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Your Name: CSU-Global
Steven Crain OTL545
Course:

Subject / Course: Social Studies
Topic: Civics
Lesson Title: Act Locally
90 minutes (2
Level: High School Lesson Duration:
sessions)

SUPPORT YOUR CHOICES THROUGHOUT EVERY PHASE OF THE LESSON WITH

RESEARCH THAT SUPPORTS ITS EFFECTIVENESS.

Common Core or State Standard(s) & Learning Objective(s):
SS.HS.4.3: Analyze how public policy - domestic and foreign - is developed at the local, state,

and national levels and compare how policy-making occurs in other forms of government.

LLO: Analyze how a bill becomes a law at the city and state level and create a graphic to easily

explain the process for an audience unfamiliar with how local laws are made.

Target Audience
Knowing the Learner

Based on your survey data from earlier in the course, describe the target audience for this lesson;

what types of learning styles will you need to be mindful of?
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Interpersonal* - Social interaction and understanding people and how they interact with other

people.

Musical* - Sensitivity to music, patterns, and sounds and the ability to relate those to the world

around them.

Naturalistic* - Understanding natural patterns and using observations to categorize the world

around them.

*Definitions from The Smart Profile by Lynda Miller (1990).

Pedagogies (Remember to consider relevance and career/workforce readiness skills around

what is being taught):
Pedagogies

(How are technology, content, and pedagogical knowledge working together in this lesson?)

Student is using online research skills using SEO and website knowledge to find process

information and contact information. They then breakdown that information into meaningful

steps that are used to create a flow map, using computer-aided design tools, about how a bill

becomes a law at the local (city) and state level. Creating an online graphic organizer that lets the

student and others see the process as a whole and parts of a whole aids student learning because

they can understand the process and quickly share that information with others, as well as quickly

revise the chart if the process changes or new information becomes available (Johnson & Lamb,

2007). By knowing the processes of how a bill becomes a law at these levels, civic participation

at the local level becomes more realistic and achievable. This process knowledge helps the

student understand local politics and how the political process locally can affect the political

process at the federal level (Coley & Sum, 2012).

Technology Being Used by Students
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Online Search Engines

https://bubbl.us/ or other online flowchart creation website

Skype

https://docs.zoho.com

Technology Being Used by Teacher
https://docs.zoho.com

https://bubbl.us/

https://www.youtube.com/

Skype

Lesson Strategy and Required Materials
Lesson 1:

Day Starter: Students discuss the prompt “Which has a greater impact to you and the people

around you? The Police, or the FBI?”

Student views online presentation with teacher highlighting key points and providing context to

information. Q/A session afterwards. The presentation gives assignment expectations and is an

informal rubric.

Online research phase. Student finds process to change or add laws at city level and state level.

Research is done independently, with teacher available to mentor student.

Homework: Complete rough draft of bill process flow chart.
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Lesson 2:

Day Starter: Student completed Entrance Ticket: What is the biggest obstacle you faced when

gathering research for the law-making process?

Discussion and revision of process flow chart for city and state.

Feedback Strategy (Frequent checks for understanding):
Feedback strategies were developed to provide timely, relevant information to the student

because that provides the most meaningful impact on student learning (Goodwin & Hubbell,

2013).

Student Explains Their Process – Student explains how they are researching the information

and what steps they have completed and will complete.

Questioning Technique – While the student is working on research or the flowchart, the teacher

asks questions about what they are working on to deepen the understanding.

One-on-One Conference – Teacher and student examine work at a checkpoint to discuss

progress, proficiency toward the standard, obstacles, and next steps, as well as revision

suggestions and elements to sustain in the work.

Assessments (How do you know students met the learning objectives and targets?)
Assessment are meant to provide evidence of proficiency in the learning objective and standard

(McTighe & Wiggins, 2005).

Functional Flow Chart: Student creates flow charts that provide a functional, visual guide to

show the legislative process in their city and state. The chart will be assessed on the following

criteria:

Research - How a bill is introduced to legislature, committee process (if any), voting process,

reconciliation process, final process of being signed into law, and veto override process (if

any).
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Presentation – Does the chart include the research information in a logical manner? Can the

information be read easily?

Modifications/Enrichments (implanted in this lesson or ideas for future lesson delivery)
Introduction –

Have the students find a problem that can be solved at the local level and write a quick bill

that they would send through the process to establish some more relevancy to the student.

Students find online videos of their local government in a meeting or session and highlight

an interesting proposal from the video.

Research –

Have the students brainstorm some problems with only using search engines to return

results, and some possible solutions, technological or otherwise, to find information on local

government processes and procedures.

Flowchart –

Students integrate links to more information into flow chart. This may require different

software from original flowchart creator software.
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SOURCES: Add a References Page for any research/sources you used to determine

your strategies above (begin on a new page and follow the APA guidelines in the

CSU-Global Guide to Writing and APA Style).

References

Coley, R. J., & Sum, A. (2012). Fault lines in our democracy: civic knowledge, voting behavior,

and civic engagement in the united states. Educational Testing Service.

Goodwin, B. & Hubbell, E. R. (2013) The 12 touchstones of good teaching: A checklist for

staying focused every day. [Kindle DX version]. Retrieved from Amazon.com

Johnson, L. & Lamb, A. (2007). Graphic organizers. Retrieved 21 July, 2017 from

https://eduscapes.com/tap/topic73.htm.

McTighe, J. & Wiggins, G. (2005). Understanding by design (expanded 2nd ed.). [Kindle DX version].

Retrieved from Amazon.com

Miller, L. (1990). The smart profile: a qualitative approach to describing learners and

designing instruction. Austin, TX: Smart Alternative.