Originally published Sept. 28, 2023

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Overview

It often seems as though the U.S. is always on a verge of a government shutdown that would have a major impact on the economy and people's lives. Four months after this lesson was published, Congress was right back to debating yet another government shutdown (see Daily News Lesson here).

This lesson will allow students to understand the conditions that have led to government shutdowns, explore the language of the United States Constitution on topics relevant to the potential shutdown and solutions and allow for students to propose solutions for avoiding future government shutdowns.

Subjects: U.S. government, civics, U.S. History

Estimated Time: One 50-minute class period

Grade Level: 9-12

Objectives:

1. Students will be able to explain key functions of Congress and the issues involved in government shutdowns.
2. Students will be able to compare different NewsHour articles about the potential government shutdown and evaluate key issues and individuals both pushing for and working to avoid a shutdown.
3. Students will be able to design a framework of potential solutions so the federal government can avoid future government shutdowns.

Materials

Student Handout

Article: The government is headed for a shutdown. Who’s affected and what happens next?

Article: House Republican colleagues implore hard-right holdouts not to shut down government

Article: White House prepares for government shutdown as House Republicans lack a viable endgame for funding

Article: “Prisons” and “Jails” in the U.S. Capitol

Warm-up activity

As a class, watch this NewsHour segment on the looming government shutdown. This segment is part of PBS NewsHour’s America at a Crossroads series featuring Judy Woodruff and examines increasingly bitter divides in U.S. society.

As a class, answer the following questions:

1. What are some reasons suggested in this story for the increase in tensions in the U.S.?
2. How do you think this increased partisan divide affects Congress and the laws that it passes?
3. What are some suggestions for ways to reduce hostility and focus on common goals that come out of this story?
4. Who do you think is responsible for the increase in tensions?

Main activity

As a class, watch this NewsHour segment on the recent risk of a government shutdown.

1. Distribute the student handout to your class. Have students use the Constitution to examine the budget and monetary roles of Congress.
2. Break students into small groups and have each group read one of the articles and find the key takeaways. Each group should choose a spokesperson to explain the key takeaways from their article. Students should record the key takeaways from the other articles in the space provided.
3. Have students evaluate several proposals for ending future government shutdowns on a scale of 1-5. Take a poll of the class to see what they think of each proposal. Some of the proposals have been introduced as legislation by current members of Congress.
4. Have students individually or in small groups invent a Constitutional solution of their own to prevent future government shutdowns.

Extension

1. Have students research past shutdowns. What ultimately led them to end? What impact did the shutdown have on the economy, people’s lives and the political fortunes of the major parties involved?

Standards

Common Core Standards

CCSS.ELA-LITERACY.RH.9-10.1 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.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

CCSS.ELA-LITERACY.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

C3 Framework Standards

D2.Civ.7.9-12. Apply civic virtues and democratic principles when working with others.

D2.Civ.9.9-12. Use appropriate deliberative processes in multiple settings.

D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.

D2.Civ.12.9-12. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues.

D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences.

D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

About lesson author

Ryan Werenka has taught social studies at Troy High School in Troy, Michigan, for more than 20 years. Ryan teaches AP U.S. Government and Politics, AP Comparative Government and Politics, and Government and Civics. Ryan has a bachelor’s degree in history and social sciences from Western Michigan University and a master’s degree in the Art of Teaching from Marygrove College.

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