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ERIC ED460893: The Connecticut General Assembly: Teacher's Manual for Visitation Program of the Connecticut Consortium for Law and Citizenship Education, Inc. PDF

55 Pages·1995·1.1 MB·English
by  ERIC
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Preview ERIC ED460893: The Connecticut General Assembly: Teacher's Manual for Visitation Program of the Connecticut Consortium for Law and Citizenship Education, Inc.

DOCUMENT RESUME SO 028 509 ED 460 893 Richards, Margaret AUTHOR The Connecticut General Assembly: Teacher's Manual for TITLE Visitation Program of the Connecticut Consortium for Law and Citizenship Education, Inc. Connecticut Consortium for Law and Citizenship Education, INSTITUTION Inc., Hartford. Connecticut Humanities Council, Middletown. SPONS AGENCY 1995-00-00 PUB DATE 55p.; Appendices not included in ERIC version. NOTE Connecticut Consortium for Law & Citizenship Education, AVAILABLE FROM Inc., Program Office, 30 Trinity Street, Hartford, CT 06106. Tel: 203-566-3904. Classroom Teacher (052) Guides PUB TYPE MF01/PC03 Plus Postage. EDRS. PRICE . *Citizenship Education; *Civics; Constitutional History; DESCRIPTORS Governmental Structure; High Schools; *Law Related Education; Political Science; Social Studies; State History; Teaching Guides; United States History *Connecticut IDENTIFIERS ABSTRACT This program is intended for easy incorporation into curricula on U.S. history, state and local government, or contemporary issues and events. The objective is for high school students to gain direct exposure to the workings of the Connecticut state legislature and the decision-making process. The teacher's manual contains an introduction, a guide for teachers, "Introduction to the Connecticut General and seven sections, including: (1) "Organizing for the "Getting Elected to be a Lawmaker"; Assembly"; (3) (2) "Do You Think "The Process of Lawmaking"; Business of Lawmaking"; (5) (4) "Exploring Careers at the General Assembly"; There Ought to be a Law?"; (6) "A Final Word: Senator Kevin Sullivan." and (7) (EH) . Reproductions supplied by EDRS are the best that can be made from the original document. Teacher's Manual for Visitation Program of the Connecticut Consortium for Law and Citizenship Education, Inc. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS . CENTER (ERIC) BEEN GRANTED BY /This document has been reproduced as received from the person or organization mes_Schm ic14 originating it. clot. 0 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy. 2 BEST COPY AVAILABLE This Program was funded by a grant from The Connecticut Endowment for the Humanities CONNECTICUT rri.}11110r_, HUMANITIES COUNCIL Author LEGISLATIVE VISITATION MANUAL Margaret Richards Program Director Connecticut Legislative Visitation Joani K. Byer Editorial Assistance Margaret Schmidt Veronica Rose, Office of Legislative Research Secretarial Assistance Michele Provencal Mader Program Steering Committee Joani K. Byer, William H. Hall High School Dr. Christopher Collier, State Historian Jill Cromwell, CIT Director, League of Women Voters Representative Denise W. Merrill, 54th District David Ogle, Executive Director, Office of Legislative Management Margaret Richards, Curriculum Consultant Dr. James Schmidt, Executive Director, CCLCE, Inc. Senator Kevin B. Sullivan, 5th District Dear Colleague: Law and Citizenship Education, Inc., is to provide The mission of the Connecticut Consortium for and their students understand the law and the rights and resources to help Connecticut teachers series of those resources that responsibilities of a citizen. This Teacher's Manual is another in a engage students through participation. be a complement to its Court Conceived over ten years ago by members of its Board of Directors to five phases: Visitation Program, this Legislative Visitation Program involves the issues A Legislator in the Classroom activity to help students understand session which will come before the General Assembly in the next legislative of interest to the A student research project on one or more issues which are class which this A classroom unit on the workings of the General Assembly, to Manual is directed view the legislative A visit to the General Assembly when it is in session to research with their legislator(s) process "for real" and to share student A mock legislature in the classroom following their field trip generously of their Naturally, this project is the work of many dedicated individuals who gave so time to write, edit, field test and assist us in putting it together. ferreting out resources to help Margaret Richards, our curticulum consultant, spent many hours like to thank Veronica Rose of teach about the legislative process in Connecticut. We would also of Women Voters