Civics and Government
The Legislative Branch and Politics
DCS
Civics and Government
Unit 3: The Legislative Branch and Politics
(5 weeks)
Big Picture Graphic
Overarching Question:
How are both knowledge about American constitutional government and actions by citizens’
essential components of effective government?
Previous Unit:
Limited Government
This Unit:
The Legislative Branch and Politics
Questions To Focus Assessment and Instruction:
1. How are laws made?
2. How do pressures from individuals, interest groups, the media,
political party leadership, and public opinion affect public policy?
3. How effective is the legislative process in addressing the needs of
the nation’s citizens?
Detroit Community Schools Curriculum
Next Unit:
The Executive Branch
and Foreign Policy
Types of Thinking
Identifying Perspectives
Issue Analysis
Problem Solving
Research
Classifying/Grouping
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Civics and Government
The Legislative Branch and Politics
DCS
Description
Detroit Community Schools Curriculum
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Civics and Government
The Legislative Branch and Politics
DCS
Unit Abstract:
This unit focuses on the legislative branch of government and politics. Students begin with a review
of the principles of enumerated powers, popular sovereignty, checks and balances, separation of
powers, republicanism, and bicameralism. They explore how these principles are reflected in the
provisions of Article I of the U.S. Constitution. After examining the origins of political parties in the
United States; students assess the purposes of politics and the role of political parties. They learn
about some of the distinctions between conservatives and liberals and explore how the political
spectrum reflects a multitude of positions on a variety of issues. They investigate how the legislative
and political processes reflect this diversity of opinion including debates about how to best fulfill the
purposes of government. Students explore how political parties differ in how they view legislation and
how these differences influence the legislative process. After defining their own political identity,
students participate in a legislative simulation. They identify current issues of concern and attempt to
resolve them through the drafting of public policy. After researching a selected public issue and
gathering a sampling of public opinion, students draft legislation to address the issue. They learn
about the importance of party leadership and committee work as they try to move legislation through
both houses of Congress. Through debates and compromise, students work to resolve the simulation
issue. They then use a case study of the Family Medical Leave Act to explore how Congress works.
Students examine how an issue gets on the public agenda and how it may ultimately be addressed
through public policy. In doing so, students examine the role of conflict and compromise in the
legislative process. They also analyze the role of public opinion, the media, interest groups, and
lobbyists in the legislative process. Throughout the unit, students consider the purposes of politics,
why people engage in the political process, and what the political process can achieve.
Focus Questions
1. How are laws made?
2. How do pressures from individuals, interest groups, the media, political party leadership, and
public opinion and affect public policy?
3. How effective is the legislative process in addressing the needs of the nation’s citizens?
Content Expectations:
C1.1.4: Explain the purposes of politics, why people engage in the political process, and what the
political process can achieve (e.g., promote the greater good, promote self-interest,
advance solutions to public issues and problems, achieve a just society).
C2.1.3:
Explain how the Declaration of Independence, Constitution, and Bill of Rights reflected
political principles of popular sovereignty, rule of law, checks and balances, separation of
powers, social compact, natural rights, individual rights, separation of church and state,
republicanism and federalism.1
C2.2.3:
Use past and present policies to analyze conflicts that arise in society due to competing
constitutional principles or fundamental values (e.g., liberty and authority; justice and
equality; individual rights and the common good).
1
For the purposes of this unit, the focus of this expectation is limited to the Constitution.
Detroit Community Schools Curriculum
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Civics and Government
The Legislative Branch and Politics
DCS
C2.2.5:
Use examples to investigate why people may agree on constitutional principles and
fundamental values in the abstract, yet disagree over their meaning when they are applied
to specific situations.
C3.1.1:
Analyze the purposes, organization, functions,2 and processes of the legislative branch as
enumerated in Article I of the Constitution.
C3.1.5:
Use case studies or examples to examine tensions between the three branches of
government (e.g., powers of purse and impeachment, advise and consent, veto power, and
judicial review).
C3.2.1:
Explain how the principles of enumerated powers, federalism, separation of powers,
bicameralism, checks and balances, republicanism, rule of law, individual rights, inalienable
rights, separation of church and state, and popular sovereignty serve to limit the power of
government.3
C3.5.1:
Explain how political parties, interest groups, the media, and individuals can influence and
determine the public agenda.
