About Us
Congress: The Context
SUBJECTS
U.S. Government, Civics
GRADE LEVEL
6-8
OBJECTIVES
In this lesson, students read sample letters to Congress, choose an issue of concern in the nation, and write their own letter to a Congressperson. Students will write a letter that expresses a concern to a Congressperson, use the proper business letter format, including proper form of address to Congressperson, identify qualities of an effective letter to a Congressperson, and (optional) research a particular bill to address in letter to Congressperson.
LESSON PLAN
Class 1
Put students in groups and distribute newspapers. In groups, students browse through papers looking for issues of concern in the nation. They should make a list of issues (for example, homelessness, need for recycling, jobs, etc.) Students present their lists and discuss as a class such questions as: What are problems in this country that need to be addressed? Review with students that one form of participation in government is writing to Congress to express views, ideas, and concerns. Put students in pairs and give them sample bad letter ("Writing to Congress: How do you do it?"). Explain that this is an example of writing to Congress to make views known. Students read letter and make a list of what is done well and what could be improved.
Class 2
Discuss sample bad letter ("Writing to Congress: How do you do it?"). An effective letter has these characteristics: a business format, correct spelling, and models the information cited in the resources in the Materials section. A poorly written letter does not use the proper form to address a Congress member, is too informal, shows disorganization, and does not use specific examples.
Brainstorm on board (using list generated from above): What are the characteristics of an effective letter to a Congressperson? Hand out sample real letter to Congress (See Materials section for link). Explain that it is real-from an organization. Students work in partners to read letter. They underline or highlight good points of the letter based on characteristics of an effective letter (for example, use of specific example, stating concern up front, etc.) Discuss what was effective in letter as class.
Homework: Students find name and address of Senator or Representative they want to write to.
Class 3
(optional): Students choose a particular bill that is of interest to them and research it.
Class 4
Students choose the issue on which they will express their view. Refer them to the links in the Materials section for examples of effective letters. Students write rough draft of letter. Have students peer edit rough drafts in partners. They should focus on spelling, grammar, and how effectively the letter expresses a concern. Students write final draft for homework.
RESOURCES
"Writing to Congress: how do you do it?" (handout)
CREDIT
Hilary G. Conklin
