Engaged Learning Project

Title of Project​: ​How a Bill Becomes a Law: Twitter Feed Edition

Subject(s)​: ​American Government
Grade Level(s)​: ​10th

Abstract​:
Three- or four-sentence description of your project and audience. Include a statement of what students will be doing. What
“adult/professional” role will they assume? How will the learning be situated in an authentic task?

To complete this project, students will work in groups of 2-3 to simulate the legislative process in an interactive
game format using Twitter feeds to post their legislative scenarios; students will use real-world ideas/scenarios that
will require knowledge and understanding of the legislative process. Groups are composed of traditional and
non-traditional American Government students, most of whom are in 10th grade and have only taken World History
while in high school as freshmen. The teacher will be responsible for ensuring that students have learned all
prerequisites to the legislative process before beginning the project; students must also know and understand the
roles and responsibilities of the three branches of government. Once students begin their brainstorming and product
development process, the teacher will serve as a facilitator to provide clarification and assist with problem-solving
during the planning and development process.

Learner Description/Context​:
Characteristics of the learner and description of the learning environment(s) where the learning experience will take place.
Help others “see” your local context in order to determine if they can replicate it. Include culturally-influenced interests,
ways of learning, funds of knowledge that exist among students, parents and the community. Explain how these assets will be
used to strengthen the learning experience for students.

Groups will be composed of traditional and non-traditional American Government students, most of whom are in
10th grade and have only taken World History while in high school as freshmen. Students completing the How a
Bill Becomes a Law project attend a high school located in a technology rich district where students in grades 4-12
have 1:1 access to iPads that they are able to take home and access to an abundance of productivity tools for
instructional use in and outside of the classroom. Located in a somewhat rural area with a large military base, there
is a large transient population with 79% of the student population being classified within a minority group and
approximately 30% of students identifying as economically disadvantaged. Although the entire district has access to
iPads and a multitude of technology resources, students and teachers rarely consistently utilize these resources in a
manner that would be transformative, engaging and support higher level activities on the LoTi scale.

Time Frame​: ​How long will this learning experience take to complete and how much class time will be dedicated to the
learning experience during this time.

One full week or five instructional days should be dedicated to learning the content in addition to learning how to
create and launch the project using Twitter. Students will be allowed at least 3 class days (90 minutes each) to work
in groups to complete the planning and development of their project before it must be launched and accessible to the
class via Twitter. Once the project has been launched, users will have access to a Google Form to leave constructive
feedback for the creators of the project. Due to some students' limited access to the internet at home, it is possible to
add a fourth work day for students to allow access to internet resources and sufficient time for completion.

Standards Assessed​:
What local, state, and national standards have you addressed? (Include GA technology integration standards, local
technology standards, and/or ISTE NETS-S)

The following state and ISTE NETS-S Standards will be used in this engaged learning project:

Georgia Standards of Excellence (GSE): ​American Government

SSCG4​ Demonstrate knowledge of the organization and powers of the national government.
a. Describe the structure, powers, and limitations of the legislative, executive, and judicial branches, as
described in the Constitution.
Jo Williamson, Ph.D., Kennesaw State University
 Engaged Learning Project
b. Analyze the relationship between the three branches in a system of checks and balances and separation of
powers.

SSCG8​ Demonstrate knowledge of the legislative branch of government.

e. Explain the steps in the legislative process.

ISTE Standards for Students:

Empowered Learner​ Students leverage technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences. Students:
b​. build networks and customize their learning environments in ways that support the learning process.
c​. use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a
variety of ways.
d​. understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and
troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Digital Citizen​ Students recognize the rights, responsibilities and opportunities of living, learning and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
b​. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or
when using networked devices.
c.​ demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual
property.
d.​ manage their personal data to maintain digital privacy and security and are aware of data-collection technology
used to track their navigation online.

Knowledge Constructor​ Students critically curate a variety of resources using digital tools to construct knowledge, produce
creative artifacts and make meaningful learning experiences for themselves and others. Students:
a.​ plan and employ effective research strategies to locate information and other resources for their intellectual or
creative pursuits.
b.​ evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
c.​ curate information from digital resources using a variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.
d.​ build knowledge by actively exploring real-world issues and problems, developing ideas and theories and
pursuing answers and solutions.

