Description
Please follow the instructions provided to complete assignment in 2 or more paragraphs go to https://www.govtrack.us/congress/bills/browse?status=28,29,32 and pick a law that interests you and answer the questions on it i’ve also included the template the professor provide
Unformatted Attachment Preview
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Directions
1. Go to the Govtrack.us website page for
bills that have been made into law z for
the current Congress. (Note: This is not a
government website, you can also go to
Congress.gov C). Click on a title of a law
that interests you.
2. Create a short summary of the goal of this
law in your own words.
3. Use the following following questions to
summarize how your legislation got
passed:
1. Who introduced the legislation? What
party do they belong to?
2. When did it go to Committee? What
Committees did it go to? How many
Democrats or Republicans are on each
Committee? (Check out the Committees
link).
3. When did it pass the House? If the
information is available, how many
Democrats and Republicans voted for or
against this legislation? How many didn't
vote (abstained)? (Check out the House
Votes on Passage link on the bill overview
page.)
4. When did it pass the Senate? If the
information is available, how many
Democrats and Republicans voted for or
against this legislation? How many didn't
vote labstained)?
6:45
canvas.pasadena.edu
against this legislation? How many didn't
vote (abstained)? (Check out the House
Votes on Passage link on the bill overview
page.)
4. When did it pass the Senate? If the
information is available, how many
Democrats and Republicans voted for or
against this legislation? How many didn't
vote (abstained)?
5. When did the President sign it?
4. Create a chart of your information.
Use this Legislative Summary
Example as a template.
How to Complete
Your Assignment
1. Submit your work here in the
CANVAS system as a Word 97-
2003,.docx or other word
processing file. (Google Docs e,
Open Office e are also acceptable. If
you are using iWorks, please convert
to one of these files, as your
instructor may not be able to view
your document.)
Directions to Submit
1. On the right hand Menu, you will see
a SUBMITTAUSIONIVIENT button
6:45
Done Legislative Summary Exampl...
LEGISLATIVE SUMMARY EXAMPLE
This is for H.R. 41: Hurricane Sandy Relief Bill
Summary of bill: This bill was introduced to increase funding to
FEMA's National Flood Insurance Program by 9.7 billion
dollars.
Purchase answer to see full attachment
Purchase answer to see full attachment
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Running head: FAMILIES FIRST CORONA RESPONSE ACT
Legislative Summary for H.R 6201: Families First Corona Response Act
Student Name
Institutional Affiliation
Course
Date
1
FAMILIES FIRST C...
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Please respond to shannon with 250 words please include citations and reference Derman-Sparks, L., & Edwards, O. J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYCChapter 11 Reflection: AB curriculum on ReligionQuestions:Address the importance of having AB curriculum in the classroom regarding religion. Provide statistics, key issues and concernsHolidays can be very difficult to incorporate into an AB curriculum, student needs to address strategies from (Weiss, 2008) they would incorporate in their classroomSome of these strategies could be more challenging than others but students need to address the counters to these challengesNeed to summarize key items from the Bisson Reading about religion in the classroom.Address your classroom policyIt is important to have anti-bias curriculum in the classroom regarding religion because every family is different and every child has their own religious beliefs and practices they may observe in their homes. Anti-bias education involves creating a community that supports all dimensions of human differences, including religion. Having anti-bias curriculum when it comes to religion will help children to recognize misinformation and stereotypes associated with specific religions. According to the textbook, “Children will learn that some people do not celebrate religious or national holidays but do have other ways of having family celebrations and traditions” (Derman-Sparks & Edwards, 2010, p.136). Current research shows that teachers are more likely to intervene in bias incidents related to race and religion. Statistics also show that safe and supportive school climates are critical to preventing bullying.Holidays can be very difficult to incorporate into an anti-bias curriculum because holidays are not universal. Every culture has their own religious belief, values, and holidays they celebrate. Every holiday tradition deserves respect and we should recognize that everyone has a right to his or her beliefs. Some strategies from the reading “Unwrapping the Holidays” by Dale Weiss that I would incorporate in my classroom are, teaching about a holiday but not pushing for change. I would support the children in learning about a holiday without celebrating it or pushing the belief onto the children. Another strategy would be to educate myself on the different holidays some of the children in my class celebrate. Another strategy that I found helpful was in the reading when Weiss says, “If I could do it again, I would start by assessing people’s viewpoints and beliefs instead of assuming they would understand or desire to do anything differently” (Weiss, 2008, p.53). An example of this was that he saw how important it is to acknowledging how important the Christmas season was to his coworkers. Because he did not acknowledge this, people’s defenses were up. 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Having respect for every holiday and getting to know the families more so we can know their beliefs and traditions. By doing this we can support the children’s family traditions and cultural identities and expand children’s awareness of others cultural tradition.After reading, “Holiday Lessons Learned in an Early Childhood Classroom” by Julie Bisson I found many key items learned. First was when she discussed how her early thinking was that holidays are the curriculum. She said that she would make a new holiday themed board and how she would let holiday activities take control of the curriculum. She looked back and realized that this holiday based curriculum wasn’t very meaningful to the children and how she didn’t know for sure if the children even celebrated these holidays because she never had a conversation with the families about what they celebrated at home. She discussed how she decided to celebrate Cinco de Mayo in her class without doing her homework and learning about the holiday first. Over the next few years