9.+Station+1+--Sample+Gov.+Lesson

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=Sample Government lesson: STATION 1=

This lesson is meant to be a sample or maybe a template. It is intended to provide an example of how to teach a blended lesson creatively and effectively. I hope it also demonstrates the flexibility that a teacher can have within the prepared online lesson prompts and activities.

(Teacher's view) CREATING LAWS: WHY AND HOW CAN YOU BE A LAW MAKER?

The Big Picture: T//eaching Civic Duty and the rationale behind following an established process//**
 * Station 1

__**DEMO**__
==//The goal of this demonstration is to teach The Importance of Civic Responsibility by exploring students pre-knowledge and making relevant and memorable connections during the face to face time. It important that they understand that laws that are unfair, only remain unfair if the citizenry is not actively involved in fixing the system. Civic participation is as simple as writing a letter to a congressman and when the student understands the process, it becomes apparent that action is the most natural reaction to understanding.//== ==//The demo will showcase what happens before, during and after The Making of a Law in a fashion that is more believable and relevant to the students. After this demonstrations, students should want to apply their understanding of The Making of a Law to their study the Legislative Process//==


 * Before the lesson**, You need to watch the following video and play the game LawCraft (15-20 min) to understand what your students will learn and how they will learn it. Then tailor your discussion points to steer and prepare students for the task of crafting and passing Laws.

Note: Teacher can also use a video taped argument or a portion of a film or tv show that has a relevant argument.

Write on the board or project on a screen the following:
"What is the STUPIDEST RULE we have at our school?" (it could be Academic, Social, Sports Related, School Management in General, etc.)

Remember that the objective of asking them this question is to begin the lesson with an issue that is emotionally engaging to them. Bad Rules are ALWAYS engaging to student.

Separate the students into groups of 4. Each group should have a Reporter (or person who will relate the group entry to the class), a Recorder (or person who will write the group entry down), a Moderator (or person who keeps the discussion on task and makes sure that the group entry answers the question posted). NOTE: if a student comes late to class, and you place this student into an already working group, it is the job of the Recorder to ensure that the late student is on board with the lesson.

Each member of the group is to contribute 2 different rules. They must also provide a short rationale (or argument) that explains why they believe the rule is stupid. The whole exercise should take about 10 min). Then have each Reporter relay their group entry The reporting of each disliked rule should not be a static exercise and students should be free to comment about each entry. Have each student or group of students choose a school rule that they would like to rewrite, erase or a new rule they would like the school to institute.

As they learn how a laws our made, they will be taking the

Please add your own customized questions to the following sample prompts.
 * === Cause and Effect : ===
 * ====== What were some of the rules you dislike? ======
 * What are your arguments ?
 * ====== What was your immediate reaction ? ======
 * ====== Why do you believe this rule is in place? What would happen if this rule was not in place? Why? ======
 * ==== **Evaluating** ====
 * ====== How do rules become rules? ======
 * ====== How could you make this rule better? ======
 * ====== Should this rule apply to everyone? ======
 * ====== Could the school expect the correct behavior from students without this rule? ======


 * ====** Identifying : **====


 * ===== What series of behaviors do you believe led to the creation of this rule? =====

__ LECTURE __
====**In this lesson the lecture will be used to parallel the making of laws and the importance of civic participation with the lessons about the Legislative Branch and the role of congress. It is important that you preview all the activities in the Moodle online portion of this lesson so that you can relate the student's research and observations throughout your lecture.**====

**IMPORTANT CONCEPTS AND VOCABULARY Although you as the teacher have the flexibility to create a face to face lesson based on your teaching style and classroom culture, the following concepts must be covered during your lesson:**

Please view [|THESE SERIES OF SLIDE SHOWS] to understand the vocabulary major concepts that students should be exposed to during your face to face instructional time.

=Quick STATION 2 PREP=

In station 2 students will be preparing students will be writing a short note to a lawmaker to complain about the school rule they found unfair and/or unreasonable. Then they will be watching a short engaging video to review the role of congress and later playing a simulation game called [|Lawcraft]. Please make sure you preview both the video and the game.