Why I Use These Sources

The CDC map shows that obesity rates have been rising dramatically across the country over the past two decades. Within Virginia, the graph shows that the percent of the population that is obese has been increasing (green line), while the percent of the population that is normal or underweight has been decreasing (blue line). The Table shows that obesity rates have been increasing among all subgroups and among those below and above the poverty level. The main point of this lesson is to have students think through what the government’s response should be to the high rate of obesity. Addressing the government’s response involves three related questions: 1.) What is the cause behind the rise in obesity? 2.) Should the government be involved in personal choices about eating and exercise? 3.) What should the government’s response be, given the causes behind the rise in obesity are still disputed?

The cause of the dramatic rise in obesity rates across the country is somewhat of a mystery. Both the scope and rapid increase over time suggests societal/environmental factors that are encouraging weight gain, as it is unlikely that people have simply lost their willpower in recent years. A class discussion might start with brainstorming possible causes (increased TV, video games, more working parents, less safe areas to exercise/play, culture, less physically demanding jobs, etc.). Economists tend to focus on the declining price of calorie-dense foods (candy bars, chips, hamburgers) relative to healthier foods. Public health practitioners often focus on how our environment and lifestyle are not conducive to physical activity. This discussion should conclude with the point that we do not have all the answers to solve this problem.

The second issue concerns the consequences of obesity. The problem with viewing the consequences of obesity as purely a personal choice rather than a public health issue is that obesity imposes large costs on society. Being obese increases one’s risk of a variety of diseases, including diabetes, hypertension, heart disease, stroke, and some forms of cancer. These diseases result in large medical costs and lost worker productivity. The CDC estimated that obesity—related medical costs (both public and private) in Virginia in 2003 were $1.6 billion, with Medicare or Medicaid paying 42 percent. The class can discuss whether the financial interests of the government is a sufficient reason for the government to try to influence personal choices. In situations where personal choices have a cost to society, it is not uncommon for governments to step in and influence those choices; for example: laws requiring motorcycle helmets, high “sin taxes” on cigarettes and alcohol, and public health campaigns to discourage smoking. Beyond the financial interests, are there other reasons to justify government involvement such as the health and well-being of citizens?

Assuming the causes of obesity are unclear, the government has an interest in reducing obesity. What should the state or local government do to change the situation? A general solution is the try different programs based on the best available scientific evidence and design the programs to facilitate evaluation of their effectiveness. The class can discuss possible programs to address the causes that they came up with.

Examples of programs include:

• Virginia Commonwealth University’s ten-week walking program in 2004 provided pedometers to participants to both encourage a healthy life­style for students and employees and to provide researchers with useful data.
• New York City’s ban on trans-fats restaurants and the City’s attempt to require restaurants to post calories.

A more difficult question is how to collect data to evaluate the programs’ effectiveness. For example, evaluating New York City’s ban would be difficult as the effects would not likely show up in population-wide obesity rates. Students can think of ways to collect data on the effect of programs (surveys of individuals, data on food sold).

How I Introduce the Sources

I show the class the data, cold, if the computer equipment is available or you can use the Handout #1: What Does the Data Tell You? High school students may not be aware of the dramatic rise over time. In class, discussions could be centered on these three issues: 1.) the cause of the rise in obesity; 2.) whether the consequences of obesity warrant government involvement; and 3.) what the government can do.

The most lively discussions will likely revolve around the first issue, as everyone has an opinion on the causes of obesity. To discuss the second issue, you will have to let the class know the health consequences of obesity and the cost to the government due to Medicare and Medicaid reimbursements. Then have students discuss whether costs are enough to justify government involvement or whether there are other justifications for involvement. Is obesity similar to cigarettes, should there be a higher tax on unhealthy, calorie-dense foods to discourage obesity?

To draw out discussion for the third issue, I would select the top few most common/likely explanations and see if students can think of possible government programs to address that cause and how the government could evaluate the success of the program. This might be difficult, but students can generally think about ways to collect data, such as surveys, self-reporting, measuring BMI (body mass index) before and after a program, etc. The aim is to get students to think about how the government should respond to public health problems.

