Activity
The following roles should have been assigned in the previous lesson, “Who
Has the Greatest Voice?”
IN
FAVOR OF LEGISLATION
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AGAINST
LEGISLATION |
+ Teen survivor
of melanoma
+ Mother of teen who died from melanoma
+ Interest Group (Shade Foundation)
+ Sunwise Representative
+ Member of American Medical Association
+ Member of Academy of Dermatology
+ EPA Rep.- Scientist who studies ozone depletion |
+
Teen who uses a tanning booth
+ Owner of a Tanning Booth
+ Teen who works in a tanning booth
+ Interest group (Suntanning Association for Education)
+ Interest group (Indoor Tanning Association)
+ Doctor who studies Vitamin D deficiency
+ NIH Reviewer of skin cancer clinical trials
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+ Member of Senate Committee on Health, Education, Labor & Pensions
(recommended 5 -6 students) + Member of Senate Committee on Health, Education,
Labor & Pensions (recommended
5 -6 students) |
The
following bill that was introduced to the Senate Committee
on Health, Education, Labor & Pensions would institute
the following provisions regarding tanning devices and
SunWise education:
Bill
S-1
Sun Wise Act
1. Prohibit a person less than 18 years of age from using
a tanning device except upon prescription by a physician
and
surgeon for treatment of a medical condition.
2. The bill would also make a tanning facility that violates
this provision liable for a civil penalty not to exceed $2,500
per day for each violation.
3.
The bill also mandates a SunWise education program
for all K-12 public schools. The program
is a national sun safety education program created by
the U.S. Environmental Protection Agency for children K-8.
This bill
will mandate that all public schools educate its’ students
about sun safety in grades K-12.
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Student Instructions
Student Witnesses
You have been subpoenaed by the Senate to testify before the Senate
Committee on Health, Education, Labor & Pensions regarding
bill S-1: Sun Wise Act. At the hearing you will be asked to make
an oral presentation (3-5 minutes) in which you will present evidence
that supports your point of view. You should also be prepared to
refute the arguments that will be made by opposing interests as
well as answer questions asked by members of the senate committee.
A good presentation should include factual evidence and documented
case studies that illustrate your point of view. In addition you
should try to act out your role as much as possible in order to
present a convincing argument. Refer to “Guidelines for Writing
Position Papers” discussed in your Language Arts Class. Your
position paper written in the Language Arts class should be presented
to the Senate Committee prior to the hearing.
Senate Committee Members
Refer to the student position papers to create a list of
questions you would like to ask each of the witnesses.
*Note to teacher- If time is an issue, you may wish to assign each committee
member specific witness position papers to look at and create questions for
in order to cut down on the volume of reading for each student senate member.
During the hearing you will be expected to ask questions of the witnesses;
raise objections; or speak in support of the arguments made.
Senate Committee Hearing Procedures
The Chair of the Committee, Senator Michael Enzi will make a brief introductory
statement. The chair will call the first witness to testify in favor of the
bill. After the witness has made his/her presentation, members of the committee
will be recognized by the chair to ask questions of the witness. The chair
will next recognize a witness testifying in opposition to the bill. After the
witness’s testimony, the chair will recognize senate committee members
to ask questions of the witness. This procedure will continue, the chair alternately
recognizing witnesses from each side, until all of the witnesses have been
called on to testify. *Note to teacher- This procedure may diverge slightly
from regular committee hearing procedures in order to allow students a greater
opportunity to debate both sides of the issue in a limited amount of time.
After each witness has testified before the committee
the committee members shall debate the bill, offer
amendments and finally vote on whether to recommend
passage of the bill or kill the bill in committee. *Note to teacher-
this procedure
follows Mark-up and Final Committee Action as outlined in “How Our
Laws are Made”
Student witnesses may observe the committee debate proceedings but may not
offer any comments or ask questions at this time.
Closure
The Chairman of the Committee will make a public announcement regarding
the committee’s recommendation as well as read any amendments
that have been made to the bill. After the announcement ask students
to debrief on the bill process and the final outcome of the senate
hearing.
- Do
they think the law making process is fair? Why or
Why not?
-
Who has the greater advantage in the law making process? The bill’s
supporters or opponents?
-
Is it fair for the federal government to pass a mandate such as Bill S-1:
Sun Wise Act or is public safety and health for juveniles more important
than personal choice?
Homework
Students may be expected to prepare for their presentation
to the senate committee at home.
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Embedded
Assessment
Students
will be assessed on their performance during the senate hearing.
Presentations should be approximately 3-5 minutes long and include
factual evidence to support their point of view. Members of the
senate committee are expected to compile questions to be asked
of each of the witnesses testifying before their committee.
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