Innovative Designer​ Students use a variety of technologies within a design process to identify and solve problems by
creating new, useful or imaginative solutions. Students:
a.​ know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or
solving authentic problems

Creative Communicator​ Students communicate clearly and express themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
b.​ create original works or responsibly repurpose or remix digital resources into new creations.
d.​ publish or present content that customizes the message and medium for their intended audiences.

Global Collaborator ​Students use digital tools to broaden their perspectives and enrich their learning by collaborating with
others and working effectively in teams locally and globally. Students:
a.​ use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways
that broaden mutual understanding and learning.
b.​ use collaborative technologies to work with others, including peers, experts or community members, to examine
issues and problems from multiple viewpoints.
c.​ contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a
common goal.
d.​ explore local and global issues and use collaborative technologies to work with others to investigate solutions.

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project

Learner Objectives:​ ​Write a statement of what students are going to know and be able to do as a result of this learning
experience and how it will be measured.

Students will explore the legislative process to understand the roles and responsibilities of citizens and the
legislative branch in the lawmaking process. Upon the introduction and completion of the lesson, students will be
able to use what they have learned to create an interactive game that will take users through the legislative process
using Twitter as the platform to share information. Student performance and content mastery will be measured
according to their adherence to the rubric provided with instructions for the project. The objective is for the students
to use what they know to collaborate and create an interactive game that will test the user’s knowledge of the
legislative process by navigating an idea through the legislative process and into a law.

The “hook” or Introduction​:

A brief description of how the learning experience will be introduced to students and why the project “should” be
interesting/motivating to students.

The introduction to the lesson will begin with a viewing of the Schoolhouse Rock, ​“I’m Just a Bill”​ video which is a
musical overview of the legislative process. Upon the completion of the viewing, as a whole class, students will
participate in a mini discussion where they will talk about past and present ideas that have now become law or are in
the process of potentially becoming laws and why. The video and discussion process are meant to better engage
students as they have the opportunity to learn/hear about the legislative process in a fun, entertaining musical
discussing and sharing their own knowledge and understanding of past and present laws as they relate to the
legislative process.

Process:
The process is the way you structure the learning to engage students in the project/learning experience goals and objectives.
How are they going to accomplish the task? What are the students doing? What is the teacher doing? How are you assessing
the process of learning? How is the student directing the learning? A sequence of unfolding events is usually provided and a
timeline is often used.

Students will begin the lesson with a brief review of the roles and responsibilities of each branch of government and will end
the lesson with a project-based assessment to measure student knowledge and understanding of the legislative process in the
How a Bill Becomes a Law: Twitter Feed Edition game. Students will complete the following tasks within 4-5 class
periods/days:
● Students will begin the lesson with a 5-10 minute introduction using the Schoolhouse Rock ​I’m Just a Bill
video as a hook to provide an overview of the legislative process. Students will also engage in a whole
group discussion to draw on what they know about the lawmaking process; students will use past and
present knowledge to discuss how new laws have come into existence in the United States over the years.
● Students will collect Legislative Branch guided notes.
● Students will collect guided notes via Crash Course using the Flipped Classroom method (at home) then be
prepared to discuss material in class.
■ Congressional Leadership
■ Congressional Committees
■ How a Bill Becomes a Law
● Students will complete their Daily 5 (opener) via USA Test Prep to gauge knowledge and understanding of
guided notes collected at home via Crash Course. Students will complete 5-10 multiple choice questions
and one performance task (10-15 minutes).
● The entire class will come together as a whole group to discuss what was learned from guided notes.
● Students will be introduced to the project, view examples, then split into groups of 2-3 to begin planning
and researching.
● Assignment, instructions and rubric will be posted and shared in Google Classroom.
● Students will work collaboratively in small groups to research, design and implement their How a Bill
Becomes a Law project using Twitter. This process may take 2-3 class days and some time at home to
complete.
● Teacher will serve as a facilitator to guide students through the process, provide technical support and other
assistance as needed.

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project
● Students will complete a trial run of their project as a group before posting the entire project on Twitter to
allow their peers to complete. All students must attach a Google Form at the end of their project to record
feedback from the users.