Reading the Source

I have students work in groups to develop ideas on the causes of obesity, reminding them that it has to relate to something that has changed over time to match the data, then share some of their ideas with the class. People can be very opinionated about the causes of obesity. So I try to at least have them recognize that there could be multiple causes and multiple ways to address those causes. Scientists have spent extensive time studying the issue, but have not come to a single conclusion.

For the second issue regarding government involvement, I generally just allow the students to express their opinions. Suggesting a tax, similar to the cigarette tax, is one way to get students to think about what it would mean to them to have higher prices on their candy bars, etc.

The third issue, what should the government do, rests on the students concluding that the government should do something. While not having the government do anything is a legitimate response, if the students come to this conclusion then the next phase would be to explore a variety of responses that the government could take if it chose to act.

Reflections

This topic encourages students to analyze several issues. First, this is an opportunity to think through what explanations fit the facts. Because there has been a change in obesity over time, the explanations have to also account for the change. Second, it encourages students to think through the advantages and disadvantages of different government policies. Evaluation of pilot or test programs can provide a way to test different programs to see what works and, thus can be an essential component to good government policy. Third, it encourages students to think about when and why the government is getting involved in an issue that involves personal choice. However, the fact that this topic relates to their own decisions about what to eat and how much to exercise should facilitate students developing an interest in the topic.

Why I Taught These Sources

A sense of efficacy and personal empowerment, according to current educational psychology, is the foundation of growth in learning experiences. It is difficult to measure the effects of the experience my students and I had in successfully getting child-restraint legislation passed in Virginia, but I believe it was a life-changing opportunity for both my students and me. The students learned about politics in the “real world.” They learned they had the talent and personal power to “change the way things are.” They learned that “government of the people and by the people” is not an abstract and antiquated concept. They learned that the ideal of participatory democracy really does work for them.

For me, the project became a means of re-committing myself to my profession and to my belief in the American political process. I again believed that individuals could change their corner of the world. And, every time I see a child strapped into a seat restraint, I am proud that we had a big role in saving the lives of our youngest Virginians—after all, the Senate had twice killed previous bills! For these reasons, I share this experience with students in my government classes as an introduction to the legislative process and the beginning of a class project of their own.

How I Introduce These Sources

I introduce students to One Teacher’s Narrative (see Resources for this Case Study on the right side of this page) after providing students with an introduction to Virginia’s formal law-making body, the General Assembly. Some key understandings that students should have before engaging this case study include organization of Virginia’s legislative bodies (the Senate and House of Delegates), the meeting times of their sessions, qualifications and membership of Delegates and Senators, committees and their organization, and particular legislation currently before the General Assembly.

Then, students analyze the text of Senate Bill No. 413 and Legislative History of SB 413. Finally, they view a short 3-minute video of the Final Approval of Senate Bill No. 413 on the floor of the House of Delegates.

Reading the Sources

Before students read One Teacher’s Narrative, I ask them to keep in mind the following questions as they read: What main steps did students take in the legislative process? What were some of the challenges they overcame in their effort? What were some of the keys to their success? I ask them to write notes in the margin and underline or highlight key passages that address these questions. This facilitates our discussion following their reading. I then list their responses, on the board, under the following columns: main steps, challenges, and keys to success. We further discuss ways to overcome the challenges inherent to the legislative process.

Then, students analyze Senate Bill No. 413. We discuss the text of the legislation as it was communicated to the House of Delegates on February 18 (after passing the Senate). Ask students to note the changes made to the text of the bill by the Senate. The bracketed text shows additions to the bill, removed text has a line through it. Why would specific additions or deletions be made to the text of the bill?

