Subjects: Civics, American Government, U.S. History
Grade Level(s): 9-12
Time Frame: 2-3, 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 will understand
the responsibilities, rights, and privileges of United States
citizens. They will develop and employ the civic skills necessary
for effective, participatory citizenship.
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 at least three
ways the federal government impacts their daily lives.
3.0 Understanding: Students will take, evaluate, and
defend positions on contemporary issues.
4.0 Application: Students will name at least three
ways citizens can influence political leaders.
5.0 Analysis: Students will select and use sources
of information to follow the political actions of elected officials.
6.0 Synthesis: Students will utilize various mechanisms
to communicate with elected officials.
7.0 Evaluation: Students will determine ways to ask
for specific remedies to problems and how to communicate with
their own representatives in Congress.
Procedure/Sequence
Use a projection device to display the statement
for Criticism 5 in the attached Public Criticism list. Have
students explain if they agree or disagree with this statement,
and why.
As a class, compile a list of things citizens can do to influence
legislators.
Read the response or explanation to Criticism 5 and discuss
the students' reactions. Summarize the response or explanation
and make sure students understand that for the most part members
of Congress are responsive to individuals.
Distribute copies of local newspapers to students. Have students
select a specific problem identified from the newspaper articles.
Ask students to devise a plan to rectify the problem. This
plan should incorporate the recommendations for influencing
politicians that are listed in the response to Criticism 5.
Extending the Activity
Invite your local representative to speak to the class. Ask
your representative to explain the various ways he or she can
be contacted and to give examples of citizens who may have
influenced him or her, and how they did so.
One possible homework assignment would be for the students
to contact their representative or senator, share the communication
with the class, and then share the Congress members replies
as they come in.
Materials:
Computer access for students
Internet connection
Current local newspapers
Public Criticisms of Congress List and explanations
Vocabulary
Whiteboard, chalkboard, projector, overhead, or some display
capability
How to Communicate Effectively with Congress –– http://www.congresslink.org/print_expert_communicating.htm
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]:
The public agenda (III-E-1)
Forming and carrying out public policy (III-E-6)
Civic responsibilities (V-C-7)
Forms of political participation (V-E-3)
Knowledge and participation (V-E-5)
Evaluation/Assessment: Check your students' understanding
of the basic concepts and processes by asking them to provide
the information requested in numbers 1 and 2 below:
1. Identify at least three ways the federal government impacts
their daily lives.
2. Name at least three ways citizens can influence political
leaders.
Author(s):
James Athey
Milford Middle School
Milford, DE
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