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    Nydle: Lesson 2: Public Policy Plan

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    Amanda Wright
    This secondary social studies lesson plan aims to teach students about the public policy process through analyzing case studies and writing a letter to the editor. The 85-minute lesson will begin with a current events video to engage students. The teacher will then give a brief lecture on the four steps of the policy process - identifying a problem, formulating a policy change, implementing the policy change, and evaluating results. Students will work in groups to analyze policy case studies and complete a worksheet identifying the steps. Finally, students will write a letter to the editor applying the policy process steps to propose a policy change, which will be collected the next day. The teacher will assess student understanding through the case study worksheets, questioning, and the letter to the

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    Nydle: Lesson 2: Public Policy Plan

    Uploaded by

    Amanda Wright
    265 views3 pages
    This secondary social studies lesson plan aims to teach students about the public policy process through analyzing case studies and writing a letter to the editor. The 85-minute lesson will begin with a current events video to engage students. The teacher will then give a brief lecture on the four steps of the policy process - identifying a problem, formulating a policy change, implementing the policy change, and evaluating results. Students will work in groups to analyze policy case studies and complete a worksheet identifying the steps. Finally, students will write a letter to the editor applying the policy process steps to propose a policy change, which will be collected the next day. The teacher will assess student understanding through the case study worksheets, questioning, and the letter to the

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    Secondary Differentiated Lesson Plan for High School Government covering Public Policy standards

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    This secondary social studies lesson plan aims to teach students about the public policy process through analyzing case studies and writing a letter to the editor. The 85-minute lesson will begin with a current events video to engage students. The teacher will then give a brief lecture on the four steps of the policy process - identifying a problem, formulating a policy change, implementing the policy change, and evaluating results. Students will work in groups to analyze policy case studies and complete a worksheet identifying the steps. Finally, students will write a letter to the editor applying the policy process steps to propose a policy change, which will be collected the next day. The teacher will assess student understanding through the case study worksheets, questioning, and the letter to the

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    265 views3 pages

    Nydle: Lesson 2: Public Policy Plan

    Uploaded by

    Amanda Wright
    This secondary social studies lesson plan aims to teach students about the public policy process through analyzing case studies and writing a letter to the editor. The 85-minute lesson will begin with a current events video to engage students. The teacher will then give a brief lecture on the four steps of the policy process - identifying a problem, formulating a policy change, implementing the policy change, and evaluating results. Students will work in groups to analyze policy case studies and complete a worksheet identifying the steps. Finally, students will write a letter to the editor applying the policy process steps to propose a policy change, which will be collected the next day. The teacher will assess student understanding through the case study worksheets, questioning, and the letter to the

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    Secondary Lesson Plan Template Topic of lesson: Interest Groups Unit: The Policy Process (Day 2) Length of class:

    85 minutes Who are your students and what are their specific learning needs? High School Juniors and Seniors. Government and Civics course. They need to be engaged with content that is relevant and applicable, while also fostering critical thinking and argument building skills. Standard(s) to be addressed in this lesson: Understand the concept of public policy. Learning Objectives for this lesson (Written using verbs from Blooms Taxonomy and in ABCD format): After analyzing case studies, students will be able to understand the public policy process and apply it to policy proposals. Instructional method(s) chosen for this lesson (and why): Collaborative Partnering- Social skills. Peer learning, guided practice. Direct Instruction- Presenting new information. Independent Learning- Letter to the Editor assignment. Personalized assignment that highlights student interest. Individual skills such as presenting written argument. Materials/Resources: Current news video related to policy debates Policy Process PPT Projector/Smartboard Policy Case Studies: Promoting Healthy Public Policy through Community-Based Participatory Research: Ten Case Studies from PolicyLink (http://depts.washington.edu/ccph/pdf_files/CBPR_final.pdf) Policy Case Study Reporting Sheet Letter to the Editor Assignment Sheet Sample Letter to the Editor (Taken from News site) Highlighters (Orange, Pink, Green, Yellow) Lesson Sequence: (How will you organize your lesson?) 1. Weekly Current Event Video and Partner Discussion: Given the unit is on policy and special interests, use currently relevant political-policy issues in current event video. (Example: If the lesson plan were posed just after a large-scale shooting, show a clip about a legislative gun control debate. The point is to tie in current topics with the notion that the wheels of public policy are always churning. After viewing, allow time for students to discuss their reaction with a partner. Share thoughts as class. (1015 minutes).

    2.T/W/P/S: Begin with asking class what they do when they encounter a problem? Ask them to recall what the steps to the scientific method are. Relate this with the public policy process, as they are similar. 3. Lecture PPT on Public Policy Process. Knowledge to be presented during lecture: The purpose of policy changes or laws is to solve a problem. There is the process of how a bill becomes a law in terms of how it moves throughout the branches of government. (Review VERY briefly if needed) HOWEVER: There is also the process of how a policy becomes a law in terms of how the policy change came to be in the first place and why it has been considered by the legislative branch. The method by which this happens is the policy process. The policy process has 4 parts: Identifying a problem Formulating a policy change Implementing the policy change Evaluating the Results (Lecture 10-12 minutes) 4. Display policy case study on projector. Model how to recognize the steps in a policy case study. Encourage students to use highlighters to highlight each step throughout a policy study. Then model filling in the report worksheet. (7-9 minutes)

    5. Assign groups, hand out case studies, report sheets and highlighters. Students work in groups to solve. Share as class after. Additional info: Print 5 copies of case studies. Assign 5 groups. Each group gets one full packet, and each group is assigned 2 cases. (10-12 minutes) 6. Hand out Letter to the Editor Assignment. Review assignment. Model how to write a letter using the steps in the policy process, showing how to identify a problem, form a policy and how to implement it. This will be tomorrows entrance slip. Rest of time in class is spent on Letter to the Editor assignment. (17-20 minutes) Assessment methods chosen for this lesson (How will I know if students achieved my learning objectives?) Formative: Case Studies worksheet Formative: Circulation during peer work Questioning during modeling of Letter to Editor assignment Lesson Checklist Did I hook my students by getting them excited about the topic?

    Did I introduce my learning objectives to the students (even if I just posted them in the room)? Are my learning objectives aligned with my state standards? Did I choose an instructional strategy/activity appropriate to the purpose(s) of the lesson? Did I organize my lesson clearly? Did I account for any downtime and/or transitions? Did I model or provide guided practice (if necessary)? Did I scaffold student learning (if necessary)? Did I assess my students learning (formative or summative)? Did I successfully bring the lesson to a within the allotted time? Did I provide a bridge to the next lesson in my unit sequence? Did I provide anchor/enrichment activities for students who complete the lesson early (if necessary)? Did I differentiate for my individual students needs?

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