This lesson charges students to take on gun control policy, a topic that our legislators have grappled with since the Federal Assault Weapons Ban expired in 2004. As mass shootings in the United States increase in frequency and schools expand efforts to keep students safe, this proposed bill asks students to consider how assault weapons should be regulated. Should background checks be required for gun purchases? Should assault weapons be banned? How should the rules apply to those who already own assault weapons? Students take on these questions and more as they consider S.2095, the Assault Weapons Ban of 2017.
I. Explore the Issue
Use this lesson plan to explore the issue and prepare to conduct a Senate debate on a related bill.
Introduce the Issue
Use the Explore the Issue sheet to discuss the issue with the students.
Ask the following questions to facilitate the discussion:
- What is this issue about?
- Which groups of people or states might be affected by this issue?
- Can you predict some positions that people affected by the issue might take?
Materials
Explore the Issue handout
Provide one copy to each student
Provide one copy to each student
Conduct a Bill Building Conversation
Create small groups. Assign 5?6 students to each group.
Remind students that lawmakers seek to address national issues through legislation or bills. A bill is a collection of ideas that address an issue. Lawmakers can vote on a bill to make it a law. The various ideas in a bill are called provisions.
Inform students that tomorrow they will look at a bill to address the issue of assault weapons. Today they will discuss some provisions that might go into a bill about gun control.
Review the directions on the Bill-Building Conversation worksheet. Give students ten minutes to discuss and select provisions in their groups using the worksheet as a guide.
Have groups share about the provisions they selected in their discussion.
Materials
Bill Building Conversation worksheet
Provide one copy to each student
Provide one copy to each student
II. Create a Senate Profile
Become a Senator
Have students select a state to represent as a Senator in the bill debate. Ask them to think about how the issue of gun control might affect the interests of their constituents, or the people they represent, and how they might best represent their state.
For example, some Senators may represent constituents who have strong feelings for protecting the second amendment, while other Senators might represent areas of the country that have suffered directly from the effects of mass shootings.
Similarly, students should select a political party or choose to be independent and consider their party?s interests as they form their position on the issue. Students may choose to represent the party of the current Senator in their chosen state or may create a fictional profile.
Have students fill out their Senator Profile table tents with their name, the state they chose to represent, and a political party. In the Platform section students should briefly describe the position(s) they are representing for their constituents. Students can display these table tents at their seats during the debate.
As time allows, or for homework, have students research how the issue affects the people of their chosen state.
Materials
Senate Profile Table Tent
Provide one copy to each student
Close
Ask students to share their chosen state and party affiliation. Share with students that they will be considering and debating a bill on gun control and specifically assault weapons.
Homework (optional)
Assign students to read the full bill and the supporting articles listed under Additional Resources to gain additional context.
Additional Readings & Resources
III. Preview the Bill
Introduce and Preview the Bill
Introduce yourself as the Presiding Officer for this Senate session to consider a bill on regulating assault weapons. Tell students you will swear them in as new Senators. Have students recite the Senate Oath of Office. Students will take on the role of a Senator from the state they chose and begin to consider, and then vote on, the bill before them.
Use the Bill Preview to discuss the bill with students. Ask questions to facilitate the discussion:
- What problem prompted this bill?
- Which groups of people or states will be affected if the bill passes?
- Can you predict arguments for and against the bill?
Materials
Senate Oath handout
Provide one copy to each student or project on a screen
Provide one copy to each student or project on a screen
Bill Preview Handout
Provide one copy to each student or project on a screen
Provide one copy to each student or project on a screen
Open the Floor for Prepared Statements on the Bill
Review the Senate Decorum handout with the students. Select two students to serve as the Senators who will deliver the pro and con speeches. As the Presiding Officer, ask the student Senators to read the prepared speeches.
Note: Choose to assign either the Pro and Con Speeches or the Abridged Pro and Con Speeches. The Pro and Con Speeches are written at a 10th grade level and are Lexile 1200?1300. The Abridged Speeches are written at a 7th grade level and are Lexile 1000?1100.
Materials
Senate Decorum Handout
Provide one copy to each student or project on screen
Provide one copy to each student or project on screen
Pro Speech
One copy of the speech or abridged speech for student speaker
One copy of the speech or abridged speech for student speaker
Con Speech
One copy of the speech or abridged speech for student speaker
One copy of the speech or abridged speech for student speaker
IV. Deliberate and Vote
Deliberate
Create small groups. Assign 5?6 students to each group. Have each group decide if they can agree to vote together for or against the bill or if their views are varied within the group. Have students discuss some of the facts that support their position on the bill.
Alternative: Have students meet in small groups by caucus, or share interests and positions on the bill to discuss how they will speak in favor of or against the proposed legislation.
Debate and Vote on the Bill
Open the floor to a final debate on the bill. Remind students of the state they selected to represent in the vote.
Have students participate in a debate on the bill. Begin by asking if any Senators would like to make a statement about the bill and then recognize Senators to speak.
Call for a vote on the bill. Announce that the Senate will move to a vote on the bill. Have students raise their hands to vote for or against the bill.
Announce the final vote.
Wrap Up
Give students an Exit Ticket or prepare them to complete the Reflection Essay for homework.
Exit Ticket: Write Press Release
Write a short press release (1?2 paragraphs) from your Senate office. Describe the bill and the issue the bill is trying to address. Write about whether you support the bill, want it revised, or reject the bill and why your position is important. Give 2?3 valid reasons for your position including the impact on the country and your constituents. Be sure to include a clear and interesting title, emphasize your main position, and maybe even include a quote from you or one of your senate colleagues.
Exit Ticket: Write an Op-Ed
Write an op-ed, or argument essay describing the bill and why you support or do not support it. Describe the issue the bill is trying to address. State whether you support the bill, want it revised, or reject the bill. Research the issue using additional resources to support your position, giving at least three valid reasons. Acknowledge and address the opposing arguments to your position using reason and evidence. Be sure to include a clear and interesting title and emphasize your main position.
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Materials
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Cast your Vote
Massachusetts Results
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Total Votes
US Results Overall
5150
Total Votes
US Senate
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Total Votes
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