Create a Bill/School Policy

Give students the 1st steps instructions - this gives them the basics of the project. They must figure out who they're working with (I let them choose to work in groups or alone, but they can't work in a group bigger than 4). They also must figure out what their topic is. Topics are not allowed to repeat, so it's first come, first served. Once people/groups determine who they're working with and what their topic is, they will discuss it with the teacher. If they don't come to the teacher within a couple weeks, the teacher may designate groups and/or topics.

Google Classroom, Google Forms (if they wish to make a survey), Google Slides, Chromebook, YouTube (if videos are desired; they are only allowed 5 minutes worth of videos), hard copies of instructions and other materials, Google Classroom (to access online copies of all materials and to submit their final project), sticky notes

After the steps laid out in the instructions, the teacher gives them a copy of the brainstorming paper. This allows students to get into their groups and discuss how their bill/policy would work if it were to pass. (I tell them that they should be more detailed so "we" can help them.) I usually give about 30 minutes to work on this (on block scheduling). After they're finished, the teacher will place them across the room. The teacher then hands groups sticky notes, and allow students to provide feedback. The rules - they must be constructive (for instance, they may tell the bill makers that they agree with their bill, but they must tell why) and appropriate. They may also ask questions about situations related to their bill idea (for example, "what if this happens?" or "I don't understand this part...can you please go in more depth?") Depending on the number of bills, I usually give about 20-30 minutes for this. The teacher will also provide feedback based on what is written on their brainstorming worksheet. After that, the students can get their papers back with the sticky notes and go through them. The teacher may explain to the students that this is ultimately their bill - if they feel the sticky notes are not helpful, they may throw them out, but these were meant to help guide their research.

The teacher then goes over the instructions with the students. In this packet, students will find how their grades a broken down: 60 points belong to the teacher/judges (sometimes the teacher may bring people from the community such as the state representative, mayor, teachers, etc.), 15 points belong to their partners (which is done via Google Form prior to presentations), 25 points from their self-reflection, 15 points from being involved in other people's presentations (asking questions, playing devil's advocate, completing the peer review form, etc.), and 10 points belonging to their peers (by completing the peer review form). The teacher emphasizes the attendance policy to the students as attendance is a very important component of this activity.

Teacher shows students a couple examples from past PBLs. This is also accessible on Google Classroom as they research and create their Slides presentation.

Students will spend 2-3 days doing research and creating their bill. The teacher will walk around the room and help students as needed. On the last day before presentations, the teacher will give the order in which they will present. The teacher also assigns them roles (senators or representatives) that will be used for the lawmaking process simulation after every group has presented. Additionally, students will complete the partner eval Google Form (not available). Basically, it asks if there is anything that the teacher should be aware of. If they do not submit this, and they worked with partners, they lose 5 points here. If they worked alone, they automatically get the 15 points.

When it is their turn to present, groups will show their Google Slides to the class. After they present, their peers are allowed to ask questions about their bill and debate (respectively). The teacher will be completing the rubric, while their peers (after the presentation is completed) will complete the peer eval and turn it in. These are confidential, and the teacher takes the average for this part of the group's grade.

Once all groups have presented, the teacher will complete the attached form to give to students. This is the grade they will receive in the gradebook.

After going over the steps of how a bill becomes a law, students will sit according to their roles as assigned by the teacher earlier in the activity. They will receive a handout with a summary of the bills and they simulate how a bill becomes a law. The teacher is the president and may decide to veto or sign bills.