for their the Office of Legislative Research and Jill Croinwell of the League with us and helped in valuable assistance to Margaret. Several legislators participated in the project Ferrari. The teachers who editing the Manual, especially Rep. Denise Merrill and Rep. Richard worked well in the classroom and piloted it the first year lent valuable assistance in telling us what what needed revision. Office of Legislative We are especially indebted to Mr. David Ogle, Executive Director of the final product. Management, for his help in moving our ideas from the drawing board to the in the discussion stage. Without his expertise and guidance, this cooperative effort would still be Council that this project got off the It was only with the assistance of the Connecticut Humanities and field test it in ground. They provided us with the financial resources to prepare this Manual schools around the state. understand the dynamic and It is hoped that with this Teacher's Manual, students will better and continues to be. The interesting process that making laws in Connecticut has always been Consortium believes performance-based activities envisioned in this program are the way the students learn best about the difficult job of making good laws. other activities in this project, For additional copies of this Manual or help with implementing the CT 06106 or call 566-3904. please contact the Program office at 30 Trinity Street, Hartford, Sincerely, Joani K. Byer Project Manager 4 tate of (Connaticut JOINT COMMITTEE ON LEGISLATIVE MANAGEMENT LEGISLATIVE OFFICE BUILDING HARTFORD. CONNECTICUT 06106-1591 PHONE (203) 240-0100 FOREWORD For more than three hundred and fifty years -- from the Fundamental Orders of 1639 to the current Constitution of 1965 -- citizen participation in representative government has been the cornerstone of Connecticut's governmental and political processes. It is through participation in government and politics that citizens can best acquire knowledge and information about the varied and complex issues that face our state and nation, and about the intricacies of democracy which Winston Churchill described as "the worst form of government except for all the others that have been tried from time to time. " Despite Connecticut's long-standing tradition and commitment to the principle of participatory democracy, the vast majority of our state's citizens pass through adolescence and into adulthood with little or no direct exposure to or contact with their representatives who serve them in the halls of the State Capitol. The Legislative Visitation Program, designed, developed and sponsored by the Connecticut Consortium for Law and Citizenship Education, offers our state's high school students -- Connecticut's leaders of tomorrow -- an opportunity for direct exposure to and involvement in the exciting, fascinating and sometimes frustrating activities and decision- making processes of their state legislature. The program is intended for easy incorporation into curricula on American history, state and local government, or contemporary issues and The enhanced understanding that program participants will acquire of their events. governmental system through direct contact with their elected and appointed representatives, and through the opportunity to closely observe laws being made, will surely enable them to better prepare for the transition to higher education and the responsibilities of adulthood in a free society. for the Legislative Visitation Program is the product of While this Teacher's Manual deserving of special mention many hours of work by countless volunteers, four individuals are for their yeoman efforts. Joani Byer of William T. Hall High School in West Hartford, project 5 Prnted on ',maw grow director for the program, has never ceased in pursuit of her dream to make the program a reality. Margaret Richards put in more hours than anyone could possibly imagine in preparing State Representative Denise Wright Merrill, who formerly served as the this manual. Consortium's executive director and edited the teacher's guide on "350 Years of Connecticut Government," continues to provide strong support for the program and for the Consortium in her elected capacity. Finally, Dr. James Schmidt, Executive Director of the Consortium for law and Citizenship Education, has been the glue that has held everything together. The people of Connecticut owe a debt of gratitude to these four individuals for their unstinting commitment to and faith in our state's future -- its young people. David B. Ogle Executive Director Joint Committee on Legislative Management LEGISLATIVE VISITATION MANUAL Table of Contents INTRODUCTION TO LEGISLATIVE VISITATION PROGRAM Joani K. Byer, Program Director David B. Ogle, Executive Director, Office of Legislative