Unit Plan 22 (Grade 4 Social Studies): How a Bill Becomes a Law

Focus: Model how a bill becomes a law at the state level by running a simple classroom simulation of the legislative process. Students connect rules and laws to fairness, safety, and the common good, and see how different branches and leaders (legislature and governor) play their parts. They finish by writing a short explanation of the process with evidence and simple citations from class charts or kid-friendly sources.

Grade Level: 4

Subject Area: Social Studies (Civics • Inquiry/Skills)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Students step into the shoes of lawmakers by acting out how a bill (a proposed rule or law) moves through the legislative process before it can become a law. They begin by connecting classroom and community rules to the idea of laws that are meant to promote fairness, safety, and the common good. Then they brainstorm ideas for a class bill, send it through a “committee,” debate and amend it, and vote in a mock state legislature, with a student governor deciding to sign or veto. Finally, they write an explanation of the steps, supported by evidence from class charts or texts and including simple citations.

Essential Questions

• Why do we need laws, and how are they different from everyday rules?
• What steps does a bill go through before it can become a law?
• How do different branches and leaders (legislators, governor) share responsibility in making and approving laws?
• How can the lawmaking process support fairness, safety, and the common good?
• How can I explain the lawmaking process using evidence and simple citations from what we read and did in class?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Explain the difference between a rule and a law, and connect laws to fairness, safety, and the common good.
2. Identify and describe key steps in how a bill becomes a law at the state level (idea, bill, committee discussion, debate, vote, governor’s decision).
3. Describe the roles of the legislative branch (making and voting on bills) and the executive branch (governor signing or vetoing bills).
4. Participate in a classroom simulation of the legislative process, taking on roles such as lawmaker, committee member, and governor.
5. Develop a short written or oral explanation that makes a claim about how the process promotes fairness or the common good, supported by at least two pieces of evidence and simple citations (e.g., class chart, kid-friendly civics text).
6. Use civics vocabulary (bill, law, legislature, governor, vote, veto, committee, amendment, majority) in discussion and writing.

Standards Alignment — 4th Grade (C3-based custom)

• 4.C3.Civ.1 — Explain how rules/laws and due process promote fairness, safety, and the common good.
  • Example: Compare a school policy to a city ordinance and note consequences.
• 4.C3.Civ.2 — Describe roles of state/local government (branches, levels, agencies) and public services.
  • Example: Match departments (transportation, parks) to services provided.
• 4.C3.Inq.4 — Develop claims/explanations with evidence and citations (title/author/source).
  • Example: Write a paragraph explaining why a capital city was located near a river, citing two sources.

Success Criteria — Student Language

• I can tell how laws are meant to help keep people safe, fair, and working for the common good.
• I can describe the main steps for how a bill becomes a law at the state level.
• I can explain what the legislature does and what the governor does when making laws.
• I can take part in a class simulation by suggesting ideas, discussing, and voting.
• I can write or say an explanation that uses evidence and simple citations like “According to our class chart…” or “In the book Kids’ Guide to Government…”.
• I can use words like bill, law, vote, veto, committee, majority, and governor correctly.