect may be

included to meet the standards of the language arts class while participating in the project.

Perhaps more assignments in the future could be crossdisciplinarity and involve interaction
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between different classes. It may become a larger vent in which all disciplines participate in

some form and the “legislature” is held in the auditorium with more voting members and

observers.

Community Impact

This project will bring together both classes of social studies within the Auxier

Elementary sixth grade wing, as they will not only observe each other’s presentations but also

participate is legislative voting. This project may also put us in touch and in contact with our

local representatives in Arizona, allowing students to see the accountability for local laws in their

region. Students may speak with their parents about their local communities’ concerns and

become more aware citizens in their communities. The general impact to the community is

student awareness of legislation and the legislature process within the American system. The

project may take off in a positive manner in which students of lesser grade look forward to

taking part in the project or even participate in its observation.

Project Narrative

Day 1 - Entry Event

The project will begin with an entry event providing background knowledge of historical

regulation and present regulations. Students will be presented a series of two videos that show

concepts such as lack of regulation and over-regulation. Students will be asked to take notes and

reflect on these themes with their peers. Students will be introduced to driving question of the

project, this being: “You are a part of the state legislature you are in charge or making laws, what

law will you chose to introduce to the legislature or alternatively which law do you wish to see

repealed?” (Strand 3, PO 1,2,3). The daily objective will be as follows: Students will be able to

demonstrate understanding of how laws effect citizens by providing examples and historical and
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present legislation’s impact on citizens. Students will meet ISTE standards for students 3A, as

they will independently search for online sources pertaining to lesson content. Students will be

asked to evaluate regulations as positive or negative in accordance with their personal beliefs.

Students will be asked to utilize chrome-books from within their class to begin conducting digital

research on laws and regulation. The Assessment of the first day will consist of an exit ticket in

which students will demonstrate understanding of historical and present good and bad laws, as

well as explanation of how they came about determining their status as good or bad.

Day 2 - Knowledge for legislative process

Day 2 will deeply involve the legislative process aspect of the project, as students must

participate in a mock legislature, they must know the concepts regarding rules and procedures of

how laws are passed. The daily learning goal will be: Students will demonstrate understanding of

how laws are proposed and passed in the legislature and will by completing a mind map

describing processes of the legislature (Strand 3, PO 1,2,3). ISTE standards for students 3A will

be met again as they utilize online tools for an assignment. This mind map will be completed

individually and will include visual illustrations as well as text. Students that may be of lower

comprehension/reading level will have a mind map that is more filled in with only single words

to be filled in with the addition of pictures. The mind map may be completed with class set of

chrome books as well with class textbooks. Upon completion of this mind map they will confer

with instructor for approval that it is completed. The completion of the mind map is a

demonstration of their content knowledge and learning objective for the day. Students will be

encouraged to monitor their own learning by completing a KWL: Know Want Learn chart, “what

do you want to learn” question they crafted may be directed to the guest speaker that arrives and

speaks on day 3.
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Day 3- Guest Speaker

The third day will involve a guest speaker arriving that is part of the Arizona legislature.

The speech will be regarding the general process regarding the process of a bill coming to law

and the demeaner of what is expected of those in the legislature while they propose their bills

and vote. The daily objective will be as follows: Students will be able to demonstrate

understanding of the demeaner of required of legislators by actively listening to the guest speaker

and describing five characteristics of proper demeaner within the legislature (Strand 3, PO 2,3).

Students will be directed to take notes in their notebooks and may add notes to their mind- map if

they like. Students are expected to practice active listening skills as to extract as much

information as possible from the guest speaker’s speech. The principal assignment being done

with the speech is that students are asked to describe five characteristics of the demeaner and the

behavior of those participating in the legislature. Students that feel their questions were not

answered by the speech may ask their crafted questions once the speech has concurred.

Day 4 - Group and Topic selection

Daily Objectives: Students will demonstrate critical thinking by evaluating a topic

through the lens of legislative regulation, Students will begin to demonstrate understanding and

participation legislative process by creating a committee and beginning to select a topic to

introduce motion over in the legislature (Strand 3, PO 2,3). Students will meet ISTE student

standard 6A by utilizing Stormboard online application to brainstorm and begin idea plotting for

their topic. Students will be responsible for selecting their groups which are limited to five

members, these groups will be the legislative committees they are in for the legislative activities.