Next, students are introduced to the Legislative History of SB 413 that outlines the changes to the bill throughout the entire legislative session, until its approval by the Governor. I ask students to make actual pen and ink changes to their copy of Senate Bill No. 413 with the changes indicated after “House Amendment Agreed to by House and Senate” in the Legislative History of SB 413. We discuss their thoughts on why this text of the bill was further changed. In addition, I ask students to look at the last page of the Legislative History of SB 413 and we engage in discussion on the chronology of the bill. What does the timeline reveal to students about the process of lawmaking? What are student observations on the 10 days the bill spent in the Senate’s Committee on Transportation, the seven days the bill spent on the Senate floor, the 10 days in the House of Delegates Committee on Roads and Internal Navigation, the two days on the House floor, and the month it took to reach the Governor’s desk? What was occurring during these periods? Knowing what goes into preparing a brief to a committee, does the timeline appear slow or fast to them?

Last, students view the 3-minute video clip of Delegate Dillard’s presentation of the child-restraint bill on the House Floor. Before showing the video in class, I ask them to take notes during its presentation, identifying Mr. Dillard’s main points. Based on their notes, what do students believe may have been the reasons the bill had not passed the Senate on two previous occasions? How was this legislation likely different from legislation proposed in the past? How was persuasion used in this presentation before the House of Delegates? What is the value of parliamentary procedure? How was consensus built in the lawmaking process to ensure the new legislation’s approval by the General Assembly? How did Mr. Dillard’s presentation to the House of Delegates represent the efforts of students who lobbied for the legislation?

Reflections

While this case study offers students the opportunity to peek into the legislative process at work in the Commonwealth, it also inspires them to participate in the decision-making process with lawmakers in their communities. Having students research, plan, and implement their own ideas offers a sense of efficacy and personal empowerment to each student involved in the process. Students can make a difference and networking is an essential factor in determining a bill’s outcome.

Students may choose a key issue to follow or they can identify an issue that needs a legislative solution. In either case, the students should request an interview with their local legislators to discuss the chosen issue, to request that legislation be written to address their concerns, and offer their assistance. Whether they are trying to pass a bill or trying to kill one, they can play a role. They need to determine how they can participate in the process.

A small group can establish a meeting at the legislators’ office or home or, preferably, have the legislators visit the class as part of the National Conference of State Legislatures “Back to School Program”. This is a non-political program designed to inform students about how legislators try to solve public problems. At the same time, this program gives students an opportunity to talk about their ideas with the legislators that represent them and bring civics to life. Contact local legislators directly (see this link).

More Teacher Resources for Student Involvement in the Legislative Process include:

• Legislative Services of the General Assembly provides a summary of some of the key issues that the legislators will be facing in the upcoming session of the House of Delegates and the Senate. This valuable resource can be used to help students select legislation to follow and provide an opportunity for direct involvement.

• Who’s My Legislator, an easy, on-line tool through which contact information for a senator or delegate can be obtained.

• Lobbyist in a Box, a web-based resource that allows constituents to track up to five bills in one Lobbyist-in-a-Box “profile” without charge.

• The Capitol Classroom section of the Virginia General Assembly website provides teachers, students, and citizens the opportunity to discover Virginia’s legislature through information pages, puzzles, games, and activities.

• Educational materials geared towards understanding the legislative process are available for elementary through high school age students. Publications are easily accessible via the Virginia General Assembly Web site. 

• The House of Delegates Legislative Education and Development Office and Senate Legislative Information Office have compiled program information and guidelines for teachers bringing their students to the Capitol. See their website, just for teachers, here.

• The Virginia General Assembly has also released the Virtual Tours at the Virginia State Capitol interactive website that navigates the past, present, and future of the Virginia State Capitol and Capitol Grounds through online tours, interactive maps, educational videos, and audio with correlation to the Virginia History and Social Science Standards of Learning.

Virginia Service is a portal for volunteer opportunities run by the Commonwealth of Virginia. Hands-on volunteering opportunities are an excellent way for students to learn about civic duty and good citizenship. In addition to a search feature of available volunteering opportunities, Virginia Service also describes some academic benefits of volunteering.