C3.5.2:
Describe the origin and the evolution of political parties and their influence.
C3.5.3:
Identify and explain the roles of various associations and groups in American politics (e.g.,
political organizations, political action committees, interest groups, voluntary and civic
associations, professional organizations, unions, and religious groups).
C3.5.4:
Explain the concept of public opinion, factors that shape it, and contrasting views on the
role it should play in public policy.
C3.5.5:
Evaluate the actual influence of public opinion on public policy.
C3.5.7:
Explain the role of television, radio, the press, and the internet in political communication.
C3.5.8:
Evaluate, take, and defend positions about the formation and implementation of a current
public policy issue, and examine ways to participate in the decision making process about
the issue.
C3.5.9:
In making a decision on a public issue, analyze various forms of political communication
(e.g., political cartoons, campaign advertisements, political speeches, and blogs) using
criteria like logical validity, factual accuracy and/or omission, emotional appeal, distorted
evidence, and appeals to bias or prejudice.
C6.1.1:
Identify and research various viewpoints on significant public policy issues.
2
It is important to note for students’ conceptual understanding of government that the functions of the legislative branch
are derived from the powers that the people give the legislative branch through the Constitution. Although the
expectation references “functions,” the more appropriate term is “power with authority.”
3
For the purposes of this unit, the focus of this expectation is limited to enumerated powers, separation of powers,
bicameralism, checks and balances, republicanism, and popular sovereignty.
Detroit Community Schools Curriculum
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Civics and Government
The Legislative Branch and Politics
DCS
C6.1.2:
Locate, analyze, and use various forms of evidence, information, and sources about a
significant public policy issue, including primary and secondary sources, legal documents
(e.g., constitutions, court decisions, state law), non-text based information (e.g., maps,
charts, tables, graphs, and cartoons), and other forms of political communication (e.g.,
political cartoons, campaign advertisements, political speeches, and blogs).
C6.1.4:
Address a public issue by suggesting alternative solutions or courses of action, evaluating
the consequences of each, and proposing an action to address the issue or resolve the
problem.
C6.1.5:
Make a persuasive, reasoned argument on a public issue and support [it] using evidence
(e.g., historical and contemporary examples), constitutional principles, and fundamental
values of American constitutional democracy; explain the stance or position.
C6.2.1:
Describe the relationship between politics and the attainment of individual and public goals
(e.g., how individual interests are fulfilled by working to achieve collective goals).
C6.2.2:
Distinguish between and evaluate the importance of political participation and social
participation.
C6.2.8:
Describe various forms and functions of political leadership and evaluate the characteristics
of an effective leader.
C6.2.10: Participate in a real or simulated public hearing or debate and evaluate the role of
deliberative public discussions in civic life.
Key Concepts
bicameralism
checks and balances
enumerated powers
leadership
legislative process
lobbying
political parties
politics
popular sovereignty
public agenda
public opinion
public policy
republicanism
role of the media
separation of powers
substantive discourse/ deliberative public discussions
Detroit Community Schools Curriculum
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Civics and Government
The Legislative Branch and Politics
DCS
Duration
4 weeks
Lesson Sequence
Lesson 1: Article I: The Legislative Process
Lesson 2: Political Parties, Yesterday and Today
Lesson 3: The Political Spectrum and Third Parties
Lesson 4: Responsibilities of Government and the Legislative Process
Lesson 5: Simulation – Clarifying the Issues and Positions
Lesson 6: Simulation – Legislative Research and Bill Creation
Lesson 7: Simulation – Chamber Debates Lobbyists and Other Actors in the Policy Debate
Lesson 8: Simulation – Conference Committee
Lesson 9: A Look at the Legislative Process – Case Study of the Family Medical Leave Act
Lesson 10: Public Opinion and the Media
Assessment
Selected Response Items
Constructed Response Items
Performance Assessments
Resources
Equipment/Manipulative
Card Stock paper
Chart paper
Computer with Internet access
Markers
Overhead projector or document camera
Student Resource
Active Legislation 111th Congress (2009-2010). United States Senate. 22 May 2010.
<http://www.senate.gov/pagelayout/legislative/b_three_sections_with_teasers/active_leg_page
.htm>.

Bill Search. Congress.org. CQ-Roll Call Group. 22 May 2010.
