Subjects: Civics/government, US History

Grade Level(s): 6-8

Time Frame: 5, 50-minute periods

Objectives [What the student should know and be able to do at the end of the lesson]:

1.0 Overall: Building upon the lessons developed by Hilary Conklin, students in this final lesson will summarize how Congress was created, including the legacy of the Roman Republic and the importance of the Great Compromise; explain the powers and duties of Congress that are laid out in Article I of the Constitution; identify his/her state's representatives and Senators and explain methods of contacting them; write or revise a sample letter voicing a concern to a Senator or Representative; take a position and write a position statement on the importance of participating in government; and create an organized, visually appealing, informational pamphlet.

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 recall Congress' powers and duties, its history, and how to contact a Congress member.

3.0 Understanding: Summarize how Congress was created, including the legacy of the Roman Republic and the importance of the Great Compromise. Explain the powers and duties of Congress that are laid out in Article I of the Constitution. Identify their state's representatives and Senators and explain methods of contacting them.

4.0 Application: Students write a letter to Congressmen voicing concern.

5.0 Analysis: Students put pamphlet items in logical, visually appealing order.

6.0 Synthesis: Students produce a cohesive pamphlet that serves as a Citizen's guide.

7.0 Evaluation: Students evaluate the importance of participating in representative government.

Procedure/Sequence

Class 1
Give students "Creating a Citizen's Guide to Congress" handout. Introduce assignment, read through together, answer questions. Have students work with a partner to brainstorm, refresh their memories, and jot down notes on Congress' creation, powers and duties of Congress, and ways to contact Congressmen (they should use old notes, handouts, etc.

Class 2
Compose/revise letter to Congressman (see lesson: "Making your views known: writing a letter to Congress"). Write drafts of summary paragraphs.

Class 3
Brainstorm position statement-use "Organizing your position statement" graphic organizer to help.

Class 4
Work on layout of pamphlet: Begin with class brainstorm of what makes an effective pamphlet (good layout, clear headings, easy-to-read and understand information, neat, etc.). Brainstorm headings for sections with partner and order of information/layout

Class 5
Work day with peer editing and revisions

Materials:

Paper
Student notes and handouts from previous lessons
Research resources (textbooks, internet, etc.)
"Creating a Citizen's Guide to Congress" (handout)
"Organizing your position statement" (handout)

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]:

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. 5. Knowledge and participation

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.