Bisson learned more about anti-bias education and changed her holiday strategies. According to the reading, she wanted children who celebrated holidays outside of the mainstream to see their family values and beliefs represented (Bisson, 2008). She decided to develop a set of principles that both honor the community and embrace anti-bias education goals. Principle 1 was to get clear goals for holiday activities. The children learned that people may celebrate the same holiday, but in different ways. The teacher’s goal was to expand awareness of others. Principle 2 was to work closely with families to find out what they celebrated. Principle 3 was to consider whether or not to introduce holidays that are not celebrated by children and families in the program. By doing this she made connections to the children’s own experiences so they can see how they are similar to others (Bisson, 2008). Principle 4 was deciding how to handle religious stories and aspects of holidays. The teacher would include a religious story, but tell it as one way that people believe and celebrate instead of trying to change the beliefs of the children. Principle 5 was planning how to handle stereotypical images and messaged in holidays. The teacher strived to only present accurate information about holidays.In my future classroom I would strive to have ant anti-bias classroom policy when it comes to holidays. I would apply the knowledge learned from this chapter such as getting to know the families and their beliefs, cultures and holidays celebrated and observed. I would educate myself on the different holidays some of the children in my class celebrate and I would make celebrating holidays a small part of my curriculum. I will focus on teaching about the holiday rather then celebrating it. I will have goals such as children being aware and comfortable that people celebrate different holidays. According to the textbook when it comes to developing a holiday policy, “Choices can range from learning about one holiday from each family, to focusing on themes that include holidays from different cultures, to children talking about how their family celebrated a holiday at home” (Derman-Sparks & Edwards, 2010, p.138). I will apply this knowledge in my policy so the children can feel accepted and their beliefs valued, while learning about what other children celebrate as families are all important and are the same, yet different.ReferencesBisson, J. (2008). Holiday lessons learned in an early childhood classroom. In A. Pelo (Eds.) Rethinking early childhood education. (pp. 165-170). Milwaukee, Wisconsin: A Rethinking Schools Publication.Derman-Sparks, L., & Edwards, O. J. (2010). Anti-bias education for young children and ourselves. Washington, DC: NAEYCWeiss, D. (2008). Unwrapping the holidays: Reflections on a difficult first year. In A. Pelo (Eds.) Rethinking early childhood education. (pp. 49-53). Milwaukee, Wisconsin: A Rethinking Schools Publication.
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Having respect for every holiday and getting to know the families more so we can know their beliefs and traditions. By doing this we can support the children’s family traditions and cultural identities and expand children’s awareness of others cultural tradition.After reading, “Holiday Lessons Learned in an Early Childhood Classroom” by Julie Bisson I found many key items learned. First was when she discussed how her early thinking was that holidays are the curriculum. She said that she would make a new holiday themed board and how she would let holiday activities take control of the curriculum. She looked back and realized that this holiday based curriculum wasn’t very meaningful to the children and how she didn’t know for sure if the children even celebrated these holidays because she never had a conversation with the families about what they celebrated at home. She discussed how she decided to celebrate Cinco de Mayo in her class without doing her homework and learning about the holiday first. Over the next few years Bisson learned more about anti-bias education and changed her holiday strategies. According to the reading, she wanted children who celebrated holidays outside of the mainstream to see their family values and beliefs represented (Bisson, 2008). She decided to develop a set of principles that both honor the community and embrace anti-bias education goals. Principle 1 was to get clear goals for holiday activities. The children learned that people may celebrate the same holiday, but in different ways. The teacher’s goal was to expand awareness of others. Principle 2 was to work closely with families to find out what they celebrated. Principle 3 was to consider whether or not to introduce holidays that are not celebrated by children and families in the program. By doing this she made connections to the children’s own experiences so they can see how they are similar to others (Bisson, 2008). Principle 4 was deciding how to handle religious stories and aspects of holidays. The teacher would include a religious story, but tell it as one way that people believe and celebrate instead of trying to change the beliefs of the children. Principle 5 was planning how to handle stereotypical images and messaged in holidays. The teacher strived to only present accurate information about holidays.In my future classroom I would strive to have ant anti-bias classroom policy when it comes to holidays. I would apply the knowledge learned from this chapter such as getting to know the families and their beliefs, cultures and holidays celebrated and observed. I would educate myself on the different holidays some of the children in my class celebrate and I would make celebrating holidays a small part of my curriculum. I will focus on teaching about the holiday rather then celebrating it. I will have goals such as children being aware and comfortable that people celebrate different holidays. According to the textbook when it comes to developing a holiday policy, “Choices can range from learning about one holiday from each family, to focusing on themes that include holidays from different cultures, to children talking about how their family celebrated a holiday at home” (Derman-Sparks & Edwards, 2010, p.138). I will apply this knowledge in my policy so the children can feel accepted and their beliefs valued, while learning about what other children celebrate as families are all important and are the same, yet different.ReferencesBisson, J. (2008). Holiday lessons learned in an early childhood classroom. In A. Pelo (Eds.) Rethinking early childhood education. (pp. 165-170). Milwaukee, Wisconsin: A Rethinking Schools Publication.Derman-Sparks, L., & Edwards, O. J. (2010). 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