1. Legislative Branch and Gun Control
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Legislative Branch and Gun Control 1 2 3 4 5 6
1. Question
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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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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2. Information Sources 1 2 3 4 5 6
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
2012 Republican Platform
DNC Platform (click ‘Issues’ tab)
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
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
10 Social Media Moments that Shaped the Gun Control Debate
How Media Loses Interest in Gun Control
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3. Notes 3. Student Activity
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3. Student Activity 1 2 3 4 5 6
Using the resources on the previous slide, create your own notes pages or use the linked page below to organize your ideas about how your assigned linkage institution(s) impact the Legislative Branch:
Notes
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4. Assessment Activity
Use your notes to create an 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 Infographic:
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?
To create your Infographic you can use one of the following digital tools:
Piktochart
Microsoft Publisher
Click on the Infographic to the left to see the “Big Guns of the Gun Debate”. Use the zoom feature to view details of the image.
Image Source: forbes.com and Appinions

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?
Do you have an interest in working as an intern for a Congressman or Senator?
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 Support Materials1 2 3 4 5 6
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 CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-Literacy.RH Compare and contrast treatments of the same topic in several primary and secondary sources. CCSS.ELA-Literacy.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. CCSS.ELA-Literacy.WHST Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Standards for the 21st Century Learner Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0: Use a variety of technologies for learning and collaboration.
Time Frame: 1 90 minute class period
Differentiation: Each graphic organizer can be created by the students - does not need to use the provided resources. Databases have text-to-speech features for some articles. Teacher can choose to divide students in class by linkage institution and have students research/take notes/create Infographic on 1 institution.
Learning Styles: Field Dependent, Field Independent, Visual, Auditory, Tactile, Reflective, Global
AVID Strategies:
inquiry based learning, Cornell notes, one pager, rubric
Notes to the teacher:
Consult with your School Library Media Specialist to implement this Slam Dunk Lesson.
Students can turn in activities by saving Cornell notes/one pager and copying it to your school’s student drive/printing and turning in
Last updated: July 2015 Created by Jamie Higgins Shaull, Department Chair – Social Studies/Library Media Intern BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models 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 Jamie McKenzie’s Slam Dunk Lesson module.