Product​:
What is the end-product the students will produce? Who will use/care about the product? Why will the product be
meaningful to students? How is technology integrated within this product? How will you assess the product?

Students will be responsible for creating an interactive game as their end-of lesson assessment/final product that will
require users to have basic to intermediate knowledge of the legislative process prior to beginning the lesson.
Students are responsible for choosing an idea or issue to then transition into a law using Twitter as the platform to
post their scenarios. Users will be prompted to make selections based on the narrative provided to navigate through
the game and ultimately transform an idea into a bill then law. Upon the completion of this project, students should
have a Twitter feed simulation of the legislative process available and accessible via Twitter. Similar to the How a
Bill Becomes a Law board game, players must navigate through the legislative process using their knowledge and
understanding of how ideas are transformed into bills that become laws and each step in between. This product can
be used by students and teachers of American Government as a tool to better understand the legislative process. If
the task is completed correctly and based on the user's understanding of the legislative process, students will most
likely go through a trial and error process as they attempt to navigate the legislative process without being vetoed or
sent back to committee.

This project is student centered, allowing for creative freedom using real-world examples in the process. Although
students will initially use paper or Google Docs to outline and share their work among their group mates and with
the teacher,, the final product will utilize Twitter, a social media application that can also be used for educational
purposes. Students will have the opportunity to share their work publicly and receive feedback from various users of
their product. At the end of their Twitter feed, students will share a link to a Google Form where users can provide
constructive feedback of the project. A rubric will be provided to students that will outline the essential elements
that must be included in the project (i.e. vocabulary, where the bill starts, official titles of lawmakers, etc.). Students
will be assessed on their adherence to the incorporation of all elements requested, content knowledge, the visual
appeal of their feed (illustrations, videos, etc.), and the overall layout (does the process flow) as outlined on the
rubric.

Technology Use:​ What technologies are critical to the project and how will they be used (examples: To communicate with
peers/mentors, to construct/publish original products, to analyze data, etc.) How does the proposed technology use in this
learning experience support the indicators of engaged learning?

To allow students to research, create and collaborate with their peers as well as share their project, the following
technology resources will be used:
● Apple iPad- Used for researching ideas, designing and posting Twitter feed posts.
● Web browsers - Used to research ideas and/or collect images and other visual aids for the project.
● Twitter - Used by students to upload their final product.
● Google Form - Used to collect user feedback from student’s projects.
● Google Classroom - Post assignment, rubric and other materials needed.
● Google Doc - Students may store and share researched information, images, etc. with their group mates for
easy and consistent access while completing the project.

References and Supporting Material​:

List materials that you used to develop this learning experience. List supporting materials that the instructor would need to
implement this learning experience. What would need to be made? (Rubrics? Videos? Samples? Books) Include links to
existing Web resources that a teacher would use to understand and implement this learning experience. (For example, if
students will be using the Little Kids Rock Website, include the URL somewhere in your template.) Use APA 6 Style.

Teachers would need to create the following materials:

● Project rubric
● Example of project
Jo Williamson, Ph.D., Kennesaw State University
 Engaged Learning Project
● Screencast (demo Twitter feed design and instructions)

Students and teacher will need access to the following materials/resources:

● Google Forms
● Google Docs
● Google Classroom, Canvas, or similar platforms to post and share assignments for students.
● Twitter
● Teacher created Legislative Branch PowerPoint with guided notes
● Disney Educational Products. (2011 december 8) [Video] Schoolhouse Rock: America - I'm Just a Bill Music Video
YouTube. ​https://www.youtube.com/watch?v=FFroMQlKiag&t
● Crash Course. (2015 March 6). Congressional Committees: Crash Course Government and Politics #7 [Video]
YouTube.​ ​https://www.youtube.com/watch?v=evLR90Dx79M
● Crash Course. (2015 March 14). Congressional Leadership: Crash Course Government and Politics #8 [Video]
YouTube.​ https://www.youtube.com/watch?v=L8urcMLGFyU
● Crash Course. (2015 March 20). How a Bill Becomes a Law: Crash Course Government and Politics #9 [Video]
YouTube.​ ​https://www.youtube.com/watch?v=66f4-NKEYz4

Jo Williamson, Ph.D., Kennesaw State University