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Georgia Performance Standards for American Government/Civics Grades 9-12

UNIT 3 Rules were made to be brokenor at least interpreted

Elaborated Unit Focus This unit is designed to help students understand how rules and laws are created in American Government. Rule of law is the primary theme for this unit. Through it students will grasp a better understanding of the legislative process, the functions of departments and agencies of the federal bureaucracy, and the laws and rules that govern lobbyists. The concept of distribution of power will be used to help students better understand differences between the House and the Senate and differences between the national legislature and state legislature. By looking at individuals, groups, and institutions, students will get a better picture of the people and positions involved in the legislative process, the role of lobbyists, and interest groups. Standards/Elements SSCG4 The student will demonstrate knowledge of the organization and powers of the national government. a. Describe the structure and powers of the legislative, executive, and judicial branches. SSCG9 The student will explain the differences between the House of Representatives and the Senate, with emphasis on terms of office, powers, organization, leadership, and representation of each house. SSCG10 The student will describe the legislative process including the roles played by committees and leadership. a. Explain the steps in the legislative process. b. Explain the function of various leadership positions within the legislature. SSCG11 The student will describe the influence of lobbyists (business, labor, professional organizations) and special interest groups on the legislative process. a. Explain the function of lobbyists. b. Describe the laws and rules that govern lobbyists. c. Explain the function of special interest groups. SSCG15 The student will explain the functions of the departments and agencies of the federal bureaucracy. a. Compare and contrast the organization and responsibilities of independent regulatory agencies, government corporations, and executive agencies. b. Explain the functions of the Cabinet. SSCG17 The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution. a. Examine the legislative, executive, and judicial branches.
Georgia Department of Education Dr. John D. Barge, State School Superintendent American Government/Civics Grades 9-12 Unit 3 UPDATED 2/14/11 Page 1 of 5 Copyright 2011 All Rights Reserved

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Georgia Performance Standards for American Government/Civics Grades 9-12

Enduring Understandings/Essential Questions Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. In what ways is the legislative process guided by rules and laws? How do decisions made by executive agencies impact individuals and groups outside of government? How does the legislative process differ at the national level and the state level? Students will understand that distribution of power in government is based on documents and laws combined with contemporary values and beliefs. In what ways is the legislature bound to follow a particular process in lawmaking? How has the power of the bureaucracy changed over the last 200 years? How does the power of the bureaucracy challenge the distribution of power in government? Students will understand that individuals, groups, and institutions make decisions that impact a society through intended and unintended consequences. Where in the legislative process do individuals get to exert their greatest influence? Are individuals or groups more important to the legislative process? What role do lobbyists and interest groups play in the legislative process? To what extent are lobbyists and interest groups affected by the laws and rules made by the institutions they attempt to influence? Sample Balanced Assessment Plan Description of assessment Graphic organizer comparing the organization, structure, and powers of the national legislature with the state legislature.

GPS Type of assessment 4a *Informal Observation 17a *Constructed Response Students create a game called House or Senate. They are responsible 9 *Informal Observation for the creation, organization, and content found in the game. The class *Dialogue and should get an opportunity to play a couple of the games. Discussion *Constructed Response *Self Assessment Lead students through a brief simulation of the lawmaking process. 10a *Informal Observation Students will complete a two column chart. On one side is a brief *Dialogue and description of the step, the other side is an analysis of WHY that step is Discussion important. What theme does each step connect to? What would happen *Constructed if that step was removed? Response *Self- Assessment Students take on the roles of various leadership positions. Other students 10b *Informal Observation take on the role of media and conduct interviews with the members of the *Dialogue and legislature on a particular topic. Students should switch sides at some discussion point during the interview. *Self- Assessment
Georgia Department of Education Dr. John D. Barge, State School Superintendent American Government/Civics Grades 9-12 Unit 3 UPDATED 2/14/11 Page 2 of 5 Copyright 2011 All Rights Reserved

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Georgia Performance Standards for American Government/Civics Grades 9-12

Students create a mock website for an interest group. The website must 11 demonstrate the function of the group and identify several legislators they would lobby and explain why. Multiple choice quiz describing the differences and roles of the federal 15 bureaucracy. Sample Performance Task

*Informal Observation *Constructed Response *Selected Response

Performance Task for Unit 3: Lawmaking: Its a dirty job, but someone has to do itliterally. Enduring understanding: Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making policies, and limits the power of government. Standards: (portions of) SSCG 4a, 9, 10, 11, 15, 17a The Chowder Theater Presents: The Iron Triangle! Congratulations! Your group of 3 has been chosen to write, produce, and star in the most anticipated play of the year: The Iron Triangle. The Chowder Foundation has agreed to fund a production of a play demonstrating the drama and interaction that exists between congressional committees, executive agencies, and interest groups. Over the next 3 weeks you will be learning about these relationships and preparing a scene demonstrating your understanding of how iron triangles represent the rule of law. The requirements for your play are as follows: You must choose a congressional committee, an executive agency, and an interest group that have some regular interaction. Some examples are listed below, but you may choose your own. You are to create a 5-10 minute scene from a play that CLEARLY represents the relationships between these three groups. It is strongly recommended that you turn in a written script of the play! - The names of the committee, agency, and interest group must be said OR displayed at some point during the play. - The PRIMARY function/purpose of the committee, agency, and interest group must be stated at some point during the play. - The following questions MUST be answered in the play: *How does the congressional committee benefit from the agency and the interest group? *How does the executive agency benefit from the congressional committee and the interest group? *How does the interest group benefit from the executive agency and the congressional committee? Finally, you are expected to create a typed program for your play that has a list of the cast and an introduction that answers the following questions: - How do the three components of the iron triangle, through their creation of rules and laws, affect the behavior of citizens? - How are the three components of the iron triangle affected by laws and rules?

