About Us
Congress: The Context
SUBJECTS
U.S. Government, Civics
GRADE LEVEL
6-8
OBJECTIVES
In this lesson, students read Article I, Section 8 of the Constitution and create a poem, rap, cheer, or song that presents the powers of Congress creatively. As a wrap-up, students justify which Congressional powers they believe are most important. Students will explain specific powers of Congress, evaluate which powers are of particular importance and explain why, and use dictionaries to understand the language of the Constitution.
LESSON PLAN
Class 1: Introduction
Give students copies of the Constitution. Brainstorm quickly as a class to alert students to the fact that this is our nation's government and it is organized into sections. Point out that each section discusses different branches of the government-we will be focusing on Article I, which discusses the legislative branch. Read Article I, Section 1 together as class. Ask students what this means. (Congress has the power to make laws; Congress is made up of Senate and House of Representatives). In partners, kids read Section 8. They should use the dictionary liberally to help them wade through the language! They should paraphrase the main ideas of each power and write them in the "Powers of Congress-what does it all mean?" organizer.
Class 2
In journals, students brainstorm examples of specific actions Congress has taken that match powers they read about the previous day. As class, discuss Congressional powers using organizers completed previous day and brainstorms. Make sure students understand powers 1 and 18 in particular. (ask them: what are taxes used for? What are the implications of 18-the necessary and proper clause?) Students then work in groups. Their task: Create a rap, song, poem, or cheer that explains all the powers of Congress.
Class 3
Students finish working in groups. Students present raps, etc.
Homework: Students write response to-Which 3 Congressional powers do you think are most important? List the 3 powers and justify your choice of them.
RESOURCES
Dictionaries
CREDIT
Hilary G. Conklin
