1. Legislative Branch and Gun Control 1. Question & Research Task
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Legislative Branch and Gun Control 1. Question & Research Task
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The United States Congress contains 535 members, consisting of 100 Senators and 435 Representatives.  Legislators come from all 50 states, and also includes 6 non-voting members from Washington DC and territories owned by the United States.​
These legislators must make decisions on a number of controversial issues to ensure that laws are passed in the United States.​ ​
You have learned about political parties, interest groups, elections and the media in a previous unit.  ​
Each of these linkage institutions influences how each branch of government fulfills their responsibilities to US government.​
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In this Slam Dunk, you will conduct brief, focused research to respond to the inquiry question:
How do linkage institutions affect how the Legislative Branch fulfills their responsibilities in the United States government?

2. 2. Information Sources Political Parties Elections Interest Groups
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Each of the linkage institutions can influence Congress in a number of ways. By researching the topic of Gun Control, you can investigate how each linkage institution has influenced Congress.
Political Parties
Beliefs of the GOP
2016 Republican Platform
DNC Platform
On the Issues – Republican Party
On the Issues – Democratic Party
Elections
Giffords’ Gun Control PAC to test her political appeal
National Association for Gun Rights
Everytown for Gun Safety
Interest Groups
NBC Learn - NRA & Legislators
NBC Learn – NRA “Guns in Schools” Ad
Federal Legislation Updates – NRA
National Guns Special Interest Groups
Media
Gun Control and the Media
Las Vegas Shooting Reignites Gun Control Debate
How the NRA Manipulates Gun Control and the Media
10 Social Media Moments that Shaped the Gun Control Debate
How Media Loses Interest in Gun Control
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3. 3. Student Activity
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Using the resources on the previous slide, create your own notes pages or use this Cornell Notes sheet to organize your ideas about how your assigned linkage institution(s) impact the Legislative Branch.
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4. 4. Assessment Activity
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How do linkage institutions affect how the Legislative Branch fulfills their responsibilities in the United States government?
Use your notes to create a Discovery Education Board or Infographic describing how the linkage institution(s) you researched has influenced the Legislative Branch in making decisions regarding Gun Control.
Be sure to include the following in your presentation:
The name and a description of the linkage institution(s) you researched
How does that linkage institution impact how the Legislative branch conducts their business of creating laws?
Image Source: Washington Post

5. 5. Enrichment Activities
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Extension: Use these sites to learn more about YOUR Congress:
How can the Legislature increase participation from its citizens?
Want to check up on your legislator in Congress?
The Pew Research center collects data regarding all types of topics relevant to American citizens. How do Americans feel about gun control?
Key Data Points from Pew Research
Gun Control topic from Pew Research
Add the data you’ve analyzed into the Infographic you created on the previous page.
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6. 6. Teacher Resources 1 2 3 4 5 6 Grade 9 American Government Unit 4
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Learning Standards Alignment BCPS Curriculum
Unit 4 – Congress Indicator 1: Students will analyze the structures and powers of Congress in order to evaluate its effectiveness as a legislative body. (IV-AB) Objective 11: Analyze the relationship between Congress and linkage institutions.
Maryland State Curriculum 1. The student will demonstrate understanding of the structure and functions of government and politics in the United States
B. Individual and Group Participation in the Political System Indicator 1. The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions (1.1.4). b. Analyze the external factors that influence the law-making process including the roles of the media, lobbyists, Political Action Committees (PACs), special-interest groups, citizens and public opinion (Unit 3) d. Evaluate how the media, political parties, special-interest groups, lobbyists, Political Action Committees (PACs) influence public opinion and government policies e. Evaluate the reliability and influence of the media on elections, elected officials and public opinion f. Describe the roles of political parties in the United States and how they influence elections, elected officials and public opinion g. Describe how citizens, candidates, campaigns and campaign financing influence the political process in the United States k. Analyze various methods that individuals or groups may use to influence laws and governmental policies including petitioning, letter writing and acts of civil disobedience (Unit 7)
Common Core State Standards for English Language Arts & Literacy
Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.
Think: Learners display curiosity and initiative by:
I.A.2 Recalling prior and background knowledge as context for new meaning.
Create: Learners engage with new knowledge by following a process that includes:
I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning.
Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes:
I.C.1 Interacting with content presented by others.
Grow: Learners participate in an ongoing inquiry-based process by:
I.D.2 Engaging in sustained inquiry.
P21 Framework: 21st Century Student Outcomes
3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand.
ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information.
Grade 9 American Government Unit 4
Objective: : Students will analyze the structures and powers of Congress in order to evaluate its effectiveness as a legislative body
Time Frame: minute class period
Differentiation strategies for this lesson:
Have students use learning supports provided in any BCPS-licensed Digital Content included in this lesson. Refer to Digital Content Snapshots & Support resources for as needed.
Attached power point on infographic design is not WCAG compliant. Students using accessibility software may not be able to utilize this option for assessment.
Notes to the teacher:
Collaborate with your school library media specialist to plan and implement this lesson.
Last updated: July Report broken links to BCPS Library Media Programs & Digital Resources BCPS Slam Dunk Research Model, Copyright 2018, Baltimore County Public Schools, MD, all rights reserved. This lesson may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.