American Government Curriculum Map
Unit:
Unit 4: The Legislative Branch
Enduring Themes:
Governance, Rule of Law, Distribution of Power
Time Frame (Fall):
16 Days
Time Frame (Spring):
17 Days
Unit Resources:
Unit 4 Content Map
Unit 4 Sample Assessment Items (by standard)
Concept 1
Characteristics of the
House and Senate
Concept 2
How a Bill Becomes Law
Concept 3
Impeachment Process
Concept 4
Interest Groups and
Lobbyists
Concept 1: Characteristics of the House of Representatives and Senate
Standard: SSCG9 The student will explain the differences between the House of Representatives and the Senate, with
emphasis on terms of office, powers, organization, leadership and representation of each house.
Lesson EQ: How are the House of Representatives and the Senate different?
Know
Understand
For both the House and Senate:
 Representatives serve two year terms and
 Terms of Office
Senators serve for six years.
 Powers
 Some of the most important powers of
each house that differ from the powers of
 Organization
both:
 Leadership
 House has the power to originate
 Representation
revenue bills
 House has the power to impeach
 House chooses President if
Electoral College fails
 Senate has the power to approve
appointments and treaties
 Senate holds the impeachment trial
 Power isn’t as concentrated in the Senate
and they have less formal, rigid rules and
are able to filibuster (long debates). In the
House, power is more concentrated,
hierarchy is adhered to and they have more
formal, rigid rules with limited debate set
by the Rules Committee.
 Leadership in the Senate: President of the
Senate (VP), President Pro Tempore,
Majority Leader, Minority Leader and
Whips
 Leadership in the House of Representatives:
Speaker of the House, Majority Leader,
Minority Leader, Whips
 Representation in the Senate is equal for
each state and based on population in the
House of Representatives (they are elected
by district).
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated Instruction)
 https://www.youtube.com/w  Congress Venn Diagram
atch?v=n9defOwVWS8
 Legislative Branch Outline
 Comparing House and Senate
Activator
 Legislative Branch PowerPoint
 Legislative Branch Guided
Notes
Be Able To Do (DOK 2)
 Explain the differences in
the House of
Representatives and Senate
in regards to their terms of
office, powers, organization,
leadership, and
representation.
You Do (Independent Practice)
 House, Senate, or Congress?
Quiz
 Legislative Branch
Summarizer
Concept 2: The Legislative Process (How a Bill Becomes Law)
Standard: SSCG10 The student will describe the legislative process including the roles played by committees and
leadership
a. explain the steps in the legislative process
b. explain the function of various leadership positions within the legislature
Lesson EQ: How does a bill become law?
Know
Understand
 Bill
 A bill is introduced by a sponsor then
sent to Standing Committee (by Speaker
 Sponsor
of House in House of Representatives,
 Standing Committee
by presiding officer in the Senate).
 Standing Committee
 Standing Committee can send to
 Debate on floor
subcommittee, then if it is
 Vote on floor
recommended it is sent to the floor for
 Conference Committee
debate and vote.
 Veto

Any differences between versions of the
 Pocket Veto
bills in both houses are addressed by a
conference committee.
 If a bill passes both houses, it is sent to
the President.
 If he signs, it becomes law.
 If he vetoes, it does not unless Congress
overrides by 2/3 votes.
 If he does nothing, it becomes law in 10
days if Congress is in session or does not
if they adjourn within 10 days (pocket
veto).
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated Instruction)
 https://www.youtube.com/watc  Create a Bill Activity
h?v=tyeJ55o3El0
 How a Bill Becomes Law PPT
 How a Bill Becomes Law Guided
Notes and Flow Charts
Be Able To Do (DOK 2)
Explain how a bill becomes law,
including the roles of
committees and congressional
leadership.
You Do (Independent Practice)
 Ticket Out the Door: How a
Bill Becomes Law
Concept 3: Impeachment
Standard:
SSCH14 The student will explain the impeachment process and its usage for elected officials
a. explain the impeachment process as defined in the U.S. Constitution
b. Describe the impeachment proceedings of Andrew Johnson and Bill Clinton
Lesson EQ: How does the impeachment process work?
Know
Understand
 Impeachment
 The impeachment process begins with
the House formally bringing charges.
 Andrew Johnson
 Then the Senate holds the
 Bill Clinton
impeachment trial. At that point, an
official can be removed from office if
2/3 of the members present vote to
convict.
 Andrew Johnson was impeached for
violating the Tenure of Office Act.
 Bill Clinton was impeached for perjury
and obstruction of justice.
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated Instruction)
 Impeachment Process
 Impeachment Cartoon Activity |
PPT
Teacher Notes
 Impeachment Primary Sources (from
the Constitution and Impeachment
Articles)
Be Able To Do (DOK 2)
 Explain the impeachment
process.
 Explain the impeachment
proceedings of Andrew Johnson.
 Explain the impeachment
proceedings of Bill Clinton.
You Do (Independent Practice)
 Ticket Out the Door:
Impeachment Process
Concept 4: Lobbyists and Interest Groups
Standard: SSCG11 The student will describe the influence of lobbyists (business, labor, professional
organizations) and special interest groups on the legislative process
a. explain the function of lobbyists
c. explain the function of special interest groups
Lesson EQ: How do lobbyists and Interest Groups influence the legislative process?
Know
Understand
Be Able To Do (DOK 2)
 Lobbyists
 A lobbyist seeks to influence
 Explain the function of lobbyists.
government on behalf of an interest
 Interest Groups
 Explain the function of Interest
group (hired).
Groups.
 Interest groups seek to influence public
policy.
 Functions of interest groups include
serving as a link between the people
and the government, raising awareness
and educating government officials,
encourage political participation and
agenda building.
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated Instruction)
You Do (Independent Practice)
 Interest Groups and
 American Interest Groups Analysis Chart  Interest Group Project
Lobbyists Power Point
 Interest Groups and
Lobbyists Guided Notes