Are Some Critiques of Congress Valid?

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Overview

This lesson gives students the opportunity to critically evaluate some of the public's common criticisms of Congress. Students will examine common criticisms of Congress, analyze responses to those criticisms, and form their own opinions related to the criticisms. Students will interview citizens about their opinions of a criticism of Congress and report on the results.

Grade Levels

9 - 12

Objectives

Students will:

1. analyze and evaluate the merits of common criticisms of the United States Congress;
2. research public opinion about a common criticism of Congress; and
3. support or refute a common criticism of Congress.

Estimated Time

2 days in-class (non-consecutive); one week for student work outside of class

Materials Needed

• Interactive Learning Module: Public Criticisms of Congress
• Internet connection with Macromedia FLASH ® enabled
• Projection device

Procedure

1. Using the computer and projection device, show students two or three criticisms from the Interactive Learning Module: Public Criticisms of Congress. If possible, provide students with printed copies of the overview summary for each criticism you watch as a class. (NOTE: Access the summaries by clicking on the PDF link at the top right of the text box.)
2. After viewing the criticisms and responses, hold a class discussion which establishes the key points of each criticism and response.
3. Next listen to Cokie Roberts' response to criticism #8 and Ilona Roberts response to #4 as provided in the Interactive Learning Module. Give students a copy of their responses. Ask students to summarize four key points from both statements.
4. (NOTE: The following activity will take students several days to complete.) To begin, tell students that they will be critically evaluating a criticism of Congress to determine its validity and reporting on the results of their evaluation.
5. Ask each student to choose one of the criticisms identified in the Interactive Learning Module: Public Criticisms of Congress that they believe is a valid criticism. For this criticism each student will:
   • Write an initial statement of his or her reason for supporting or agreeing with the criticism;
   • Interview several people locally about their opinions of the criticism; (Students should be guided to remain neutral in their interviews and to find at least one person on either side of the issue/criticism.)
   • Prepare a brief report summarizing the following.
   • The student's initial opinion and rationale
   • The results of the interviews—key points stated by interviewees
   • The student's feeling about the criticism after the interviews—has his or her opinion changed? Why or why not?
6. At the completion of this assignment, have students give brief (5-minute) oral reports to the class, summarizing the key points of their written reports
7. Hold a culminating discussion which focuses on the strengths and limitations of the United States Congress.

Extension Activity

Have students prepare posters illustrating the criticism of Congress and the responses to the criticism. They may wish to use political cartoons, newspaper articles, or original artwork to illustrate the concepts and opinions. Schedule a poster presentation class period during which students can display their posters and the class can discuss their reactions to each other's posters.

Assessment

Assess students' understanding of criticisms of Congress by evaluating their written report according to the extent to which the student:

1. provided a clear, reasoned rationale for supporting the criticism;
2. conducted thorough, balanced interviews on the criticism;
3. supported his or her opinion after the interview process;
4. used clear writing—proper spelling, grammar, usage; and
5. completed all requirements of the assignment.

Lesson Plan Feedback

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