The group will be responsible for selecting their law to tackle with regards to proposing a new

law or tackling a law they wish to repeal. Students will sit with their selected groups and utilize
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the chrome books to complete an online brainstorm activity for selecting their topic via

Stormboard an online brainstorming website. The Stormboard is for group brainstorming

purposes but will not be evaluated by any instructor and is for their purposes only. The day

students will also be responsible for turning in topic selection worksheet, this worksheet will

explicitly name their selected Topic and state if they are going to create a new law or creating a

motion to repeal an existing law, in addition the sheet will include all names of all group

members. The worksheet is a check in for the instructor to verify they are on track for the

projects calendar in addition to monitoring selected topics to prevent complete overlap of

selected topics.

Day 5 - Topic research and source collection

Daily Objective: Students will begin to analyze and collect research about their selected

topic pertaining to legislative motion, Students will demonstrate comprehension of the legislative

motion by completing an abbreviated annotated bibliography on four or more sources. ISTE

standards for students 2C, 3A, 3C, 3D and 7b during this research session. The standards are met

as students will work collaboratively online while evaluating sources to use to attempt to solve a

real-world issue as well, they will respect digital rights by citing content and not plagiarizing.

For the rest of the project’s course students will always be seated and work with their selected

committee group. This day will be the first out of two days of research collection, students will

be required to find and use at least four sources for their presentation and proposal. Students will

create an annotated bibliography for their collected sources, each source must have an

explanation of why it is important to their topic and how they will use its knowledge, annotations

for each source must be at least one-paragraph each. The annotated bibliography will be within a

google document that is shared to the instructor for monitoring as well with all group members
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likewise being able to edit simultaneously Students will have the whole period to utilize their

laptop chrome books for research, they may use academic (. Edu, Org or .Gov). or semi-

academic sources (newspaper articles). As the class period nears to an end I will check in with

the groups and their completion of the annotated bibliography, they must have at least half

complete, that is two sources and their annotations complete. If it is not complete, I will assign

the remainder for homework for that group.

Day 6 - Topic research and source collection

This day will be a continuation of the research for their corresponding law and as such

will not have a change in the learning goal or ISTE standard engagement, it will hold the same

one as the previous day. Students will utilize their chrome books to continue collecting sources

and creating their annotated bibliography. Students are expected to collect all sources and

complete their annotated bibliographies by the end of this time, failure to do so will result in it

being assigned as homework. Ultimately having the four sources and annotations completed by

the end of this period is a check in for their progress towards overall completion.

Day 7 - Presentation Creation: Drafting day

Daily Objective: Students will demonstrate understanding of their chosen topic and the

legislative process by translating their research into a persuasive presentation (Strand 3, PO 2,3).

Students will utilize the sources they collected to craft an argumentative Google slide

presentation for their bill or call for repeal (Strand 3, PO 2,3). ISTE standards for students 2C,

3A, 3C, 3D, 6A and 7B will be met as student groups will use online cited sources and repurpose

them for the sake of creating an argument to solve a real-world issue. Students with help of their

collected research will craft a presentation that argues the case for their law, they must include an

introduction to the topic, an explanation of why this topic is important and how it effects
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residents and citizens and finally an explanation of their proposition on the issue. The

PowerPoint needs to be at least 8 or more slides in content not including the addition of their title

page and bibliography. Committee groups will also be responsible for pictures into their

presentation and citing them in MLA format. Groups must draft out their presentation and its

slides and confer with the teacher for approval to continue. The instructor will give suggestions

to them for improvement of layout of suggestions for an improved argument, in addition it may

be necessary to go back and obtain an additional source to help craft the presentation for those

struggling. Upon approval the student committee groups will continue to work towards their final

assembly.

Day 8 -Presentation Creation: Final assembly

The objectives of this day are the same as the previous as ell the same ISTE standards

will be engaged. This day will represent a continuation of the previous day as students should

have all obtained approval to continue however some may be still be seeking approval and that

will be that first thing this accomplished this class period. All student groups should have their

presentation completed and relatively polished by the end of this day.

Day 9 - Rehearsal and reflection

Students will be able to demonstrate civic participation by evaluating their peers and

creating suggestions for their improvement (Strand 3, PO 3). Students will meet ISTE standards

for students 1C,4C as students will be participating in the processes of refining and provided

feedback to one another. This day will serve as a final polishing day and day for rehearsal

practice for presentations. Students will practice present their presentations to one another, the

groups observing will fill out a peer reflection form which will include “things they did well”,

“things that can improve” and “suggestions for improvement”. This feedback from will be
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completed digitally and sent digitally to the presenter group for the purposes of self-

improvement. Student committees will have the rest of class to address any suggestions or

perceived inadequacies in their presentation. The presentation will be finalized by this day and

they should have the ability to recite their presentation without reading it with help from que

cards.

Day 10 - Presentation Day

Daily Objective: Students will be able to demonstrate understanding of the civic

participation and the process of the legislative branch by participating in a mock congress and

presenting a motion to repeal or create legislation based on their research (Strand 3, PO 1,2,3).

