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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary for the American Government course.
American Government Unit 3 – “Rules were made to be
broken…or at least interpreted”
Elaborated Unit Focus
This unit is designed to help students understand how rules and laws are created in American
Government. Rule of law is the primary theme for this unit. Through it students will grasp a
better understanding of the legislative process, the functions of departments and agencies of the
federal bureaucracy, and the laws and rules that govern lobbyists. The concept of distribution
of power will be used to help students better understand differences between the House and the
Senate and differences between the national legislature and state legislature. By looking at
individuals, groups, and institutions, students will get a better picture of the people and
positions involved in the legislative process, the role of lobbyists, and interest groups.
Standards/Elements
SSCG4 The student will demonstrate knowledge of the organization and powers of
the national government.
a.
Describe the structure and powers of the legislative, executive, and judicial branches.
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.
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.
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.
b.
Describe the laws and rules that govern lobbyists.
c.
Explain the function of special interest groups.
SSCG15 The student will explain the functions of the departments and agencies of the
federal bureaucracy.
a.
Compare and contrast the organization and responsibilities of independent regulatory
agencies, government corporations, and executive agencies.
b.
Explain the functions of the Cabinet.
SSCG17 The student will demonstrate knowledge of the organization and powers
of state and local government described in the Georgia Constitution.
a.
Examine the legislative, executive, and judicial branches.
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 1 of 18
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Enduring Understandings/Essential Questions
Students will understand that in a democracy, rule of law influences the behavior of
citizens, establishes procedures for making policies, and limits the power of government.
In what ways is the legislative process guided by rules and laws?
How do decisions made by executive agencies impact individuals and groups outside of
government?
How does the legislative process differ at the national level and the state level?
Students will understand that distribution of power in government is based on documents
and laws combined with contemporary values and beliefs.
In what ways is the legislature bound to follow a particular process in lawmaking?
How has the power of the bureaucracy changed over the last 200 years?
How does the power of the bureaucracy challenge the distribution of power in government?
Students will understand that individuals, groups, and institutions make decisions that
impact a society through intended and unintended consequences.
Where in the legislative process do individuals get to exert their greatest influence?
Are individuals or groups more important to the legislative process?
What role do lobbyists and interest groups play in the legislative process?
To what extent are lobbyists and interest groups affected by the laws and rules made by the
institutions they attempt to influence?
Sample Balanced Assessment Plan
Description of assessment
GPS
Graphic organizer comparing the organization, structure, and powers of
the national legislature with the state legislature.
4a
17a
Students create a game called “House or Senate”. They are responsible
for the creation, organization, and content found in the game. Structure
could be done in the style of matching cards, trivia, etc. The class should
get an opportunity to play a couple of the games.
9
Lead students through a brief simulation of the lawmaking process.
Students will complete a two column chart. On one side is a brief
description of the step, the other side is an analysis of WHY that step is
important. What theme does each step connect to? What would happen
if that step was removed?
10a
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 2 of 18
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Type of
assessment
*Informal
Observation
*Constructed
Response
*Informal
Observation
*Dialogue and
Discussion
*Constructed
Response
*Self Assessment
*Informal
Observation
*Dialogue and
Discussion
*Constructed
Response
*Self- Assessment
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Students take on the roles of various leadership positions. Other students 10b
take on the role of media and conduct interviews with the members of the
legislature on a particular topic. Students should switch sides at some
point during the interview.
Students create a mock website for an interest group. The website must
11
demonstrate the function of the group and identify several legislators they
would lobby and explain why.
Multiple choice quiz describing the differences and roles of the federal
bureaucracy.
1. The instructor will have provided background knowledge for students
on the qualifications to be a member of either the House of
Representatives or the Senate. Discussion of the key differences between
the House and Senate, such as terms and qualifications, leadership roles,
and characteristics of typical members should take place in class. This
task can either be used as a reinforcement tool or as an anticipation guide
for students. Sources of information to complete the task include
instructor’s notes, student text as well as the following websites:
www.House.gov and www.Senate.gov.
