Chapter 5: The Legislative Branch (Section 4)

Grade Level:7th Grade

Purpose:The student will demonstrate the knowledge of a bill begins, how the two houses consider a bill, and what ways can the president act on the bill.

SOL:CE.3d,e A basic responsibility of citizenship is to contribute to the common good. A democratic society requires the active participation of its citizens.

CE.4b,c,d,f Thoughtful and effective participation in civic life depends upon the exercise of good citizenship.

CE.6a The Constitution of the United States defines the structure and powers of the national government.

CE.6b The powers of the national government are separated among three branches of the government in ways that limit any one branch from abusing its power.

CE.6c Officials who are elected to serve in the national legislatures make laws. National laws are made by Congress. All citizens can learn the importance of the individual’s participation in the policymaking process through direct participation and simulations.

Direct Teaching:
Guided Teaching:
Conclusion of Reading Chapter:
Activity: /
  1. The teacher will review with the students section 3 that was read the day before.
  1. The teacher will ask the students review questions from yesterday’s reading.“What are the powers of Congress?” Delegated powers, implied powers, impeachment, and special powers of each house. “What are the limits that Congress has?” Powers reserved for state government and passing types of laws forbidden by the Constitution. “What is the elastic clause?” Part of the Constitution giving Congress the power to do any action relating to its delegated powers that it considers “necessary and proper.” What types of powers are reserved to the states under the 10th Amendment?” The authority to regulate and conduct elections, creates and administers schools, and establish marriage laws. Where do the delegated powers come from? Article 1, Section 8.
  1. The teacher will have the students’ popcorn read. Tell the students they will need to fill out their outline notes while we are reading.
  1. Students will read section 4. The teacher will not ask questions until after the reading is done.
  1. The teacher will review what students just read to see if they understood what they read, Section 4:
  2. How does a bill begin? Citizens, groups, committees or members of Congress, or the president propose a bill; the bill is sent to committee and, if passed, is voted on by the House and the Senate; the president may sign the bill into law, not sign it, or veto it.
  3. How might you influence your senator or representative to introduce a bill? By writing an e-mail or letter and organizing people to support the bill.
  4. What is the desired effect of a filibuster? To delay the vote on a bill.
  5. What happens to a bill the president does not sign when Congress is not in session? It does not become law.
  6. What is the difference between veto and pocket veto? Veto is when the president refuses to sign a bill and pocket veto is when the president does not sign a bill within 10 days when Congress is not in session, preventing it from becoming law.
  7. How does the VA General Assembly make laws? I can dance very slowly. Introduce, Committee, Debate, Vote, and signed.
  1. After the reading and a quick review to make sure student understood what they read, students will do the following activity (time permitted):
  2. Guided Reading Strategies 5.4
  3. Brainpop video and quiz
  4. ICDVS – color a note page for review.