This day will culminate in the final presentation of the project, this will take place in the

auditorium with parents, teachers and members of the community invited to observe. The

combined two social studies wings classes will finally merge at the presentation stage as they

have both simultaneously been participating in the project at an independent level a total of 180

students. Students will present in their corresponding groups and after their presentation the

alternate class will vote a yea or nay for their individual motion. To pass their motion a simple

majority must vote yea or equivalent to 46 votes, if it is passed the lead instructor will sign off

the bill acting as the governor (note: there is no bearing to if their law is voted to pass or not it is

simply for the sake of presentation and a mock legislature, they will not be penalized for not

passing their motion). Once all groups of one division of social studies have presented and been

voting on the presentation will rotate with those that presented now voting and vice-versa.

Sustaining Project and Innovation

After Proposal Period

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The greatest potential for this project if successful lies in incorporation interdisciplinary

support for this project, such as connection to the English. The presentation crafted in this project

concerns a persuasive argument for the law they chose to propose or seek to repeal, thus is goes

in tandem with teaching persuasive writing method strategies. In addition, formatting such as

MLA and references and bibliography concepts can also be taught in the English department

classes and carried over and actively applied in this project.

Innovation

This project is innovative as it allows students to evaluate laws and topics that pertain to

the real world. Students in a relatively free fashion are allowed to engage with current law and

policy by proposing change. This project excites the next generation of learners by placing the

responsibility of critical thinking and problem solving in their hands. It is also to note that the

expectation for students to use digital online sources and create citation prepares them for later

advanced projects that occur in middle school and high school. This project transforms the sixth-

grade classroom into a place where the teacher is a facilitator and not the sole source of

knowledge, thus impowering student self-learning and perseverance. Students will be actively

engaged as it is their voice that is the most important while solving the issues at hand the

instructor will be a guiding mentor that allows students to run the course of their own learning.

Budget Narrative

Cost of resources are described in “Table I: Cost of Resources”, these expenses are

composed of 31 items although only two distinct purchases. These purchases being 30

Chromebook laptops specifically the most cost-effective model per unit the 100e Chromebook

(2nd Gen) – Black variation. The second purchase is composed of a cart and charging station in

one that has ability to hold the all the laptops charging simultaneously, this is the Pearington 32
STUDENT LEGISLATURE 15

Device Mobile Charging and Storage Cart, yet again the most cost-effective model. The total

projected expenses are $6282.00. These additional laptops are corresponding charging and

transportation system are required as the scope of the project requires two classes conducting the

project simultaneously. The project involves digital implementation at every stage in order to

allow students to conduct independent research as well as participate in collaboration to achieve

a final presentation. currently there are only 30 laptops and a charging station present. Therefore,

an additional 30 laptops are required to obtain a one-per-one device ratio to students. $10,000 of

funding may be acquired by the Fund for Teacher’s Grant, as this grant is willing to fund

technology that comes with a learning experience. This project and its goals to create student-

based inquiry and connect with community and real-world issues meets the requirements of the

“learning experience” as defined and required by the grant. The additional requirement holds that

a team is required for imbursement of the higher amount, this being $10,000, within this project

the social studies department is composed of two classes of and two instructors, thus this

requirement is also met by this project.

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References

Dr. Gary and Annette Auxier Elementary School. (n.d.). Retrieved from

https://www.schooldigger.com/go/AZ/schools/0187003479/school.aspx

Explore Dr. Gary and Annette Auxier Elementary School in Queen Creek, AZ. (2019). Retrieved

from https://www.greatschools.org/arizona/queen-creek/6943-Dr.-Gary-And-Annette-

Auxier-Elementary-School/

Fund for Teachers: Grant Application. (n.d.). Retrieved from

https://fft.fundforteachers.org/applications/guideline/program_id:180/step:overview.
STUDENT LEGISLATURE 17

Table I: Cost of Resources

Item Cost per Location of Purchase Total

Unit (USD)

(USD)

Pearington (1)439.99 Amazon.com, URL: 439.99

32 Device https://www.amazon.com/Classroom-Charging-

Mobile Chromebooks-Tablets-Computers/dp/B01MYXANOF

Charging

and Storage

Cart

100e (30)209.40 Lenovo.com, URL: 6282.00

Chromebook https://www.lenovo.com/us/en/laptops/lenovo/student-

(2nd Gen) - chromebooks/Lenovo-100e-Chromebook-2nd-Gen-

Black MTK/p/88ELC1S9989

Total 6721.99
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Appendix

INQUIRY LESSON PLAN

Teachers: Aaron Romero Subject: Civics/social Grade:6th

studies
Common Core State Standards:
 6.C4.2 Describe and apply civic virtues including deliberative processes that contribute to the common
good and democratic principles in school, community, and government.
 • Key concepts include but are not limited to civility, respect for the rights of others, individual
responsibility, respect for law, open mindedness, critical examination of
 issues, negotiation and compromise, civic mindedness, compassion, patriotism, conciliation, and
consensus building
 Students will be able to demonstrate understanding of how laws effect citizens by providing examples
and historical and present legislation’s impact on citizens
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response

Mastery of first day content will include a personal analysis of what makes laws food or bad as well as contemporary and historical examples of good
and bad laws as defined by student metrics.

