document resume heggy, joanpolitical life. the content is presented through the use of textual and...
TRANSCRIPT
DOCUMENT RESUME
ED 086 610 SO 006 828
AUTHOR Heggy, JoanTITLE Congress in Action: Social Studies. 6448.03.INSTITUTION Dade County Public Schools, Miami, Fla.PUB DATE 73NOTE 34p.; Authorized Course on Instruction for the
Quinmester Program
EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *American Government (Course); Class Activities;
Course Content; Course Objectives; Curriculum Guides;*Government (Administrative Body); Grade 10; Grade11; Grade 12; Group Activities; InstructionalMaterials; *Political Science; Secondary Grades;*Social Studies; *Social Studies Units; TeachingGuides; Teaching Methods; Teaching Techniques
IDENTIFIERS *Quinmester Program
ABSTRACTThe publication is an outline of a grade 10-12 course
which analyzes congressional functions through a study of theevolution of Congresis and examines current legislative actions andtheir influencing forces. Courses objectives are as follows: 1) toidentify and study the factors which affect the legislative process;2) to analyze the recruitment process in the legislative branch; 3)to critically examine the roles played by congressmen; 4) to evaluatecongress as a self-governing institution; 5) to investigatecongressional performance of its special powers; and, 6) to proposereforms in the legislative branch and to predict their effect onpolitical life. The content is presented through the use of textualand audiovisual materials. The variety of teaching techniques usedinclude inquiry, class discussion, individual and group projects,case studies, and role-playing activities. The guide is divided intosections which contain broad goals, a content outline, objectives,and learning activities and materials. A bibliography of recommendedtextual and audiovisual course materials is attached. (Author/RM)
FILMED FROM BEST AVAILABLE COPY
US OCPARTMENT OF HEALTH,EDUCATION &WELFARENATIONAL INSTITUTE OF
EDUCATIONr.S DOCUMENT HAS BEEN REPRO
DuCED EXACTLY AS RECF.E0 1R05.t+E. PERSON OR ORGANISATION ORIGIN
IT POINTS Or v.E4 OR OPINIONSS'ItTED DO NOT NE CFSSARILY 1/FRRE
iFNt 0C r,ClAL HA'iONAL ,NSTI Tull" 01.1- Our ATION ROSt,$on, OR ROL IC v
AUTHORIZED COURSE OF INSTRUCTION FOR THE
Social Studies
CONGRESS IN ACTION6448.036446.026416.38
DIVISION OF INSTRUCTION1971
ED
086
610
SOC
IAL
ST
UD
IES
CO
NG
RE
SS I
N A
CT
ION
6448
.03
6446
.02
6416
.38
by
JOA
N I
IEG
GY
for
the
Div
isio
n of
Ins
truc
tion
Dad
e C
ount
y Pu
blic
Sch
ools
Flor
ida
1973
DADE COUNTY SCHOOL BOARD
Mr. William Lehman, ChairmanMr. G. Holmes Braddock, Vice-Chairman
Mrs. Ethel BeckhamMrs. Crutcher Harrison
Mrs. Anna Brenner MeyersDr. Ben Sheppard
Mr. William H. Turner
Dr. E. L. Whigham, Superintendent of SchoolsDade County Public Schools
Miami, Florida 33132
Published by the Dade County School Board
Copias of this publication may be obtained through
Textbook Services2210 S. W. Third StreetMiami, Florida 33135
INTRODUCTION
This course of study was written as part of a total effort to revise curriculum
to fit the quinmester
administrative organization of schools.
The materials and informatio, in this guide are meant to be
neither all-inclusive nor prescriptive; but rather, an aide to teachers
as they plan instructional pro-
grams, taking into account student needs and characteristics, available resources, and other factors.
The major intent of this publication is to provide a broad framework of goals and objectives,
content,
teaching strategies, class activities, and materials all related to a described course'of study.
Teachers
may then accept the msdel framework in total or draw ideas from it to incorporate into their lessons.
The guide is divided into 1) a broad goals section, 2) a content outline, 3) objectives and learning
activ-
ities, and 4) materials.
The first section provides descriptive and goal-oriented information for the teacher;
"indicators of success" 'refers to suggested prerequisite or corequisite experiences.
The content outline
illustrates, in general terms, the scope and major subdivisions of the course.
The objectives and learning
activities section, hopefully, provides a total picture of the concept or main idea and specific behavioral
objectives for a set of given learning activities.
The materials section of the guide lists resources in
four categories:
essential textual or other material; alternate classroom materials to use in place of
or
in addition to the aforementioned; supplementary teacher resources; and supplementary student
resources.
The
appendix may include other material appropriate for a specific course:
e.g. pretests, readings, vocabulary,
etc.
