SUBJECTS

U.S. Government, Civics, U.S. History

 GRADE LEVEL

6-8

In this lesson, students examine different images of the Senate and House Chambers to draw conclusions about Congress. They "paint" a blank template of a Congressional Chamber with words describing the conclusions they have reached. Students will visualize the meeting places of Congress, draw conclusions about historic membership of Senate from a picture, draw conclusions about what the different sections of House and Senate chambers are used for, and use pictures to draw inferences about Congress.

 LESSON PLAN

Class 1

Ask students what they think they could learn from looking at a picture. Give students copies of first handout "Drawing conclusions from a picture" (they will need as many copies as you have pictures). Project an overhead or give students copies of the picture you will model.

Model drawing conclusions from a picture-either talk out loud as you work through the handout or ask students for input. (Example: using "The Battle of Lake Erie"-first sketch main features of picture, including boat with several men in, other boats surrounding; describe details in each quadrant, including details such as American flag, man standing up pointing, ships that look old-fashioned, men with sailor hats and costumes, rough-looking ocean, etc.; then draw conclusions such as: this was a battle, this was a long time ago, women were not allowed in boats, boats were only powered by rowing and sails in this time period, etc.). Create stations for each picture of the House and Senate chambers (hang around room or make stations at desks). Students move to each station and complete a "Drawing conclusions from a picture" handout for each picture they examine.

Class 2

Students complete station work.

Class 3

In groups, students make a list on chart paper (2 columns). What conclusions did you draw about the House from the pictures? What conclusions did you draw about the Senate from the pictures? Each group reports their findings-discuss as class. (As long as they can defend it with a specific detail from the picture, pretty much anything goes-try to bring out ideas like in 1855, all Senators were white males, Senate and House both have different seating areas-appears that some are for more important people than others, etc)Introduce the evaluation. Using "Draw your own conclusions" handout, students will "paint the picture" with words. In each section on the handout, ask students to fill the space with words that describe their conclusions about that space of the House and Senate chambers. The diagram is generic, so conclusions about both the House and Senate should be included. (examples of what they could write: in central area, "important people in Congress probably sit here"; in semicircle area, "this used to be where only white men sat")Students complete evaluation.

 RESOURCES

 At least 5 pictures that show the House and Senate chambers

Recommended on the web:

 "The United States Senate, AD 1850" http://www.senate.gov/artandhistory/art/special/Clay/images/LargeImage/Timeline_1850.htm

 " United States Senate Chamber" http://www.senate.gov/vtour/2.htm

 "The House Chamber circa 1890" http://artandhistory.house.gov/art_artifacts/index.aspx

 "US Capitol interiors. Senate chamber rostrum in US Capitol, remodeled"

 "US Capitol interiors. House chamber in US Capitol, remodeled" at http://memory.loc.gov (you will need to search for these-no direct link available)

 Additional picture to model drawing conclusions from picture(recommended picture: "The Battle of Lake Erie" http://www.senate.gov/artandhistory/art/artifact/Painting_33_00008.htm

 "Drawing conclusions from a picture" (handout)

 "Draw your own conclusions" (handout)

 Chart paper

 CREDIT

Hilary G. Conklin