Educational Materials  |   There Ought to be a Law Website

Teacher Guide

Simulations are creative, study units that incorporate curriculum material into a simulated environment within the walls of the classroom. Students role-play actual individuals or characterizations of individuals as they deepen their understanding of the unit material.

Upon completion of the lessons and activities accompanying this documentary, students will have a deeper understanding of the issues associated with the film. This simulation will further enhance this newly acquired knowledge.
As investigators, they will each select from the film, either a legislator or a person representing a special interest group and conduct further research to better understand their position.

They do not choose a role to influence an intended audience, but rather they assume the role of someone so as to gain insight into their way of thinking and behaving. Role-play also reinforces an event and in this case the legislative process a citizen experiences when attempting to change the status quo by introducing a bill.

It is important that you allow time for students to research or investigate the individual   and be able to contact people who can help them in understanding the part. Using email to contact others is the most effective way to communicate in a 1:1 learning environment therefore; the links provided on the page will assist them in contacting legislators and other public officials. If they need to contact other individuals, assist students in phone etiquette so that they feel comfortable calling people or organizations for information. If members have moved on, students can interview current members on the Criminal Justice and public Safety Committee.

After selecting an individual to investigate, students will want to watch the documentary again and this time focus closely on that individual. They need to find the segment of the film that speaks directly to their purpose. They should take notes specifically on that person. If that person is not available to contact, they can interview other members of the Criminal Justice Committee or current members.

Scenario for Students:

Congratulations ! you have been appointed by the governor to be a member of the new "Checks and Balance" committee that will be conducting a critical review of the bill LD 310. The governor has just appointed this new committee to examine the procedures involved in the evolution of this bill. In order for each of you to fully assess the situation you need to tell the story through the eyes of legislators or special interest group members. The documentary, There Ought to be a Law, as told through the eyes of Cathy Crowley, is very powerful, and now it is time for the Governor and his Bill Review Task force to hear from other key individuals.

In your role, you will prepare a multimedia presentation either in Keynote, imovie, or another program of your choice for the Governor and the Bill Review Task Force.

Student Centered Learning Objectives

• To learn about the legislative process
• To bring historical knowledge to a present situation
• To understand the role of committee members in the Maine State Legislature
• To research issues of gun control in America (pro and con)
• To examine the efforts of an activist seeking to introduce a bill
• To learn about the influence of special interest groups on our elected officials
• To participate in a "Investigative task force"

PROCEDURES

• Divide the class into groups of four students each.
• Have groups decide individual to examine (2 students take a legislator and 2 take a special interest group member)
• Have each group closely examine the individual by viewing the movie again and taking careful notes
• Have group members learn the skill of a good interview (Interview lesson) and contact the individual they are investigating or someone who can provide information for their task at hand.
• Have all groups read and process the Private Guns Public Health essay so as to be knowledgeable about the facts surrounding the gun control issue. This will help them in the questioning of legislators and special interest individuals and it will help with final presentation. Have students use the Sum it up literacy stategy as they read the selection. If there are students who need the passage read to them, have them embed it into their Notebook and choose the option "read selection" .

Instruct the class to present final movie or slide show to Governors task force
Instruct class that their presentation will be from the perspective of their legislator or special interest group member.

Use the program Pages (iWork) "Creative" to create a detailed story board. (other  programs can also be substituted but Pages has a user friendly story board layout for them).
They will incorporate their historical knowledge about gun laws in America, and information from the various readings in presenting the perspective of their selected individual.

Evaluation            Develop a rubric WITH the class based on criteria such as:

• Strength of the presentation-position/perspective of specific individual
• Depth of information provided
• Use of primary resources  (correspondence, documents, visuals)
• Effective presentation make sure to set specific criteria
• Positive group interaction during research and work on presentation

Have the class discuss what would make an exemplary presentation and create criteria for rubric 1-6
Presentation:

• Introduction should establish your perspective
• Use your imagination and be creative in getting the perspective across to the Governor's Task Force in an engaging and interesting way
• Effects should enhance your presentation and not detract from it
• Make story board and script prior to recording narrative or inserting images
• Narration should be made first and then images adjusted
• Minimal text, strong narration
• Be prepared to answer any questions for the task force following the presentation.