Anyone having recommendations relating to this publication is urged to write them down and send to,
Social Studies, Room 306 Lindsey Hopkins.
James A. Fleming
Social Studies Consultant
CO
UR
SE D
ESC
RIP
TIO
N:
AN
AN
AL
YSI
S O
F C
ON
GR
ESS
ION
AL
FUN
CT
ION
S T
HR
OU
GH
A S
TU
D)
OF
TH
E
EV
OL
UT
ION
OF
TH
E L
EG
ISL
AT
IVE
BR
AN
CH
OF
OU
R N
AT
ION
AL
GO
VE
RN
ME
NT
.
AN
EX
AM
INA
TIO
N O
F A
CT
UA
LC
UR
RE
NT
LE
GIS
LA
TIV
E A
CT
ION
S A
ND
TH
EIR
INFL
UE
NC
ING
FO
RC
ES.
TH
E Q
UE
STIO
N,
IS C
ON
GR
ESS
RE
SPO
NSI
VE
TO
TH
E
WIS
HE
S O
F T
HE
PE
OPL
E?
IS R
AIS
ED
.
CL
UST
ER
:PO
LIT
ICA
L A
ND
EC
ON
OM
IC S
TU
DIE
S
GR
AD
E L
EV
EL
:10
- 1
2
CO
UR
SE S
TA
TU
S:E
lect
ive
IND
ICA
TO
RS
OF
SUC
CE
SS:
Non
e
CO
UR
SE R
AT
ION
AL
E:
At a
tim
e w
hen
Con
gres
s is
con
duct
ing
acr
itica
l sel
f-ex
amin
atio
n, it
sco
rns
high
lyre
leva
nt f
or h
igh
scho
ol s
tude
nts
toun
dert
ake
the
sam
e ve
ntur
e. T
o do
so,
the
stud
ent n
eeds
the
appr
opri
ate
tool
sof
stu
dy, a
nd, i
n th
is c
ase,
thes
e to
ols
arc
wun
ders
tand
ing
of a
ll th
e fa
cets
of c
ongr
essi
onal
act
iviti
es -
fro
mth
e re
crui
tmen
tof
indi
vidu
al C
ongr
essm
en to
the
mor
esof
Con
gres
s as
a g
roup
. A f
unda
men
tal-
-co
ncep
t pre
sent
ed in
Con
gres
sin
Act
ion
is th
at th
e le
gisl
ativ
e pr
oces
sis
far
mor
e
than
just
pas
sing
law
s.
CO
UR
SE G
OA
LS:
1.T
HE
ST
UD
EN
T W
ILL
IN
FER
FR
OM
TtiE
EV
IDE
NC
E T
HA
T T
HE
LE
GIS
LA
TIV
E P
RO
CE
SS
- IS
CIR
CU
MSC
RIB
ED
BY
CO
NST
ITU
TIO
NA
L D
IRE
CT
IVE
S, A
ND
- IN
VO
LV
ES
TH
E I
NT
ER
PLA
YO
F FO
RC
ES
BE
YO
ND
TH
ESC
OPE
OF
TH
E C
ON
STIT
UT
ION
.2.
IEN
TIF
Y T
HE
FA
CT
OR
SIN
FLU
EN
CIN
G T
HE
RE
CR
UIT
ME
NT
OF
CO
NG
RE
SSM
EN
AN
DA
NA
LY
ZE
TH
EE
FFE
CT
OF
TH
E R
EC
RU
ITM
EN
TPR
OC
ESS
ON
TH
E L
EG
ISL
AT
IVE
PRO
CE
SS.
3.D
ESC
RIB
E T
HE
MU
LT
IPL
E R
OL
ES
PLA
YE
D B
Y C
ON
GR
ESS
ME
N A
ND
CR
ITIC
AL
LY
EX
AM
INE
TH
EIN
TE
RA
CT
ION
OF
TH
ESE
RO
LE
SIN
TH
E L
EG
ISL
AT
IVE
PR
OC
ESS
.
4.E
XA
MIN
E A
ND
EV
AL
UA
TE
CO
NG
RE
SSA
S A
SEL
F-G
OV
ER
NIN
G I
NST
ITU
TIO
N.
5.ID
EN
TIF
Y A
ND
CR
ITIC
AL
LY
DIS
CU
SS A
LL
OF
TH
E F
AC
TO
RS
INFL
UE
NC
ING
LE
GIS
LA
TIV
ED
EC
ISIO
N-
MA
KIN
G.
6.IN
VE
STIG
AT
E A
ND
AN
AL
YZ
EC
ON
GR
ESS
ION
AL
PE
RFO
RM
AN
CE
OF
ITS
SPE
CIA
L P
OW
ER
S.
