Subjects: Civics/government, US history
Grade Level(s): 6-8
Time Frame: 3, 50-minute periods
Objectives [What the student should know and be able
to do at the end of the lesson]:
1.0 Overall: 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.
Bloom's Taxonomy: CongressLink lesson plans are built
around Bloom's
taxonomy. The purpose of the taxonomy is to provide a coherent
format for lessons and to make it easier for teachers to design
them according to CongressLink's standards.
2.0 Knowledge: Students recognize a picture as a source
of information.
3.0 Understanding: Students relate conclusions about
a picture to elements of the picture.
4.0 Application: Students practice drawing conclusions
about pictures.
5.0 Analysis: Students examine different parts of pictures
and make inferences about Congress.
6.0 Synthesis: Students bring together all conclusions
about Congress from pictures to draw larger conclusions.
7.0 Evaluation: Students decide the purposes
and attributes of different parts of the Senate and House chambers
based on their conclusions.
Procedure/Sequence
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.
Materials:
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/resources/38_29b.gif
" United States Senate Chamber" http://www.senate.gov/resources/38_27b.jpg
"The House Chamber circa 1890" http://clerkweb.house.gov/histrecs/chamber/index.htm
"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/resources/erie_b.gif
"Drawing conclusions from a picture" (handout)
"Draw your own conclusions" (handout)
Chart paper
National Standards Addressed by Lesson [based on National
Standards for Civics and Government, Center for Civic Education,
1994. Citation based on section, subsection, standard of the
document]:
5-8 Content Standards
II. B. 3. Diversity in American society
II. D. 1. Fundamental values and principles
Evaluation/Assessment: See: http://www.congresslink.org/rubric/pdf
Author(s):
Hilary G. Conklin
This project is supported by a Robert H. Michel Civic Education
Grant sponsored by The Dirksen Congressional Center, Pekin, IL.
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