Teacher: Mr.

Strumph__ Grade: __7_____ Date: __2/13/17__

Day: ___6___ Subject: ____Civics_________ Time: 12:02 12:57___

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy)

Objective:
Students will be able to

Learning: evaluate the structure, powers, and responsibilities of Congressional committees by

creating a bill with colleagues in the Liberty congressional committees simulation

Behavior: By doing research and using other resources such as their school handbook in order to
create a bill for their respected committee.

Condition: After doing research on actual Congressional Committees within the United States
Congress.

Audience: The lesson will be presented in front of 15 seventh graders.

Degree: Students will draft their bills for their respected committees over two days.

Students will incorporate aspects of Blooms taxonomy that include Knowledge, Comprehension,
Application, Analysis, and Synthesis.

NJCCCS addressed:

SOC. 6.1.8.A.3.b Evaluate the effectiveness of the effectiveness of the principles of the
Constitution (i.e. consent of the governed, rule of law, federalism, limited government,
separation of powers, checks and balances, and individual rights) in establishing a federal
government that allows for growth and change over time.

SOC. 6.1.8.A.3.g Evaluate the impact of the Constitution and the Bill of Rights on current day
issues.

CCSS.ELA Literacy.RL.8.4 Determine the meaning of words and phrases as they are
used in a text, including figurative and connotative meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other texts.
Instructional Strategies (Indicate Level of Blooms Taxonomy and CCCS where applicable)
Opening:

1. Teacher will begin the lesson by instructing the students to sit with their assigned committees from
the last class. Teacher will then instruct students to take out committee packets and to resume work
with your committee members. (Anticipatory Set)

2. Teacher will then inform the students Today, we will continue our Class Congress activity by
continuing to do research on each of your assigned committees. Students will be informed that today
ALL bills must be ready to propose by end of class period. (Purpose Setting)

3. Teacher will ask the students questions about their congressional committees. (Review, Assessment
of Background Knowledge)

Presentation

4. Teacher will instruct students to open the assignment on Google Classroom and will show them
how their final bill should look before being turned in. Teacher will explain the assignment as students
looks at it on their Chromebooks. (Input, Modeling)

5. Teacher will then instruct students to continue doing research on their respected committees.
While in groups students will research realistic possibilities for their congressional committee. (Input,
Knowledge, Application, Comprehension, Analysis, Synthesis).

6. Teacher will continually ask questions about the Congressional Committees. (Checking for
Understanding)

Guided Practice:

7. Once students are sitting with their assigned groups, they will do research for their committee and
determine possible ideas for changes they can use in order to create their bill. Students will continue to
use the Committee Information Handout to record information about their committee and then will
write their bill according to the requirements on the handout. Students will be given paper copies and
will also be able to access the copies on Google Classroom. (Knowledge, Application,
Comprehension, Analysis, and Synthesis).

8. Teacher will walk around and interrupt groups from their work at times to make sure that students
are working. Teacher will also answer any questions the students may have.

9. Teacher will make note of any student who is struggling with the assignment.

10. After ten minutes, teacher will make sure that students are almost ready to propose their bill.

11. Within the last five minutes of class, students will be asked to answer the cool down question,
Explain why your committee's bill it the most needed for the school, and why it will be the one chosen
to go to the "President" for passing into law. (Review)
Closure:

12. While the students are working on the Cool Down, Teacher will say Today we continued our work
in the Liberty Class Congress. This is especially important when trying to understand how
Congressional Committees work and what a hard job the members of Congress have when creating
bills. (Summary of Main Points, Ties Points to a Coherent Whole)

13. The teacher will ask if there are any questions about the lesson and then ask How this assignment
has shown how hard it is to create a bill? (Review)

14. The teacher will state that In our next class every class will present their bill in front of the class.
(Preview of Future Lesson).

Assessment
Formative:

a. The assessment of the lesson will be derived from the students participation and answers done
during the Warm-Up and Cool-Down. (Knowledge, Comprehension)

b. Individual student progress on Committee Information handout will be recorded (Knowledge,

Application, Comprehension, Synthesis)

Summative:
Individual Measurability:

The student will be assessed based on their participation in the class discussion, the
Individual student work on their research of respected Congressional Committee.

Summative:

a. When this specific unit is done, the students will be tested on the material.

b. There will be a brief Class Congress project in which the students will form their own committees
and create their own policies and bills.

Differentiation
Varying Content:

a. For Challenged Students: The teacher will offer additional help after school. The teacher will
provide worksheets and guides as supplemental aids. Teacher will rephrase directions and ensure
student attention before introducing model. (Varying Content)
b. For Advanced Students: The teacher will ask them to require students to have at least four realistic
ideas for their bill by the end of class.
Varying Process:

a. The grouping of the students will be heterogeneous, but preplanned.

Varying Product:

a. The research assignment will be modified in order to meet all students needs, in order to ensure full
understanding of the task.

b. Tests, projects, and assignments will be modified based on the students IEP needs.

Technology:

a. If there is technology access in the classroom the smartboard will be utilized in

the classroom along with the students having access to chromebooks to complete
the Warm-Up and Cool-Down. The chromebooks will also be used by the students to do research for
their Class Congressional Committee assigned to them.

b. If there is no technology access in the classroom, the teacher will write the warm-
up, objective, and instructions on the white board, stopping at specific points to
check for students understanding. After everything is written down, students will think of realistic
ideas for their Class Congressional Committee by using their student handbook and other printed
materials for their respected committee.