Back to School Week: Middle School Lesson Plan I

Trust for Representative Democracy

America's Legislators Back to School Week

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Middle School Lesson Plan I - Getting to Know You: Student/Legislator Inventory

Introduction:

Before a scheduled visited by a state legislator representing the students' community is scheduled, both the legislator and class need to exchange relevant information. In this introductory lesson, students use background information provided by the state legislator to compare perspectives on issues and to create a special illustration of that legislator's "briefcase."

Objective:

At the conclusion of this activity, students will be able to:

identify issues of interest they wish to communicate to their legislator;
synthesize information about their legislator to develop a visual product.

Materials:

Information Forms:

(1) Background information about the legislator for the class prior to the visit; and

(2) Background information for the legislator provided by the instructor prior to the visit.

Poster paper, markers

Teaching Time:

Note: It is recommended that teachers send the information form, Background Information About the Legislator, to the visiting legislator about two weeks before the scheduled visit. Teachers should request that this information sheet be returned several days before the scheduled visit. Teachers will also need to fill out the form, Background Information for the Legislator, and mail to the guest legislator in advance of the classroom visit.

Procedure:

Once the state legislator has completed and returned his/her background sheet, duplicate copies for the class. Divide class into groups of 4-5 students.

Conduct a brief class discussion in which students identify relevant background information about their state legislator and compare their perspectives/viewpoints with the legislator's. For example, teachers could ask students to point out information about their legislator that surprises them. Do students agree with the legislator on issues facing their community? Is this particular legislator a neighbor? Does he/she live in school attendance area?

Tell students their task is to display the information provided by their legislator in a visual form-- for example, the legislator's briefcase. Ask students to brainstorm what this legislator might have in his/her briefcase, given the information provided to them. To get students started thinking, ask them if they think the legislator might have letters from constituents? About what particular issues? Might we find drafts of bills in his/her briefcase? If so, on what issues? Encourage groups to thoroughly examine the legislator information form and translate the information into documents and/or items we might find in our legislator's briefcase.

Provide each group with poster paper and markers. Tell the students they are to illustrate the contents of the briefcase. Allow several minutes for student groups to plan their poster.

Closure:

When finished, post students' posters around the room. Ask class to identify similarities and differences among groups. Explain to students that when the state legislator visits the class in the next several days, they will have an opportunity to interact with their legislator to learn more about his/her responsibilities. Likewise, the guest legislator will interact with students to learn more about their viewpoints. He/she will have the opportunity to comment on the "contents" of their legislator briefcase and compare with his/her actual briefcase.

This project is supported by a Robert H. Michel Civic Education Grant sponsored by The Dirksen Congressional Center, Pekin, IL.

Posted 9/12/01
updated 9/9/02

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