Letters to Congress
Michael Gerardot
Driving Questions: What is bill H.R. 610?
What benefits would be gained by passing such a bill?
What benefits would be lost by passing such a bill?
Final Question: How would you, the student, like your Congressional representatives to vote on this bill (Yea/Nay)?
Background of the question:
What grade level is this project targeting?
This project targets high school level students in government classes.
Which standard is being taught?
United States Government 5.9: Use information from a variety of resources to describe and discuss current American political issues.
Summary: Students will research bill H.R. 610 to understand the effects this bill may have on education in the future. In doing so, the students will be expected to learn about the legislation being targeted by this bill. This includes the Elementary and
Secondary Education Act of 1965 and the No Hungry Kids Act. Upon completion of said research, students will be asked to form their own opinions on this bill and then they will compose a letter to the Congressman of their choice (Senator or Representative) that represents them, asking them to vote a particular way (Yea/Nay) on this bill. In the letter, students must explain why they want the Congressman to vote this way by detailing their own opinions on the above mentioned legislative bill and acts. In completing this assignment, students will gain a higher understanding of this political issue in education in America, as well as greater insight into their own opinions on such matters. Also, students will develop an interest in gaining knowledge about matters in American politics that may concern them in the future.
Why is this a good driving question?
Does the driving question warrant in-depth study?
Yes. Students will need to research not only H.R. 610, but also the Elementary and Secondary Education Act of 1965 and the No Hungry Kids Act. In order to gain a better understanding of these pieces of legislation, additional research into their effects may be necessary.
Is the driving question an authentic and relevant issue/problem for my students?
Yes. The bill they will be researching effects education specifically. If they are seniors, then the bill may not affect them directly, but it would affect anyone they know that would still be in school at the time the bill is voted on. Also, this bill would affect the education of any children that students may themselves have in the future.
Is there more than one plausible solution to the driving question?
Yes. Students will have to decide between multiple possible solutions, asking their Congressional representative to vote either Yea or Nay on the bill. If a student determines that they have no opinion on the issue, they will have to write an essay explaining why they take such a stance.
Does the driving question provide opportunities for the student to evaluate, analyze, present, and defend their solutions?
Yes. The whole purpose of the project is to have students evaluate and analyze U.S. legislation for the purpose of creating an informed opinion on the issues. They must then present these opinions in the form of the letter, with details supporting the stance they choose to take.
Grabber:
The subject will be broached as a current event. Students will be introduced to some of the basic elements of H.R. 610. This includes the proposals to repeal the Elementary and Secondary Education Act of 1965 and the No Hungry Kids Act. Also, a basic explanation of the voucher program will be given as this is also an important element of the bill. Other elements of the bill that are at issue will be discussed for students to consider including: the competing rights of governance between states and the federal government, the right to education, the right to healthy food, ect. These elements will be brought up as a way of getting students to begin to form their own ideas about what is at stake in this bill. Once the students have had some of the basic concepts of the issue explained to them they will be shown a video about students who are at risk of losing access to after school programs because of cuts to the Department of Education’s budget. This will be done so that students understand some of the real world implications of reducing federal funds for primary and secondary education. The goal will be for students to research the bill and learn how they themselves feel about it. The websites listed below contain the information that will be shown in class to help in the beginning of the research process:
https://www.congress.gov/bill/115th-congress/house-bill/610
https://education.laws.com/elementary-and-secondary-education-act
http://www.cbsnews.com/videos/after-school-programs-threatened-in-trumps-proposed-budget
Once students have been given information on the bill they will be explained the intention of the lesson, which is for them to research a current American political topic with the hope that they will form their own informed opinion on the issue.
Does the resource hook the learner into asking more questions about the topic?
The resources provided are intended to introduce the issue and provide the basic background information that concerns the bill. The video will hook the students by highlighting the idea of a student’s right to a quality education. The assignment is intended to cultivate passion in students to become active citizens that participate in the political world, or at the very least to pay more attention to the actions of the American government. As the intention of the assignment is to present the issue in an unbiased manner, and thus not affect the position taken by the students, the grabber is not one that takes any particular stance on the issue. It simply demonstrates what is potentially at stake in passing H.R. 610.
Does the grabber capitalize on novelty/ high emotion situations?
There is no intentional emotional content developed in the resources provided. They are themselves, responses to emotional subjects. The legislation that the bill is attempting to repeal was created during the civil rights era as an attempt to insure that all American students receive an equal opportunity for an education. As this is itself an emotional topic, the idea of repealing a law that ensures such a right would also be emotional.
Does the grabber establish authenticity and relevance?
The grabbers are both taken from authoritative sources on the subject. The first resource is the Congressional website, which explains the nature of the bill in simple terms. The second resource is a website that contains laws pertaining to education, which explains the nature of the Elementary and Secondary Education Act of 1965. Both are completely authentic and relevant to the issue.
Classroom scenario:
Students will be presented with the first resource from the Congressional website as a means of introducing the content of the bill. During this presentation, students will be explained the basic nature of the voucher program so as to understand the alternative method of funding education that is being suggested. Students will also be shown the website on the Elementary and Secondary Education Act of 1965 so that they understand the basic function of the law.
Culminating Activity:
A letter to Congress:
Upon completing the presentation of the grabber, students will be explained the assignment that they will be expected to complete in order to demonstrate that they have researched the issue and thought about it enough to create an informed opinion. What will be emphasized is the necessity for each student to form their own opinions about the bill through research done during time set aside in class. Students will be placed into small study groups to promote constructive collaboration. This will give students the opportunity to get their classmates’ perspectives on the topic. Topics that will be suggested for research include the laws suggested for repeal, information taken from current news media regarding the bill, or any other relevant resources the student believes will support their opinion. Students will then be presented with the format that is being suggested to demonstrate their understanding, this being a letter to their Congressional representative. The purpose of the letter is to have the student explain the stance they wish their Congressman to take with regards to H.R. 610. The letter will have no required length. Upon receiving all of the letters from the students, I will tally up the total number of students that support and oppose the bill. The tally results will then be given to the students in order to give them an idea of how the bill would be voted on if their congressperson were only going to vote based on the opinions of the class. If a student decides that they have no opinion on the bill, they will be asked to write a one-page paper discussing the elements of the bill and how it could affect education in America if it is passed.
How is the activity authentic?
The idea of writing a letter to Congress is a traditional way for American citizens to communicate their opinions on matters of national interest. While it is not as common in practice today, it is still a suitable method for students to use in order to understand their ability to have an impact on the world they live in through active citizenry participation. Also, giving the students the results of their letters with regards to their congresspersons vote will give them an idea of how they can potentially impact the political system.
Does the activity provide students with the opportunity to present and defend problem solution?
The activity is based on students presenting their opinions about H.R. 610 to their congressperson. Students will have the opportunity to defend those opinions in the letter or paper that they must turn in.
Does the activity require student collaboration?
The students will be required to do research is small groups to help them find information about the issue, as well as allowing them to gain insight from each others’ stances on the matter.
How will I judge what students have learned from the activity?
Assessment of letters, or papers if a student should choose the alternative assignment option, will be based on the quality of the argument that the student makes with regards to their position on the bill, as well as the basic composition elements of the assignment. If the student chooses to not take a position, and therefore writes a paper rather than a letter, they must still provide an argument as to why they chose to remain neutral. Since this is a letter, no citation will be required.