Subjects: Civics/government

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 read a primary source document written by a former Senator and create skits depicting a scene in the life of a Senator. Finally, students evaluate their own potential as future Senators. Students will learn the responsibilities of a Senator, name different activities a Senator takes part in on a regular basis, and evaluate the type of person and skills required to be a Senator.

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 list adjectives describing qualities needed to be a Senator.

3.0 Understanding: Students are able to understand ideas presented in "What a Senator Does."

4.0 Application: Students collect examples of a Senator's responsibilities.

5.0 Analysis: Students break down the parts of a Senator's day. Students examine a Senator's responsibilities and use adjectives that describe the type of person needed for such a job.

6.0 Synthesis: Students create a possible scene from a Senator's day.

7.0 Evaluation: Students decide whether or not their own personal qualities match those required to be a Senator.

Procedure/Sequence

Class 1
In journal, have students brainstorm: what adjectives do you think would describe a United States Senator? What kind of person do you think you would need to be in order to be a Senator?After students write, tell them to keep this list. They will come back to it later after learning what a Senator actually does.Introduce "What a United States Senator does"- written by Senator Everett McKinley Dirksen. Give background information: Dirksen served in the U.S. House from 1933-1948, the U.S. Senate from 1951-69, and as Minority Leader of the Senate from 1959 until 1969.In pairs, students read source and take notes together in "What does a Senator do all day?" organizer.

Class 2
Discuss jobs of Senator/review the lists that students came up with from previous day's reading. Put students in groups. In groups, students will create a skit that shows a scene of "A Day in the Life" of a US Senator. They should be creative, but incorporate at least 5 of a Senator's jobs/responsibilities into their performance.

Class 3
Students finish preparing skits.Students present skits to class.

Class 4
Students take out Class 1 brainstorms about adjectives describing a Senator. Working with a partner, students review and revise their lists. Now that they know what a Senator actually does, what are the best adjectives to describe such a person? What type of person do you need to be to do the job of a Senator? After giving partners sufficient brainstorming time, discuss as a class and make list of adjectives on the board. Final evaluation: on a notecard, have each student respond to the following question - Are you the type of person who could be a Senator? Explain why or why not.

Materials:

"What a United States Senator Does" [Senator Everett Dirksen's description of a senator's duties]
"What does a Senator do all day?" (handout)
Notecards

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
III. A. 1. Distributing, sharing, and limiting powers of the national government
III. B. 1. Major responsibilities for domestic and foreign policy
III. F. 2. Political communication
III. F. 5. Forming and carrying out public policy
V. C. 2. Civic responsibilities
V. E. 1. Participation in civic and political life and the attainment of individual and public goals.
V. E. 3. Forms of political participation
V. E. 4. Political leadership and public service

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.