How a Bill Becomes a Law

 

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Overview

In this lesson, students will examine Article I, Sections 1, 7, and 8, of the U.S. Constitution and discuss the authority and restrictions placed on the Congress in making laws.

 

Grade Levels

5 – 8

 

Objectives

Students will:

• examine Article I, Sections 1, 7, and 8, of the U.S. Constitution;
• describe the role of Congress in making laws; and
• illustrate the process of a bill becoming a law.

Estimated Time

60 minutes

 

Materials Needed

• E-Learning Module: The Dynamic Legislative Process
• Internet connection with Macromedia FLASH ® enabled
• Projection device
• Copies of the U.S. Constitution
• Legislative Process Transparency
• Markers
• 4 sheets of white poster board

Procedure

1. Use a projection device to display the interactive quiz in the “Textbook Legislative Process” of the Dynamic Legislative Process E-Learning Module. Complete the quiz as a class, and answer any questions that may arise.
2. Divide the class into four groups. Distribute copies of the U.S. Constitution to students.
3. Use a projection device to display the Legislative Process Transparency. Explain to students that the basic steps of the legislative process are listed on the transparency.
4. Have students read Article 1, Sections 1, 7, and 8, of the Constitution. Then ask students to see how many of the steps listed on the transparency can be found in the Constitution.
5. Conduct a whole-class discussion about the legislative process. Explain to students that the Constitution describes the role of Congress in the lawmaking process and places boundaries on Congress in lawmaking. The Constitution also grants both the House and Senate the right to set their own “rules of proceedings.” Over the years the House and Senate have created procedural rules that have shaped the legislative process.
6. Use an overhead projection device to display the “Textbook Legislative Process” of the Dynamic Legislative Process E-Learning Module.
7. Distribute markers and a white poster board to each group. Ask each group to draw a flow chart that shows the process of how a bill becomes a law.
8. You may want to display the flow charts in the classroom so students can refer to them in the future.

Extension and Adaptation Activities

Extension Activity

Have students create a poster presenting all the players they can think of that might emerge on a bill of a chosen topic. If it was prescription drug costs, for example, players would include Congressmen/woman, Senators, the President, doctors, advocates for the elderly, pharmacists, drug companies, food -and -drug safety specialists, etc.

 

Adaptation Activity

You may want to adapt this lesson for linguistic and musical students. Have students visit the School House Rock Web site at http://www.school-house-rock.com/Bill.html and listen to “I’m Just a Bill.” Then have students come up with their own version.

 

Assessment

Check your students’ understanding by asking them to respond to the following request for information.

1. Explain how a bill becomes a law.

Lesson Plan Feedback

If you have suggestions for improving this lesson plan, or if you have ideas for others using the module, please let us know. We value your input. Thank you!

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