<http://www.congress.org/congressorg/issuesaction/bill/>.
Brookings Institute. 22 May 2010. <http://www.brookings.edu/>.
The Cato Institute. 22 May 2010. <http://www.cato.org>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Detroit Community Schools Curriculum
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Civics and Government
The Legislative Branch and Politics
DCS
Center for American Progress. 22 May 2010. <http://www.americanprogress.org>.
Congressional Bills Main Page, GPO Access. 22 May 2010.
<http://www.gpoaccess.gov/bills/index.html>
The Constitution of the United States, Analysis and Interpretation. United States Government Printing
Office. 22 May 2010. <http://www.gpoaccess.gov/constitution/index.html> .
Current Legislation. Key Bills in Congress. Roll Call/Congress.org. 22 May 2010.
<http://www.congress.org/congressorg/issues/bills/>.
The Democratic Party. 22 May 2010. <http://www.democrats.org>.
Figure 12.4 - How a Bill Becomes a Law. La Quinta High School. 22 May 2010.
<http://www.socialscienceclass.com/bill.gif>.
Government 101: How a Bill Becomes a Law. Project Vote Smart. 22 May 2010.
<http://www.votesmart.org/resource_govt101_02.php>.
The Heritage Foundation. 22 May 2010. <http://www.heritage.org/>.
How a Bill Becomes a Law. CQ Roll Call Group. 22 May 2010. <http://corporate.cq.com/userassets/Images/congress101/how-a-bill-becomes-law.jpg>.
I’m Just a Bill. School House Rock. 22 May 2010. <http://www.schoolhouserock.tv/Bill.html>.

Inside Politics. CNN/Time. 22 May 2010. <http://www.cnn.com/POLITICS>.
Klein, Ezra “Government by Loophole.” Newsweek. 5 March 2010. 22 May 2010.
<http://search.newsweek.com/search?byline=ezra%20klein>.
Legislative Activities. Office of the Clerk, U. S. House of Representatives. 22 May 2010.
<http://clerk.house.gov/floorsummary/floor.html>.
Legislative Archive. United States House of Representatives. 22 May 2010.
<http://www.house.gov/house/Legproc.shtml>.
Nagourney, Adam and Megan Thee-Brenan. “New Poll Finds Growing Unease on Health Plan.” New
York Times. July 30, 2009: 22 May 2010.
<http://www.nytimes.com/2009/07/30/us/politics/30poll.html>.
National Issues Forum. 22 May 2010. <http://www.nifi.org/>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Detroit Community Schools Curriculum
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Civics and Government
The Legislative Branch and Politics
DCS
News Batch. 22 May 2010. <http://www.newsbatch.com>.

Political Bulletin. US News and World Report. 22 May 2010.
<http://usnewsbulletin.com/usnb/register.aspx?src=USNEWSW>.
*Political Cartoons. 22 May 2010. <www.politicalcartoons.com>.
Politico. 22 May 2010. <http://www.politico.com>.
PolitiFact.com. 22 May 2010, <http://www.politifact.com>.
Polling Report. 22 May 2010. <http://www.pollingreport.com/>.
Preamble to the U.S. Constitution. U.S. Constitution Online. 22 May 2010.
<http://www.usconstitution.net/xconst_preamble.html>.
ProCon of Controversial Issues. ProCon.org. 22 May 2010. <http://www.procon.org/>.
Public Agenda. 22 May 2010. <http://www.publicagenda.org/>.
*Real Clear Politics. 22 May 2010. <www.realclearpolitics.com>.
The Republican National Committee. 22 May 2010. <http://www.gop.com/>.
Rhee, Foon. “Measuring, influencing public opinion on health care.” Boston Globe. 16 Nov. 2009.
22 May 2010.
<http://www.boston.com/news/politics/politicalintelligence/2009/11/measuring_influ.html>.
The Role of Political Parties. America.gov. 22 May 2010. <http://www.america.gov/st/elections08english/2008/April/20080423223737eaifas0.6480067.html>.
Seelye, Katharine. “Competing Ads on Health Care Plan Swamp the Airwaves.” New York Times. 22
May 2010.
<http://www.nytimes.com/2009/08/16/health/policy/16ads.html?scp=15&sq=health%20care%2
0reform%20public%20awareness&st=cse>.
