Goals:
1. Students will write to Senators and Representatives to lobby forlegislation that will keep our oceans clean.
2. Students will find sources of media that will help increase public awareness of ocean saving legislation.
3. Students will lobby local, state, and federal law makers for stronger laws dealing with environmental issues.
4. Students will identify and contact special interest groups who support new types of environmental legislation.
Resources:
1. American Oceans Home Page Internet source.
2. Library materials, newspapers, magazine articles, State and Local Agencies.
3. University of Wisconsin Green Bay, Professors and student researchers.
4. State Offices, Energy Department of Natural Resources, Regional Planning Commission.
5. The Environmental Protection Agency (EPA).
6. Legislative Reference Bureau (State Capital).
7. Materials
a. Computer
b. Writing materials, pen, paper, and pencils.
c. Information sheet: "How Congress Creates A Law."
d. Example sheet listing a number of special interest groups.
e. Informative work sheet containing helpful hints on becoming a successful lobbyist.
Time:
The lesson will take 4 hours.
Procedure:
Step 1- Write the following information on the chalk board before
class begins: "Approximately 3,000 special interest groups have offices in Washington DC. and there are more than 5,000 registered lobbyists. There are many more lobbyists who work professionally or voluntarily at the state and local levels of government."
MacMillan/McGraw-Hill. Civics Responsibilities and Citizenship. Glencoe Division, Westeville, Ohio, 1992.
Step 2- Distribute information sheet. Explain how Congress creates laws.
Step 3- Hand out example sheet with the names and addresses of a few special interest groups.
Discussion questions:
a. Ask students how concerns and issues for new legislation get the attention of our law makers.
b. Who does the special interest groups represent?
c. Why do law makers listen to certain special interest groups?
Step 4- Divide students into teams of four or five students.
Step 5- Teams will proceed to the library where they will search for special interest groups.
Step 6- Teams will choose a special interest group in which to represent.
Step 7- Teams will research their special interest group in search of their mission, concerns, and goals.
Step 8- Teams will lobby law makers to support their special interest goals. Teams may write, e-mail, or telephone officials or contact them by telephone. Teams may write to area magazines, newspapers, television and radio stations.
Assessment:
1. Each team will present goals and concerns of their special interest group to the class. Presentations will be assessed in accordance with established "Presentation Rubric."
2. Teams will hand in their letters written to lawmakers or media agencies. Letters will be assessed in accordance with "Writing Rubric."
Curricular Strands and Major Concepts:
1. Language Arts- critical thinking skills, creativity, decision making skills, group planning, and use of media.
2. Social Studies- lobbying law makers, citizenship skills, and active involvement in law making process.
Possible Extensions:
1. Students could form their own class special interest groups.
2. Students could meet with law makers at their homes or in the school to lobby officials about concerns for the environment.
3. The whole class could attend a public hearing dealing with environmental legislation.
Bibliography:
"Making An Issue Of It: The Campaign handbook." 1730 M Street NW., Washington DC. 20036. Pub. No 613.