2. Students will complete the following graphic organizer upon
completing review of their notes, text and website research.
Characteristic
House
Senate
Size (Membership)
Term (in years)
Date of Elections
Qualifications:
Age
Length of Citizenship
Residency
Common Characteristics
Number of Women
Number of Minorities
Titles of Key Leaders
Differences Between the
Two Chambers
1) House is less
prestigious
2) Senate is a
more
continuous
body
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 3 of 18
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15
SSC
G9,
SSC
G10
b
*Informal
Observation
*Dialogue and
discussion
*Self- Assessment
*Informal
Observation
*Constructed
Response
*Selected Response
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3. Upon completion of the graphic organizer, students will bring in their
work and the instructor will go over their findings and add to their work
during the next class period.
Possible questions to pose to the students:
1. Why is the Senate considered the upper house of Congress?
2. Why is the Speaker of the House such a powerful position?
3. What amendments have directly affected Congress? Here, the
instructor should discuss specifically, the 17th , 20th and 25th
amendments.
4. Why does Congress not mirror the characteristics of the
majority of the American population?
5. How does the president work with these leaders in Congress?
What role does the vice president play in these leadership
positions?
6. Why did the Founders give varying duties and levels of power
to the House and the Senate?
Students will write a reflective essay on one of the individuals contained SSC
within Profiles in Courage. John F. Kennedy, our 35th president of the
G9
United States, wrote Profiles in Courage while in the U.S. Senate.
According to his brother, Robert F. Kennedy, “Courage is the virtue that
President Kennedy most admired. He sought out those people who had
demonstrated in some way…that they had courage that they would stand
up, that they could be counted on.
Thus, in this assignment, students will not only analyze the
bravery of one of the people detailed, but also research the life and career
of President Kennedy and provide examples of his courageousness. Then,
students are to detail someone they know who exemplifies leadership and
how they represent responsibility in today’s society. Finally, students will
conclude why they feel leadership and courageousness are necessary to
the survival of our democracy.
The above standards are included because many of the individuals
President Kennedy discussed were members of Congress. Further,
President Kennedy himself demonstrated leadership and courage during
times of crisis.
Key websites for assistance with this endeavor:
www.jfklibrary.org;www.loc.gov;www.ushistory.org
The 250-500 word minimum essay is to be typed, double-spaced, Times
New Roman font with a bibliography and cover page.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 4 of 18
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Constructed
response, selected
response
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Students will identify and cite examples of the checks and balances of the 3c, 4
three branches of government and complete the graphic organizer
Dialog and
discussion
Constructed
response
Informal
observation
Constructed
response
After watching the PowerPoint or studying about congressional
committees, students will complete the graphic organizer over
congressional committees. They will also answer the questions “In what
ways is the legislative process guided by rules and laws?”
and “Where in the legislative process do individuals get to exert their
greatest influence?”
4a,
10b
Show students the Census website and explain the purpose of the census.
Students will use the maps and follow the directions to district states.
They will brainstorm ways to draw state district lines for certain
outcomes. They will explain the use of districts in the selection of the
House of Representatives and be able to show how that state power can
be abused. They will also compare this process to the way the Senate is
currently elected. The teacher will lead the follow up discussion. Students
will learn about the court cases that ended formal gerrymandering.
Students will act as representatives and complete a questionnaire. They
will then work together in steps to come to one concise class list
following arbitrary rules. When they have finished the class will discuss
the steps and results and write paragraphs about representation in
Congress and the influence of special interest.
