Send me to Congress

Students learn about the qualifications for and job descriptions of members of the U.S.Senate or the U.S.House of Representatives by designing and creating a campaign brochure. Students apply their knowledge of these requirements by "selling" their candidate to the general public.

A lesson plan for grades 9–10 Social Studies

By Tim Raines

Learn more

• Educational Resources: United States House of Representatives This government website offers historical documents and resources for teaching the U.S. Constitution and the legislative process in the classroom.

Related pages

• Does my vote count? Teaching the Electoral College: Students will learn about the electoral process and its history through reading, research, and discussion. They will then convene a constitutional convention to debate altering this process.
• Does my vote count? Teaching the electoral college: Students will learn about the electoral process and its history through reading, research, and discussion. They will then convene a constitutional convention to debate altering this process.
• Does my vote count? Understanding the Electoral College: This tutorial for students explains how the electoral college works, the origins and development of the electoral college as some controversial elections, and how much any one vote actually "weighs" in an election. Readings and activities are included.

Related topics

• Learn more about American government, Congress, Constitution, House of Representatives, Senate, United States, civics, constituents, elections, government, hands-on, and social studies.

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Learning outcomes

Students will:

• describe how their candidate meets the requirements to run for the office he/she is seeking.
• list the 4 groups to whom members of Congress have responsibilities to (their constituents, the nation as a whole, their political party, and special interest groups) and explain how their candidate will meet those responsibilities.
• evaluate the impact of having previous experience in government on a candidate’s chances of being elected to Congress.

Teacher planning

Time required for lesson

3 hours

Materials/resources

Physical resources needed:

• White poster paper
• Vis a vis markers
• Magazines for cutting out pictures
• Scissors
• Rubber cement
• Textbook

Set-up required:

• Teacher should photocopy a list of campaign brochure requirements.
• Materials should be arranged in a central location for easy access by all students.

Technology resources and Websites

• Optional - Videodisc ABCNews InterActive, “Powers of the Congress: Electing a Representative” (3 videodisc series available through Glencoe. Publisher ISDN 0-02-823690-4
• Optional - Videodisc ABCNews Interactive, “Powers of the Congress: Electing a Senator” (3 videodisc series available through Glencoe. Publisher IDSN 0-02-823-690-4)
• Websites
  Biographical Directory of the US Congress
  Congressional Resources on the Internet

Pre-activities

• Students will investigate various Congressional websites to gather data about qualifications, terms of office, and leadership positions in the U.S. Senate and House of Representatives. (optional)
• The teacher will present appropriate sections of ABCNews Interactive videodisc “Powers of the Congress” and allow students to take notes for use in their campaign brochures. (optional)
• Students who do not have access to laser discs or computers, to gather information about qualifications, terms of office, and leadership positions in the U.S. Congress, may find this information in their textbooks.

Activities

1. Teacher makes assignment and explains (10 minutes)
• Hand out attachment entitled Campaign Brochure Requirements. Explain each section in terms of teacher expectations.
• Allow students to choose a partner for this assignment (or choose for them), explaining that grades will be based on how well partners cooperate with each other and on the finished product they turn in (brochure).
2. Students work on and complete campaign brochures (120 minutes divided up over 2 class periods if on block schedule).
3. Teacher monitors student progress by circulating among groups, lending assistance and monitoring behavior as necessary.
• Students are allowed access to the Internet (provided Internet use forms are on file) to see Congressional websites and gather additional information if necessary.
4. Students clean up work areas and put away all materials.
5. Students present completed brochure to the class (50 minutes)
6. After each group has presented its product, the class will vote on the top 2 candidates to represent their party in the upcoming general election.
7. Students will turn in finished product for teacher assessment.

Assessment

Student assessment for this lesson will be based on the following:

• Participation and cooperation of participants during the creation of the campaign brochure (20 percent)
• Presentation of brochure and the ability to “sell” a candidate to the class (30 percent)
• The finished product:all requirements met, completion of brochure in alloted time, how well groups were able to apply gathered information on members of Congress to their “candidate.” (50 percent)