James Madison University College of Education

Social Studies Lesson Plan Format

MSSE 570, 571Cude/Taylor Jaffee
Name: Katherine Dixon
Subject/Class: State Government

Grade Level: 7th

Topic: VA Legislature

Essential Question(s)/Big Ideas:

1. Why might lawmakers have difficulty passing bills into laws?
2. What is the difference in passing a law in Congress and passing a law in the Virginia
General Assembly?
3. Who are your representatives to the Virginia General Assembly?
4. What is the impact of geography on a lawmakers choices?
SOLs/Standards addressed (# & letter):
CE.7 The student will demonstrate knowledge of
the American constitutional government at the
state level by
+ a) describing the structure
and powers of the state government;
+ b) explaining the
relationship of state governments to the
national government in the federal system;

NCSS Strands addressed:

X Civic Ideals and Practices

+ c) explaining and/or
simulating the lawmaking process;
Learning Outcomes/Objectives & Assessment chart: [Use U,K,D,V (Value); Label and number
them.]
Learning Outcomes/ Objectives:
Assessment: How will you know they know?
U 1: SWUT legislators have to overcome
outside influences to pass legislation

Newspaper Article Station (Station 1)

U 2: SWUT the geography of a district

affects the legislation a representative
advocates for
K 1: SWBAT identify their state
representatives to the VA General Assembly
K 2: SWBAT differentiate the lawmaking
process between the federal and state levels
D 1 (Skill): SWBAT create the
supplementary tools necessary to read a map
D 2: SWBAT justify why a legislator should

District Mapping Station (Station 5)

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/14

Webquests (Stations 3 & 4)

How a Bill becomes a Law Station (Station 2)
District Mapping Station (Station 5)
VA Delegate Station (Station 3)

defend an issue important to Greene County

D 3: SWBAT argue why they agree or
disagree with a legislators stance on a
particular issue
V 1: SW appreciate the lawmaking process

VA Senator Station (Station 4)

Observed by teacher.

Background Content Overview/Justification: One paragraph in your own words (4-6 sentences)
that justifies the use of the K objectives above. Include citations of where you gathered your
background information in the reference section.
Students will need to know K1 because in order to be active citizens, they have to know who is
representing them. Students need to know K2 because it is crucial to know the differences and
similarities between the lawmaking processes of the national and federal governments.
Instructional Plan: This is the heart of your lesson. It includes step-by-step instructions, which a
substitute teacher should be able to teach from. Include movement opportunities and student-directed
learning. Higher Blooms questions should be included. Plan and write out your transitions. THIS IS
a SCRIPT of what you will teach.
Lesson
Components &
Time Frame
(examples)

What the Teacher Will Do

Hook
2 minute

Show live stream video of the House of Delegates and talk about what we see.
Ask students what they see. What part of the lawmaking process is happening at
the moment?
Say: Okay, now we get to see who represents us and how they represent us in
the House of Delegates and the Virginia Senate. Today we will be doing
stations. You will have 10 minutes at each station. There are directions on each
worksheet. Please read them very carefully so that we can be effective and
efficient. If you have questions please raise your hand. You will begin at your
table and rotate clockwise. Let me know if you have any questions.
Throughout these stations I will be circulating through the room, monitoring
what they are doing, guiding students in the correct direction, keeping them on
task, and answering questions as they arise.

Directions
1 minute

Stations
50 minutes

Station One Newspaper Article & Questions:

The directions say: read the article and answer the questions. They read the
article titled Va. General Assembly session opens; budget, voting, health,
Metro among hot issues and answer the questions. This article is from January
11, 2016, and as they are reading I will make them aware that it is current. They
are reading the article because it presents obstacles that legislators have to face
to get legislation passed, even if they are on the same side.
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude & Dr. Taylor Jaffee 9/14

Station Two How a Bill Becomes a Law:

First, students will be directed to watch the Schoolhouse Rock video titled
How a Bill becomes a Law. They will answer questions on the video that
highlights the lawmaking process. They will make educated guesses on the
difference between the national and state governments in relation to the
lawmaking process. Then, they will create a foldable on the lawmaking process
in the state legislature using the acronym I Was Drawing Very Great! Then, if
they have time, they will go to the website iCivics where they will determine
who the laws they are presented with would affect, which will help them in
understanding the different ways that lawmakers have influence on different
types of people.
Station Three Virginia Delegate Webquest
Students will begin at the VA General Assembly website, where they will use
the Whos My Legislator? feature to find out who represents them in the
House of Delegates. They will answer questions on a worksheet to guide their
way through the Webquest that will help them get to know their delegate. Then,
they will choose an issue they may want to advocate for to their delegate and
explain why it is important. This will help them to know they can have an
opinion on a problem and do something about it.
Station Four Virginia Senator Webquest
Students will again begin at the VA Assembly website, where they will use the
Whos My Legislator? feature to find out who represents them in the Virginia
Senate. They will answer questions on a worksheet to guide their way through
the Webquest that will help them get to know their state Senator. Then, they will
choose an issue that is important to the senator and say why they agree or
disagree with the senators stance on the issue.

Formative
Assessment
7 minutes

Station Five District Mapping and Questions

Students will have a worksheet with explicit directions. Then, they will go to
delegate Rob Bells website and list the counties in Virginia that he represents.
They will then color in those counties on their own map, creating a legend as
they go. After that, they will go to senator Emmett Hangers website and find
the counties he represents. Then, they will outline those countries on their map.
Again, they will create a legend as they go. Then, they will add a title and
compass to the map. Learning how to create and identify the key components of
a map will help students if they ever have to work with maps again, which they
will.
I created a Padlet, which I will give students the link to through my website
http://mrsdixon.weebly.com to make it easier. I will instruct them to answer the
prompt on the board, which is: 3 things they learned today; 2 favorite station;
and 1 question they have about what we learned today. After that, if there is
time, I have a Kahoot! that we can do (also linked on my website for easier

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/14

access), which would help me gather data on if they grasped my EQs. I will use
both of these tools when I can, but even one of them can provide me with
valuable information on what I need to re-cover the next day or clarify the next
day.
Materials Needed for the Lesson: Chromebooks, printouts of worksheets (in Google folder),
Computer, Internet access, markers, and pencils
Points
/3 ea.

TOTAL

Rubric for Lesson Plan

NCSS Themes: 1
2
3
4
5
6
7
8 9
10
Objectives/EQ: well written EQ which is essential, objectives well-written and
significant
Assessment: aligned with objectives, formative & summative
Content & procedures: HOOK, closure, timing, appropriate, detailed, accurate
content, well chosen strategies
PASS criteria: higher-order thinking, depth of knowledge [disciplined inquiry],
meaning beyond school, active, integrative, ethical valuing
Required elements: additional pieces submitted (incl. powerpoint, notesheet,
assessments, rubrics, etc), on time, strong visual component, use of primary sources
13.5 15 = exemplary (A)
12- 13.25 = meets target (B)
10.25 11.75 = meets target (C)
10 and below = needs improvement/redo & resubmit

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude & Dr. Taylor Jaffee 9/14