Management GUIDE FOR TEACHERS Objectives Suggested Unit Plan and Arranging the General Assembly Visitation Bibliography Page I Section INTRODUCTION TO THE CONNECTICUT GENERAL ASSEMBLY 9 II Section GETTING ELECTED TO BE A LAWMAKER 17 Section III ORGANIZING FOR THE BUSINESS OF LAWMAKING 19 Section IV THE PROCESS OF LAWMAKING 25 Section V DO YOU THINK THERE OUGHT TO BE A 'LAW? 43 Section VI EXPLORING CAREERS AT THE GENERAL ASSEMBLY 47 Section VII A FINAL WORD. SENATOR KEVIN SULLIVAN 49 UNIT THERE OUGHT TO BE A LAW... Grades 7 - 12 Minimum - 2 weeks Guide for Teachers incorporated into curriculum This material on lawmaking in Connecticut may be history,-contemporary, issues or state and local government. on U.S. participatory, cooperative and reality-based Obectives: Through experiences which use learning strategies, students will: CI'S Process Model following); 1. improve critical thinking skills (see lawmaking procedures used by the 2. increase their understanding .of the Connecticut General Assembly; and citizenship through observing and modeling 3. develop practical action skills for The skills will include: the lawmaking process in Connecticut. significant public concern; identifying and defining a problem of of solving a problem considering the advantages and disadvantages through the legislative process; gather information, opinions using a variety of 'community resources to and perspectives on public issues; persuading, advocating; interviewing, questioning, listening, explaining, supporting and leading other people; decisions. negotiating, mediating, compromising and making 1 8 UNASSESSED INFORMATION From School, Home, Community, Books Magazines, TV, Newspapers, Maps, Etc. Basic Skills Interpret maps, charts, graphs, timelines, and other symbolic materials; locate and select information using appropriate reference materials; organize information into categories, and understand history--social science vocabulary. Critical Thinking Skills * L DEFINING AND CLARIFYING THE PROBLEM A. Idgatilysantalissaur=121g= B. Compare similarities and differences. C. Determine which information is relevant, D. Formulate appropriate questions, E. Express problems clearly and concisely. IL JUDGING INFORMATION RELATED TO THE PROBLEM A. Distinguish among fact, opinion, and reasoned judgment. B. Check consistency, C. Identify unstated assumptions. D. Recognize stereotypes and cliches, E. Recognize bias. emotional factors. propag. da. and semantic slanting. F. Recognize value orientations and ideologies, ELL SOLVING PROBLEMS / DRAWING CONCLUSIONS A. Recognize the adequacy of data, B. Identify reasonable alternatives. C. Test conclusions or hypotheses. D. Predict probable consequences. Process Outcomes The desired outcomes of the above process are students who can: Assess information around them, defme problems, weigh evidence, and draw conclusions. Participate effectively as citizens in a representative democracy. Defend and justify intellectual and personal values, present and critique arguments, and appreciate the view- points of others. *Underlined skills are assessed in the objective portion of the statewide test. CTS PROCESS MODEL 2 Suggested Unit Plan Introductory discussion and activity Concept of need for laws through Introduce: participatory activity such as the Island Game. Can all problems be solved by a law? Discussion: What are other ways? What are advantages of legal solutions? What are disadvantages? laws What have been sources of authority to make Historical perspectives: and compel people to obey them? its Where does the Connecticut General Assembly get authority to make laws for the state? Organize the class as a model General Assembly of concern to them and their students identify up to four problems which are - Have before the current session of the community and which are related to an issue coming General Assembly. (See Appendices A and E) Ask each subcommittee to Divide the class into subcommittees, one for each problem. - in Connecticut. divide into representatives of the,major political parties problem by: Have each subcommittee research solutions to its - and other resource interviewing interest groups, lobbyists, local legislators people (See Appendices A and B); through the media; tracking the problem and the solutions suggested position papers, statements gathering relevant data from statistical information, about costs and funds available, etc. subcommittee caucus and develop a Have members of the political parties on each - this point there may be majority and legislative proposal addressing the problem. At minority proposals. by each subcommittee on preliminary hearing before the whole class for reports - Hold a problems researched and solutions proposed. 1 0 3

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