Whose Rules

1
Whose Rules
2
Directions to the Student

• In a cohesive paper or presentation, you will
• Identify a problem and a policy or law that
  attempts to solve it.
• Explain one way the policy or law attempts to
  solve the problem OR explain one way the policy
  or law is enforced.
• Identify individuals and/or groups who
  participated in the policy or law-making process.
• Explain two or more ways in which individuals
  and/or groups participated in the law-making
  process.
• Provide reasons for agreeing or disagreeing with
  the law or policy by explaining how the law or
  policy promotes a right or democratic ideal with
  one or more supporting details.
• List two or more sources including the title,
  author, type of source, and date of each source.

3
Rubric

• Reason for agreeing/disagreeing with the law or
  policy
• Explanation of how it promotes or doesnt promote
  a right or democratic ideal
• Problem the law or policy attempts to solve
• Way the law or policy attempts to solve the
  problem
• Way the law or policy is enforced
• Ways individuals participated in the law-making
  process
• Sources

4
Essential Questions

• Why do we have rules or laws?
• How do laws promote freedom (liberty), or other
  democratic ideals?
• Justice/Fairness
• Equality
• Life, Liberty, The Pursuit of Happiness
• Common Good
• Rights and Responsibilities of Citizenship

5
Essential Knowledge

• How laws are made
• Legislative process, including branches of
  government
• How a bill becomes a law
• Democratic ideals
• Current and historical laws and the process by
  which they became laws
• Citing sources

6
Teaching Plan

• Government
• Structure
• Laws
• Why do we have them?
• How are they made?
• Democracy
• What is it?
• What are democratic ideals?
• How does this relate to laws?
• Looking at current laws (CBA prep)

7
Resources

• We the Kids David Catrow
• D is for Democracy A Citizens Alphabet Elissa
  Grodin
• Everyone Counts A Citizens Number Book Elissa
  Grodin
• www.leg.wa.gov/
• www.democracykids.org/
• www.seattletimes.com