4a
9
Informal
observation
Constructed
response
Dialog and
discussion
10 b,
11 a,
c
Constructed
response
Dialog and
discussion
Self-assessment
Sample Test Items
The United States system of checks and balances allows the
A Congress to remove a member of the Cabinet
B Supreme Court to declare a law unconstitutional *
C Supreme Court to remove members of Congress
D president to remove the speaker of the House of Representatives
A permanent committee in the senate or House of Representatives is called
A standing committee
B joint committee
C conference committee
D long term committee
The purpose of congressional committees is to
A develop ideas for bills
B allow the public to join in the work of Congress
C check to be sure the interests of both parties are served by the proposed
bills
D make it possible for Congress to handle the thousands of bills
introduced each year
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 5 of 18
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3c, 4
B
4a,
10b
A
4a,
10b
D
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Use the map to answer the question below
The congressional district boundaries shown on the map were probably
drawn by the
A United States Congress
B Louisiana state legislature *
C Federal Election Commission
D State constitutional convention
How is the number of representatives from each state determined?
A The Senate decides for each state
B The House decides
C The number is based on census results
D The numbers are stated in the Constitution
Which of the following measures would a lobbyist from the American
Association of Retired Persons (AARP) most likely favor?
A an increase in Medicare taxes
B an increase in social security benefits
C an increase in taxes for building schools
D an increase in age for retirement benefits
4a
9
B
4a
9
C
10 b,
11 a,
c
B
Resources for UNIT 3
http://thomas.loc.gov/links/
- Links to all things legislative
http://www.yourcongress.com
- Accessible, hip, student-friendly guide to Congress.
http://www.georgiaarchives.org/
- The virtual vault contains quality scans of original documents, including Georgia
government records.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 6 of 18
Copyright 2011 © All Rights Reserved
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FOR SAMPLE PERFORMANCE TASKS FOR THIS UNIT,
PLEASE VISIT
http://www.georgiastandards.org/socialstudiesframework.aspx
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 7 of 18
Copyright 2011 © All Rights Reserved
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Committee System and Mock Senate
Enduring Understanding:
*Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making
policies, and limits the power of government.
*Student will understand that individuals, groups, and institutions make decisions that impact society through intended and
unintended consequences.
Essential Questions:
*In what ways is the legislative process guided by rules and laws?
*Where in the legislative process do individuals get to exert their greatest influence?
*Are individuals or groups more important to the legislative process?
Standards: SSCG 4, SSCG 10 a-b,
Purpose: the purpose of this lesson is to give students an idea of the process necessary for a bill to become a law, the dilemma of
debate and the committee system.
Time: 4-5 50 minute periods
2-3 block periods
Materials: Power Points or lecture notes about the legislative branch and committee system, and Parliament Procedure
Bill proposal worksheets
Optional: Schoolhouse Rock: “I’m Just a Bill”
“Mr. Smith Goes to Washington”
Directions:
I. Introduce the legislative branch and explain how a bill becomes a law. Explain to students that they are going to do a
simulation of the legislative process. Tell them to think about and come up with a list of issues they would like to see new laws
for.
II a. Generate the list of ideas on a board. Students that have come up with the same ideas might want to work together on a bill.
Have students begin researching and writing bills. Direct students where to find the information they need on costs and other
parts of the proposal. Proofread them and discuss where the funding will come from. Since some of this work will need to be
completed outside of class, go over parliamentary procedures for students. Students should be allowed to work on multiple bills
if they would like.
Note: If bills are for school or local issues, have them contact sources directly
b. Have students elect a president pro tem. Explain that the president pro tem will be responsible for determining the order the
bills will be discussed, calling on members of the class, and keeping order. The pro tem will only vote to break the tie.
c. Have the class elect a clerk. The clerk will number the bills, read the bills out loud before the debate, mark down any changes
to the bill, read the finalized bill before the class vote, and count the votes or and against the bill.
Note: The president pro tem and the clerk do not take part in the debate.
Collect the bills written by class members. Have the clerk assign each bill a number.