Specific questions that are addressed are located in the “Teacher will” section Evaluate section of lesson plan. There are no explicitly correct answers,
students simply demonstrate understanding by relaying examples and having ability to explain their thought process.
Sub-Objectives, SWBAT (Sequenced from basic to complex)
 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

Students will be able to explain the purposes of regulation by using historical examples as well as be able to point to regulation that was ineffective
and repealed by using examples.
Key vocabulary: Congress, Legislative branch, excess of Materials: Projector, laptops with internet access,
government, necessity of government, civic action content area notebook
Engage
 How will you activate prior knowledge?
 How will you hook student attention?
 What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:

Teacher will ask a discussion question about laws and regulation:
“How do laws affect us in our daily life? What are examples of good
laws or bad laws in your opinion?”
Videoclip will be played about how lack of laws contributed to slums in
New York in late 1890’s “YouTube Jacob Riis Clip”
Videoclip will be played depicting a modern law some believe is
unwarranted, fining of lemonade stands “CBS news lemonade stand
fined”
Instructor will introduce driving question
You are a part of the state legislature you are in charge or making laws,
what law will you chose to introduce to the legislature or alternatively
which law do you wish to see repealed?
Students will participate in discussion and begin to write down
their ideas.
Write pros and cons of laws in social studies notebook. Group
discussion about their thoughts and concerns of the video. Laws
that are good or bad must be explained with evidence why they
are categorized as such.
Students will brainstorm and start to create questions that can
help them solve their assignment. In addition to what skills they
need to participate in a mock legislature.
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Explore
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to
model expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the
Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:

Distribute chrome books to students Utilize chrome books for research

Students will be instructed to look to use online resources to determine Students will write in their notebook what their thoughts are on a
what constitutes a good or bad law good vs bad law.

Students will be asked to evaluate good and bad laws from history
(laws that were revised or repealed and laws considered positive to
public welfare generally)
Students will be encouraged to look up local laws that affect them
positively and negatively based on their outlook
Students will give examples of historically good or bad laws with
explanation
Students will look up local laws they may think are good and bad
and evaluate them with what they know, they will take notes in
their social studies journal.

For this project to succeed the laws chosen by students should be

more regulatory in nature and not explicitly political as to avoid
community problems from parents.

Students with inappropriate law research will be redirected to laws

such as pet law/restriction, conservation law or otherwise apolitical
regulatory law.

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the
Engage before moving on?
Teacher Will: Students Will:

Instructor will direct students to share laws they researched to their Students will share their personal metric of why laws are good or
table peer groups bad and discuss with peers.

Instructor will assist students that require redirection or help in Students will continue their notes as desire to modify their
evaluating law personal metric of good vs bad reasoning.

Instructor will ask each table to share a good law or a bad law they Students will share what laws they observed to table group.
found
Students will delegate a speaker for their table to share ideas
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this
learning at a deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Students Will:

Teacher will ask following discussion questions: Brainstorm how laws are conveyed to others
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What if your good law is someone’s else bad law? How do you convince Students discuss with table group and suggest solutions to
them? What evidence is required? What arguments can be made to problem, students create questions for instructor on how to
repeal a bad law? address these situations.

What background knowledge is needed?

Instructor collects chrome books from students.

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Students Will:

Give students an evaluation worksheet, this worksheet will serve to Complete worksheet individually
observe if students understand what is asked of them and have
received some background knowledge through discussion and Write any questions on back of worksheet
video. This worksheet will contain the following questions:
Turn in worksheet as exit ticket
Based on discussion and videos what explain makes a law good or
bad? Students will leave the classroom with a building block of knowledge
to help guide them further along the project.
Explain a historical example of a good or bad law?

Explain a contemporary example of a good or bad law?

End of worksheet
Teacher will facilitate during independent worksheet to answer
questions and guide students

Leave students with question “what information can I give to help

you solve your questions on the assignment?

What background knowledge do you need to participate in a mock

legislature?

Students will be instructed to write any questions on back of

assignment.

Students turn in this assignment as exit ticket