*Teachers’ Curriculum Institute. Government Alive! Power, Politics, and You. Palo Alto, CA: TCI,
2009.
Thomas. The Library of Congress. 22 May 2010. <http://thomas.loc.gov/>.
“Two Steps Forward, One Step Back: the Family Medical Leave Act as Retrenchment Policy.” The
Review of Policy Research. 22 March 2003. 22 May 2010.
<http://goliath.ecnext.com/coms2/gi_0199-2688511/Two-steps-forward-one-step.html>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Detroit Community Schools Curriculum
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Civics and Government
The Legislative Branch and Politics
DCS
United States House of Representatives. 22 May 2010. <http://www.house.gov/>.
United States Senate. 22 May 2010. <http://www.senate.gov/>.
Teacher Resource

Asher, Lauren J. and Donna R. Lenhoff. “Family and Medical Leave: Making Time for Family is
Everybody’s Business.” Future of Children. 22 May 2010.
<http://www.futureofchildren.org/futureofchildren/publications/docs/11_01_07A.pdf>.
*“Bush May Veto Family Bill.” May 7, 1990. LA Times. 22 May 2010.
<http://articles.latimes.com/1990-05-07/news/mn-265_1_family-values>..
*“Bush Vetos Bill on Family Leave.” June 30 1990. New York Times. 22 May 2010.
<http://www.nytimes.com/1990/06/30/us/bush-vetoes-bill-on-family-leave.html>.
*The Daily Show. Comedy Central. 22 May 2010. <http://www.thedailyshow.com/>.
Daryl Cagle’s Professional Cartoonists Index. Cagle.com. 22 May 2010. <www.cagle.com>.
*The Dennis Miller Show. 22 May 2010. <http://www.dennismillerradio.com/>.
Directory of US Political Parties. Ron Gunzburger’s Politics 1.com. 22 May 2010.
<http://www.politics1.com/parties.htm>.
*Editorial: Family Leave – A Ruling for Fairness. May 29 2003. Cincinnati Enquirer. 22 May 2010.
<http://www.enquirer.com/editions/2003/05/29/editorial_FamilyLeave.html>.
*“Elections: The Maintenance of Democracy.” Democracy in America. Annenberg Foundation. 22
May 2010. <http://www.learner.org/courses/democracyinamerica/dia_14/>.
*Employers’ Perspective. The Family Medical Leave Act. ENotes.com. 22 May 2010.
<http://www.enotes.com/everyday-law-encyclopedia/family-and-medical-leave-actfmla#employers-perspective>.
*The Family Leave Bill Could Stick this Time. October 28 1991. Business Week. 22 May 2010.
<http://www.businessweek.com/archives/1991/b323734.arc.htm>.

In Family Leave Case, Supreme Court Steps Back Into Federalism Debate. Jan. 12 2003. New York
Times. 22 May 2010. <http://www.nytimes.com/2003/01/12/politics/12SCOT.html>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Detroit Community Schools Curriculum
Page 9 of 12
Civics and Government
The Legislative Branch and Politics
DCS
The Family Medical Leave Act. 29 USCS §§ 2601 - § 2654 (2005). National Partnership for Women
and Families. 22 May 2010.
<http://www.nationalpartnership.org/site/DocServer/FMLAstatute.pdf?docID=964>.
*The Family and Medical Leave Issue: Small Business Reactions. Nicholls State University. 22 May
2010. <http://sbaer.uca.edu/research/ssbia/1991/PDF/04.pdf>.
Harry and Louise on Clinton’s Healthcare Plan. YouTube. 22 May 2010.
<http://www.youtube.com/watch?v=Dt31nhleeCg>.
Harry and Louise Return. YouTube. 22 May 2010.
<http://www.youtube.com/watch?v=RGvkZszS21Y&feature=related>.
Harry and Louise are Back. YouTube. 22 May 2010.
<http://www.youtube.com/watch?v=e3Y3JVitUcs&feature=channel>.
*Hamilton, Lee. How Congress Works and Why You Should Care. Bloomington, IN: Indiana
University Press, 2004.
I’m Just a Bill. School House Rock. YouTube.com. 22 May 2010.
<http://www.youtube.com/watch?v=mEJL2Uuv-oQ>.