III. a. Divide the class into four to five committees. Try to put students of diverse interests in each committee. Have the
president pro tem assign the bills equally to each committee. The Pro tem can assign bills that are alike to one committee or to
different committees depending on the time factor. Instruct students that this is their chance to change a bill and prefect it before
it gets to debate. Allow the president pro tem and the clerk to work with all the committees. Spend no more than one class
period on committee work. All bills leaving committee should go to the clerk.
IV. Have the class as a whole determines the rules for the mock senate. How long will they debate each bill? Each person gets to
speak once or more than once? How many changes and additions will be allowed? Should each change be voted on before the
debate can continue? Will filibusters be allowed to run out the time? Will any bills be allowed to come out of committee once
the senate convenes? Will members have to stand when they speak? Have the clerk or another class member make and post a
copy of the rules of debate that have been agreed to.
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 8 of 18
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V. Mock senate. Have students follow their rules and allow the president pro tem and the clerk to conduct the mock senate. The
role of the teacher at this point is a member of the senate and an evaluator of the students. Did they write bills and participate in
that process? Are they actively involved in the debate and voting?
VI. End of the session. Set a time limit for the senate and when it is concluded collect all the bills the class passed. Acting as the
President read over each bill with the class. Explain why each bill would be passed or vetoed as currently written.
Note: Students may write exceptional bills and should be encouraged to take them to the proper person for further examinationthe Principal, school board, local government, or state or national representatives and senators.
VII . Students will end the project by creating a list of the steps in the process for a bill to become a law and explaining how a bill
can be altered or destroyed at each step. This can also be completed as a class on a huge chart or in committee groups or by
individuals.
VIII. Students should complete the reflection questionnaire.
1. There are several rules for how to get a bill through the Congressional process and signed into law. What were some of the
hidden rules that you came across?
2. Did the bill you sponsored pass the senate in its original form? How did the rules that govern the lawmaking process affect
your bill?
3. What was the role of the committee in the legislative process?
4. Is the committee system necessary to the lawmaking process?
5. Explain why the Senate and House of Representatives handle debate time limits differently.
6. What are the ways that the President can handle the bill? Explains what happens if he does not sign it.
7. Why would a president refuse to sign or veto a bill?
8. Are the steps in the lawmaking process complete? What would you like to see changed?
9. Does the lawmaking process allow for the maximum number of citizens to be heard on the bill before action is taken?
10, Analyze how individuals, groups, and institutions make decisions that impact society through intended and unintended
consequences. Give examples from the mock senate of how things did not turn out exactly as planned and why.
Participation
Criteria
Below
expectations
Some expectations
met- needs work
Most or all
expectations met
Exceeds all
expectations
Created or
worked on a bill
Did not
participate
Started to work on
a bill but did not
follow through and
deliver a product
Participated by
writing or
working on 1 bill
Senate voting
Did not vote
Voted once or
twice
Missed a vote or
two
Participated by
writing or
working on 1 bill
and helped others
with theirs
Voted every time
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 9 of 18
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Total
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Content Rubric
Student will
answer all of the
questions
correctly
Four or more
answers need
work or some
questions are not
attempted
Two or three
answers are not
correct or half
complete.
All parts of each
question are
correctly
answered
Student will
analyze intended
and unintended
consequences of
decisions made
by Congress
Intended or
unintended
consequences of a
law is present but
no ties to
decisions of
Congress
There is
connection to
intended or
unintended
consequences of
decisions by
congress, but not
both
There are
connections to
both intended and
unintended
consequences of
decisions by
Congress
The student will
describe the role
of the committee
system
N/A
There is a vague
description of the
role of the
committee system
The role of
committee system
is explained
completely
The student will
describe the steps
in the lawmaking
process and make
connections to the
final product
Some of the steps
are missing and
there are no
connections to
final product
Answers do not
connect the steps
in the process with
the final product
Answers show
clear
understanding of
the steps in the
lawmaking
process and
makes
connections to the
final product
All answers were
correct and
student elaborated
by pulling in the
enduring
understandings as
part of the
answers
There are
connections to
both intended and
unintended
consequences of
decisions of
Congress with
examples of real
laws
The role of
committee system
is completely
explained with
details of how the
committee works
a bill.
