1. Compare different types of government.
2. Detail the the law making process.
3. Identify their role as citizens.
One 45 to 60 minute class period
Videoconference setup (either a camera-enabled computer, tablet, or standards-based videoconference machine) tested from the school.
Projector, TV, or SmartBoard
1. At least two weeks prior to the videoconference, the State Park Interpreter and the teacher should begin communicating about content of videoconference.
2. Prior to the videoconference, prepare your students using the provided Unit of Study lessons, or classroom curriculum. Students might be encouraged to bring questions to the videoconference.
3. At least a week prior to the videoconference, conduct a test connection (see technology page on website for more details www.ports.parks.ca.gov). Be sure to coordinate with your district technology support.
Day of the Videoconference:
Discuss with the distance learning presenter the roles and responsibilities of both you, the teacher, and the students themselves. This will best assure a valuable educational experience.
The Interpreter will lead the students through a tour of the State Capitol from the 1906 Governor's Office. An emphasis will be placed upon the fact that the process of law-making has changed very little since California became a state, but that the methods that citizens have used to communicate with their legislators have changed dramatically.
If a meeting with your legislator has been coordinated your legislator will then address the class. After introductory remarks by the legislator, the students will engage in a question and answer session with their representative. Students should use the notes they made on the back of their "Legislative Process" handout to aid them will speaking.