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 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.

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 will identify a letter as a form of expressing views to a Congressperson.

3.0 Understanding: Students identify examples of issues of concern to the nation.

4.0 Application: Students determine the qualities of an effective letter to Congress.

5.0 Analysis: Students decide which letter is more effective.

6.0 Synthesis: Students choose an issue they could write a letter about.

7.0 Evaluation: Students express a view in writing about an issue of concern.

Procedure/Sequence

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. (ie, homelessness, need for recycling, higher pay for teachers, etc.) Students present their lists-Discuss as a class: 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?").(Done well-business format is correct, spelling is correct;Needs improvement-too informal, not proper form of addressing Senator, disorganized, does not express reason for writing in first paragraph, 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. 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 (ie, 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 they will express view on. Have copies of "Contacting your member of Congress" available to review form of address. 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.

Materials:

http://capwiz.com/cl/dbq/officials/
sample letter to Congressman [www.nasda.org/joint/05-04-2001harmonization.html]
"Writing to Congress: how do you do it?" (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]:

5-8 Content Standards
III. D. 1. Who represents you in legislative and executive branches of local, state, and national governments?
III. F. 1. The public agenda
V. E. 1. Participation in civic and political life and the attainment of individual and public goals.
V. E. 3. Forms of political 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.