Answers show
clear
understanding of
the steps in the
lawmaking
process and
connections to the
final product and
elaborates by
making
generalizations
about the process
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 10 of 18
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BILL PROPOSAL
PROPOSAL:
PROPOSED BY:
REQUIREMENTS:
WHO WILL BENEFIT:
COST:
FUNDING:
OTHER STIPULATIONS:
DO NOT WRITE BELOW THIS LINE
SENATE FLOOR ACTION
FOR_____
AGAINST______
Number of people
PASS
FAIL
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 11 of 18
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Sample Performance Task
Committee System and Mock Senate or There aught to be a Law
Enduring Understanding:
*Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures
for making policies, and limits the power of government.
*Student will understand that individuals, groups, and institutions make decisions that impact society through intended
and unintended consequences.
Essential Questions:
*In what ways is the legislative process guided by rules and laws?
*Where in the legislative process do individuals get to exert their greatest influence?
*Are individuals or groups more important to the legislative process?
Standards: SSCG 4, SSCG 10 a-b,
Purpose: the purpose of this lesson is to give students an idea of the process necessary for a bill to become a law, the
dilemma of debate and the committee system.”
Directions:
You have been elected Senator and are now part of the legislative branch. Your first job is to write a bill or bills that
you would like to see enacted into law. You are allowed to work on multiple bills just make sure your name is featured
a sponsor for those bills.
The entire class is the Senate and there will need to be a President-Pro-tem and clerk. The president pro tem will be
responsible for determining the order the bills will be discussed, calling on members of the class, and keeping order.
The pro tem will only vote to break the tie. The clerk will number the bills, read the bills out loud before the debate,
mark down any changes to the bill, read the finalized bill before the class vote, and count the votes or and against the
bill. Be sure to choose wisely. Note: The president pro tem and the clerk do not take part in the debate.
You will submit your bills to the clerk and be assigned to a committee. The president pro- tem assign the bills equally
to each committee. You may do all of those things that committees are allowed to do within the time constrains given.
All bills leaving committee should go to the clerk. The class as a whole will act as a rules committee for the bills.
During the mock you will follow their rules and allow the president pro tem and the clerk to conduct the mock senate.
At the end of the debate you will return to the committee to create a list of the steps in the process for a bill to become a
law and explaining how a bill can be altered or destroyed at each step.
You will complete the reflection questionnaire and turn it in.
You will be graded on participation and on content.
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
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Districting and Gerrymandering
Enduring Understanding: Students will understand that in a democracy, rule of law influences the behavior of citizens,
establishes procedures for making policies, and limits the power or government.
Essential Questions: In what ways is the legislative process guided by rules and laws?
Standard: SSCG 4, SSCG 9
Necessary vocabulary:
Census
gerrymandering
reapportionment
districting
redistricting
Wesberry v. Sanders
Gomillion v. Lightfoot
Directions:
1. Background work: Explain to students the purpose of the U.S. census. Explain to them how the number of representatives is
determined for each state and how states choose committees to draw the state district lines.
2. Have students complete the districting chart. Have them complete State A and watch to make sure they understand what is
required. Have them continue on to finish State B and C. Place students in groups making sure that both teams are represented
and have them complete State D together.
3. Bring the groups back together and discuss their results
Questions to ask:
How hard was it to draw the lines for State A?
Was it harder to draw the lines for State c or D? Why?
What was the goal of the districting that you completed?
Why would one group want to have the majority of the districts?
What is the problem of a tied district state 50/50?
4. What are some other characteristics that committees could use when redistricting?
Note: For this question either students or the teacher should make a list for the class to see.
When you have completed the list have students look up gerrymandering and define it. Discuss how gerrymandering is different
and like what they had just done.
5. Explain to students that gerrymandering is illegal and give students notes over the Supreme Court cases that have made the
practice illegal.
