Beruflich Dokumente
Kultur Dokumente
learning,
Objectives
As a result of this lesson, the student will be able to:
1) define the concept legislation.
2) differentiate between different types of laws.
3) identify the various steps in the law making process.
4) correctly order the steps in the law making process.
5) value the steps in the law making process as it relates to
democratic government.
Important Points
1) A law is a signed bill which represents regulations and rules which
are binding on a community.
2) Types of laws include immigration laws, commercial laws, traffic
laws, civil laws, criminal laws and constitutional laws.
3) The governing party has considerable influence in the law making
process as they have a majority in both the Senate and the House
of Representatives.
Key Terms
Challenge Areas
Research an issue which you think currently requires legislative
attention. Write a report on this issue detailing the nature of the issue,
the persons particularly affected and how they are affected, the current
laws affecting the issue and the legislative change or changes that you
think is/are required.
Equipment/Materials Needed
Conference room, P.A. system, computer with internet connectivity,
multimedia projector
Note to Teacher
One aim of this lesson is to develop an appreciation for rules and the
collective interest. Therefore, ensure that your adaptation of the lesson
helps to engender positive attitudes towards the law. Help them to see
how they can have an input into the making of our laws.
http://jamaica-
gleaner.com/gleaner/20120319/news/news1.html
http://moj.gov.jm/?q=laws&title=&field_tags_tid=All&
order=title&sort=asc
http://www.japarliament.gov.jm/index.php?option=com
_content&view=article&id=334&Itemid=45
Note that the acts here were passed in the period 2009
to 2011.
Important Point
b. At this point, discuss the answers that the students have
This activity should
help them to develop arrived at so far, record them on the board and help them to
the analytical skill of formulate broad categories based on the similarities in their
classifying. answers. Try to settle on a maximum of six categories.
e. Let the students note what category the law they plan to use
in the simulation exercise falls into. Also, give them time to
identify who will be affected, how they might be affected
and consequently, the nature of the legislature they would
want to see passed.
http://www.japarliament.gov.jm/index.php?option=com
_content&view=article&id=236:senator-lightbourne-
tables-child-pornography-act-in-
parliament&catid=1:news&Itemid=8
http://jamaica-
gleaner.com/gleaner/20090726/news/news4.html
http://jamaica-
gleaner.com/gleaner/20120319/news/news1.html
http://www.historylearningsite.co.uk/how_laws_are_made_
in_great_brita.htm
h. Allow the students to map out the law making process for
the simulation exercise and identify what stages their group
will contribute to. Also, instruct them to anticipate the
likely reactions of the other groups to their decisions in the
exercise. Also allow them to use safe websites to further
explore the selected issue so that facts and evidence may be
employed in the simulation process.
Closure
In Class Assignment
1) At this point the students should be ready to simulate the law
making exercise. Let them know that there are no wrong or right
perspectives on the issue; however, they must be informed; and
they must demonstrate all of the stages in the process in the
presentation.
Glossary of Terms
Recommended Materials
http://jamaica.gov.jm/
http://countrystudies.us/caribbean-islands/34.htm
Bibliography
Brathwaite, S., Reynolds, P. (2004). Social Studies CSEC self study
and Distance Learning. Caribbean Examinations Council
Source:
Figure 17.1 Types of Laws
http://www.sensidynegasdetection.com/assets/images/commercial.jpg
http://criminaldefenseattorneysandiegoca.com/wp-
content/uploads/2012/02/1323107581_img2.jpg
http://www.google.com.jm/imgres?q=civil+laws&num=10&hl=en&bi
w=1249&bih=588&tbm=isch&tbnid=dAs-
http://www.in-jamaica.com/vidfeeder.php?keyword=&tag=TRAFFIC