Georgia Department of Education Dr. John D. Barge, State School Superintendent American Government/Civics Grades 9-12 Unit 3 UPDATED 2/14/11 Page 3 of 5 Copyright 2011 All Rights Reserved

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Georgia Performance Standards for American Government/Civics Grades 9-12

Suggested iron triangles to research: Congressional Committee House Armed Services

Executive Agency/Dept. Department of Defense

Senate Agriculture, Nutrition, Forestry Committee House Committee on Education and Labor Senate Agriculture, Nutrition, Forestry Committee

Department of Agriculture Department of Education Department of Interior

Interest Group/Corp. Defense industry (Boeing, ITT, etc) OR VFW, American Legion, etc. American Beverage Association, School Districts American Federation of Teachers Greenpeace or PETA

Map and Globe Skills:

Information Processing Skills: 1, 3, 4, 5, 6, 11, 15, 16

*Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product rubric. The content rubric (with bolded borders) is designed to measure how well a student can use the standards to demonstrate the enduring understanding(s). The second rubric focuses on the product of the performance task. This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily when assigning a grade to the students.

Content Rubric for Unit 3 Task: Iron Triangle Play

Scale Criteria

1 (Below Standard)
Only correctly identifies 1 of the components OR only correctly explains the function of 1 component.

2 (Needs Improvement) Only correctly identifies 2 of the components OR only correctly explains the function of 2 components.

3 (Meets Standard) Correct name of committee, agency, and interest group given AND the function of each is correctly explained.

4 (Exceeds Standard) Everything in meets standard, PLUS describes a specific, current activity that each component is working on.

Correctly identifies all 3 components and correctly explains the function of each component Correctly analyzes the relationship between ALL 3 components

Evaluates the iron triangles effects on citizens or groups.

Only explains how 1 Only explains how 2 of Clearly and correctly component benefits the components benefit explains how EACH from the other two from the other two OR component interacts OR only makes one only explains how with the other two. correct connection EACH component between two benefits from one of the components. others. Describes 1 or 2 clear Explains 3 clear Explains 4 clear connections between connections between connections between specific specific specific actions/decisions of actions/decisions of the actions/decisions of the the triangle and triangle and behaviors triangle and behaviors behaviors of citizens of citizens or groups. of citizens or groups. or groups.
Georgia Department of Education Dr. John D. Barge, State School Superintendent American Government/Civics Grades 9-12 Unit 3 UPDATED 2/14/11 Page 4 of 5 Copyright 2011 All Rights Reserved

Everything in meets standard, PLUS cites specific examples for more than 2 of the relationships.

Everything in meets standard PLUS provides a personal value judgment on the role of the iron triangle in a democracy with supporting facts relating to the behaviors of citizens or groups.

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Georgia Performance Standards for American Government/Civics Grades 9-12

Evaluates the effects of rules and laws on the iron triangle.

Correctly describes 1 Correctly explains 3 or 2 clear connections clear connections between specific between specific rules/laws and their rules/laws and their effects on the effects on the triangle. triangle.

Correctly explains 4 clear connections between specific rules/laws and their effects on the triangle.

Everything in meets standard PLUS provides a personal value judgment on the role of the iron triangle in a democracy with supporting facts relating to rules/laws that affect the triangle.

Product Rubric
Scale Criteria

1 (Below Expectations)
Scene is less than 1 minute or more than 20 minutes long OR 1 member (or more) of the group does not participate in play because of poor design of script. Program is not typed.

2 (Needs Improvement)
Total time of scene is substantially less than 5 minutes or more than 10 minutes OR each member of the group fails to describe at least 1 key piece of content. Program is typed, cast members are listed, but not according to their role OR has 3 or more mechanical errors.

3 (Meets Expectations)
Total time of scene falls between 5 and 10 minutes AND each member describes AT LEAST 1 key piece of content (functions of components, relationships of components). Program is typed, all cast members are listed according to their role in the scene, AND has 1-2 mechanical error(s).

4 (Exceeds Expectations)
Everything in meets expectations PLUS each member describes 2 or more key pieces of content.

Scene meets time requirement and all members participate

Program is typed, includes a cast list, and is free of mechanical errors

Everything in meets expectations PLUS has NO mechanical errors and demonstrates outstanding creativity in design or presentation.

Resources for UNIT 3 http://thomas.loc.gov/links/ - Links to all things legislative http://www.yourcongress.com - Accessible, hip, student-friendly guide to Congress. http://www.georgiaarchives.org/ - The virtual vault contains quality scans of original documents, including Georgia government records.

Georgia Department of Education Dr. John D. Barge, State School Superintendent American Government/Civics Grades 9-12 Unit 3 UPDATED 2/14/11 Page 5 of 5 Copyright 2011 All Rights Reserved