Wesberry v. Sanders (1964) -- The Supreme Court declared here that each person's vote carries equal measure.
Gomillion v. Lightfoot (1960) Gerrymandering based on race violates the 14th amendment.
6. Students will write a short description of the U.S. census, reapportionment and redistricting methods used in the United States
for a country setting up a representative democracy. They should explain how states are reapportioned, how the states redistrict,
the use of gerrymandering, and the court cases that have made the practices illegal. They may conclude with advice for the new
democracy on other methods.
Description of assessment
Show students the Census website and explain the purpose
of the census. Students will use the maps and follow the
directions to district states. They will brainstorm ways to
draw state district lines for certain outcomes. The teacher
will lead the follow up discussion. Students will learn about
the court cases that ended formal gerrymandering.
GPS
4a
9
Type of Assessment
Informal observation
Constructed response
Dialog and discussion
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 13 of 18
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Redistricting
Name_________________________
Each of the states contains 100 circles and rectangles. Each state will be divided into 10 groups of 10. There are 50 filled
rectangles and 50 open circles in each state.
1. State A- Divide the state by counting out 10 circles and rectangles and drawing a line. When you have finished, go back and
count how many of the 10 districts have a majority of filled rectangles, open circles, or are tied half and half. Place your findings
in the box.
State A
Rectangle
districts ___
Circle
Districts ___
Tied Districts ___
Total districts 10
2. For State B your job is to get as many of the districts as you can with a majority of filled rectangles.
State B
Rectangle
districts ___
Circle
districts ___
Tied districts ___
Total districts 10
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 14 of 18
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3. For States C and D you will be assigned to either the Yellow Jackets (filled rectangles) or Bulldogs (open circles). Your team
wins only if they have the majority of the districts.
State C
Rectangle
districts ___
Circle
districts ___
Tied districts ___
Total districts 10
4. For State D you have been assigned to a districting committee made up of Yellow Jackets and Bulldogs. You must come up
with a districting plan that everyone in the group agrees to.
State D
Rectangle
districts ___
Circle
districts ___
Tied districts ___
Total districts 10
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 15 of 18
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The process of setting up new districts after reapportionment is
A Census
B Redistricting *
C Spoils system
D Gerrymandering
The U.S. Census is used to determine the number of
A Senators for each state
B Constituents for each state
C Eligible voters for each state
D House Representatives for each state *
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Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 16 of 18
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Congressional Committees
Enduring Understanding:
*Students will understand that in a democracy, rule of law influences the behavior of citizens, establishes procedures for making
policies, and limits the power or government.
*Students will understand that individuals, groups, and institutions make decisions that impact a society through intended and
unintended consequences.
Essential Questions:
In what ways is the legislative process guided by rules and laws?
Where in the legislative process do individuals get to exert their greatest influence?
Standard: SSCG 4a, SSCG 10b,
Time: 1-2 50 minute periods
1 block period
Directions:
1. Show the Congressional Committees PowerPoint
2. Students will complete the graphic organizer using the information from the PowerPoint.
3. Students will be able to answer, orally or in writing, “In what ways is the legislative process guided by rules and laws?”
and “Where in the legislative process do individuals get to exert their greatest influence?”
Description of Assessment
After watching the PowerPoint or studying about congressional
committees, students will complete the graphic organizer over
congressional committees.
GPS
4a, 10b
Type of Assessment
Informal observation
Constructed response
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 17 of 18
Copyright 2011 © All Rights Reserved
One Stop Shop For Educators
A permanent committee in the senate or House of Representatives is called
A standing committee
B joint committee
C conference committee
D long term committee
Senate
Congressional Committees
House of Representatives
Congressional
Committee
Rules
Committee
Reform
Congressional
Staff and Agencies
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
American Government/Civics Framework Unit 3
UPDATED 2/14/11  Page 18 of 18
Copyright 2011 © All Rights Reserved