5.2: The Legislative Process - Classroom Activity
- Page ID
- 231663
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Simulating the Legislative Process
In this class period we conduct a legislative process simulation to demonstrate the complete process of bill introduction and debate, as well as amendment and voting procedures in Congress. Through this activity you will learn about the intricate nature of lawmaking, the functions of committees, partisan politics, and negotiation processes.
- Group Formation
- Roles are assigned such as Senators, Representatives, Committee Chairs, Party Leaders, Lobbyists, and Constituents.
- Everyone is assigned to serve on a specific House or Senate committee (e.g., Foreign Relations, Appropriations, Education).
2. Bill Introduction
- Choose a DEI focused bill from: Congress.gov Sample Bill.
3. Committee Deliberations
- Committees review the bill, hold hearings, and propose amendments.
- Lobbyists and constituents submit written or oral testimony to influence the process.
4. Floor Debate and Voting
- The bill moves to the full House and Senate for debate. Students can propose amendments, filibuster (in the Senate), and negotiate compromises.
- A final vote is held in each chamber.
5. Conference Committee
- If the House and Senate pass different versions of the bill, a conference committee negotiates a compromise.
6. Debrief and Reflect
How was your experience?
(prepare for a deeper reflection in the following homework assignment)
Evaluation Rubric
1. Preparation (20 points)
Criteria: Did the student come prepared to participate in the simulation?
- 5 (Excellent): Student demonstrates thorough preparation by researching their role, understanding the bill, and bringing relevant materials (e.g., notes, amendments, or talking points).
- 4 (Good): Student is well-prepared but may lack some depth in their research or materials.
- 3 (Satisfactory): Student shows basic preparation but relies heavily on provided materials without additional effort.
- 2 (Needs Improvement): Student is minimally prepared and contributes little to the simulation.
- 1 (Poor): Student is unprepared and does not contribute meaningfully.
2. Participation (30 points)
Criteria: Did the student actively engage in the simulation?
- 5 (Excellent): Student actively participates in all stages of the simulation (e.g., committee hearings, floor debates, voting) and demonstrates leadership or initiative.
- 4 (Good): Student participates consistently but may not take a leading role.
- 3 (Satisfactory): Student participates occasionally but is mostly passive or disengaged.
- 2 (Needs Improvement): Student participates minimally and shows little interest in the activity.
- 1 (Poor): Student does not participate or disrupts the simulation.
3. Understanding of the Process (30 points)
Criteria: Did the student demonstrate an understanding of the legislative process and their role?
- 5 (Excellent): Student clearly understands the legislative process, their role, and how their actions impact the outcome. They use correct terminology and follow procedures accurately.
- 4 (Good): Student understands the process and their role but may make minor errors or need occasional guidance.
- 3 (Satisfactory): Student shows a basic understanding but struggles with some aspects of the process or their role.
- 2 (Needs Improvement): Student demonstrates limited understanding and requires frequent guidance.
- 1 (Poor): Student does not understand the process or their role and does not contribute meaningfully.
4. Collaboration (20 points)
Criteria: Did the student work effectively with others during the simulation?
- 5 (Excellent): Student collaborates effectively with peers, listens to others’ perspectives, and contributes to group decision-making. They demonstrate respect and professionalism.
- 4 (Good): Student works well with others but may dominate discussions or struggle to compromise.
- 3 (Satisfactory): Student collaborates adequately but may be passive or disengaged during group discussions.
- 2 (Needs Improvement): Student struggles to collaborate and may be dismissive of others’ ideas.
- 1 (Poor): Student does not collaborate and may disrupt group dynamics.