*Janda, Berry, Goldman. The Challenge of Democracy, 8th Edition. Houghton Mifflin Company:
Boston, 2005.
*“Legislatures: Laying Down the Law.” Democracy in America. Annenberg Foundation. 22 May
2010. <http://www.learner.org/courses/democracyinamerica/dia_6/>.
*Letter to US Department of Labor about The Family Medical Leave Act. National Partnership for
Women and Families. 22 May 2010.
<http://www.nationalpartnership.org/site/DocServer/FMLALettertotheDOL.pdf?docID=961>.
*Milton C. Cummings, Jr. and David Wise. Democracy Under Pressure: An Introduction to the
American Political System, 10th Edition. Thompson Higher Education: Belmont, CA, 2005.
*Monk, Linda R. The Words We Live By: Your Annotated Guide to the Constitution. Hyperion: New
York, 2003.
*News. US Department of Energy. 22 May 2010. <http://www.energy.gov/7605.htm>.

“Political Parties: Mobilizing Agents.” Democracy in America. Annenberg Foundation. 22 May 2010.
<http://www.learner.org/courses/democracyinamerica/dia_12/>.

Although the resources denoted with an asterisk are not cited in the lessons for this unit, they are included here to
provide meaningful options for teachers.
Detroit Community Schools Curriculum
Page 10 of 12
Civics and Government
The Legislative Branch and Politics
DCS
*Praise for Catholic Bishops’ Statement on Children. New York Times. 17 Nov. 1991. 22 May 2010.
<http://www.nytimes.com/1991/11/17/us/praise-for-catholic-bishops-statement-onchildren.html>.
*“Public Opinion: Voice of the People.” Democracy in America. Annenberg Foundation. 22 May 2010.
<http://www.learner.org/courses/democracyinamerica/dia_11/>.
*Saturday Night Live. NBC. 22 May 2010. <http://www.nbc.com/Saturday_Night_Live/>.
*Scardino, Franco. The Complete Idiot’s Guide to U.S. Government & Politics. The Penguin Group,
NY: 2009.
*Senate Letter to US Department of Labor about the Family Medical Leave Act. National Partnership
for Women and Families. 22 May 2010.
<http://www.nationalpartnership.org/site/DocServer/FMLASenateLettertoDOL.pdf?docID=963 >
.
*“Understanding the Media: The Inside Story.” Democracy in America. Annenberg Foundation. 22
May 2010. <http://www.learner.org/courses/democracyinamerica/dia_10/>.
*US News and World Report. Politics Section. 22 May 2010.
<http://www.usnews.com/sections/news/politics>.
*What is a Filibuster? This Nation.com. 22 May 2010. <http://www.thisnation.com/question/037.html>.
*“Women’s Groups Begin to Push for Parental Leave Measure. Sept. 8 1988. New York Times. 22
May 2010. <http://www.nytimes.com/1988/09/08/us/women-s-groups-begin-push-for-parentalleave-measure.html>.
Yankelovich, Daniel. The Seven Stages of Public Opinion. Public Agenda. 22 May 2010.
<http://www.publicagenda.org/pages/seven-stages-public-opinion>.
For Further Professional Knowledge
Elving, Ronald D. Conflict and Compromise: How Congress Makes the Law. NY: Touchstone
Publishing, 1995.
Kingdon, John W. Agendas, Alternatives, and Public Policies. 2nd ed., NY: Harper Collins, 1995.
Lenhoff, Donna R. Family and Medical Leave in the United States: Historical and Political
Reflections. 1 Oct. 2004. 22 May 2010.
<http://www.hhh.umn.edu/centers/wpp/afterbirth/pdf/lenhoff.pdf>.
Mann, Thomas E. and Norman J. Ornstein. The Broken Branch, updated edition. NY: Oxford
University Press, 2008.
O’Connor, Karen and Larry J. Sabato. Essentials of American Government: Roots and Reform. Upper
Saddle River, NJ: Pearson Education, 2009.
Detroit Community Schools Curriculum
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Civics and Government
The Legislative Branch and Politics
DCS
Price, David E. The Congressional Experience. 3rd ed. Boulder, CO: Westview Press, 2004.
Thurber, James A. Rival for Power: Presidential-Congressional Relations. Lanham, MD: RowmanLittlefield, 2009.
Detroit Community Schools Curriculum
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