7.PR
OPO
SE C
HA
NG
ES
AN
D R
EFO
RM
SIN
TH
E L
EG
ISL
AT
IVE
BR
AN
CH
AN
D P
RE
DIC
T T
HE
EFF
EC
TO
FT
HE
SE C
HA
NG
ES
ON
OU
R P
OL
ITIC
AL
LIF
E.
CO
UR
SE C
ON
TE
NT
OU
TL
INE
:
I.C
ongr
ess
Wha
t Doe
s th
e C
onst
itutio
n Sa
y?
A. A
rtic
le I
B. I
nter
pret
atio
n an
d A
men
dmen
t
II.
Con
gres
s in
Act
ion
A. W
ho D
oes
Get
Ele
cted
?
1.So
ciol
ogic
al F
acto
rs2.
Rol
e of
Pol
itica
l Par
ties
3.Fi
nanc
ing
B. W
hat D
oes
a C
ongr
essm
an D
o?
1.O
blig
atio
ns to
the
Publ
ic2.
Obl
igat
ions
to th
e G
roup
C. H
ow D
oes
Con
gres
s R
un I
tsel
f?
1.G
over
nmen
t by
Com
mitt
ee2.
Rul
es a
nd L
eade
rs3,
Self
-dis
cipl
ine
D. H
ow D
oes
a L
egis
lato
r M
ake
Dec
isio
ns?
.
1.M
ultip
le I
nflu
ence
s2.
Inte
ract
ion
of I
nflu
ence
s
E. H
ow D
oes
Con
gres
s U
tiliz
e It
s Sp
ecia
lPo
wer
s?
III.
Wha
t is
the
Futu
re o
f C
ongr
ess?
GO
AL
1:
FOC
US
TH
E S
TU
LZ
NT
WIL
LIN
FER
FR
OM
TH
E E
VID
EN
CE
TH
AT
TH
E L
EG
ISL
AT
IVE
PRO
CE
SS I
SC
IRC
UM
SCR
IBE
D B
YC
ON
STIT
UT
ION
AL
DIR
EC
TIV
ES,
AN
D I
NV
OL
VE
S T
HE
INT
ER
PLA
Y O
FFO
RC
ES
BE
YO
ND
TH
E S
CO
PEO
F T
HE
ON
STIT
UT
ION
..
OB
JEC
TIV
E
AR
TIC
LE
I O
FT
HE
UN
ITE
DST
AT
ES
CO
NST
ITU
TIO
N
Aso
A.
The
stu
dent
will
loca
tepe
rtin
ent i
nfor
mat
ion
conc
erni
ng C
ongr
ess
inth
e C
onst
itutio
n.
-1-
LE
AR
NIN
GA
CT
IVIT
IES
1. I
ntro
duct
ory
activ
ities
a. O
btai
n pi
ctur
es o
f lo
cal C
ongr
essm
enan
d Se
nato
rs. S
how
them
to th
e cl
ass.
Ask
how
man
y st
uden
tsca
n id
entif
y th
em.
b. G
ive
a po
p qu
izon
wel
l kno
wn
curr
ent i
nfor
mat
ion
rega
rdin
gC
ongr
ess.
Do
a br
eakd
own
on s
tude
nt p
erfo
rman
ce u
sing
the
follo
win
g ev
alua
tion
form
: wel
l inf
orm
ed,
mod
erat
ely
info
rmed
, poo
rly
info
rmed
,un
info
rmed
.
2.U
sing
intr
oduc
tory
act
iviti
esas
a s
prin
gboa
rd, a
sk s
tude
nts
why
:
a. T
hey
chos
e th
is c
ours
eor
its
impo
rtan
ce.
b. S
o m
any
peop
lear
e ap
athe
tic a
bout
or
disi
nter
este
din
the
wor
king
s of
Con
gres
s.c.
Peo
ple
real
ly c
an h
ave
mor
e in
flue
nce
over
Con
gres
sth
anth
e ot
her
two
bran
ches
of
gove
rnm
ent,
if th
ey c
hoos
e to
exer
cise
it.
3.D
istr
ibut
e co
pies
of
the
Con
stitu
tion
or a
nygo
vern
men
t tex
tco
ntai
ning
a c
opy
of th
eC
onst
itutio
n.T
hen,
dis
trib
ute
the
follo
win
g qu
estio
ns, w
hich
may
be
done
as
hom
ewor
k,a
clas
sac
tivity
, or
as a
spe
ed a
ndac
cura
cy c
onte
st b
etw
een
indi
vidu
alst
uden
ts o
r gr
oups
:
a. Q
uest
ions
on
Art
icle
I:
(1)
Why
is C
ongr
ess
calle
da
bica
mer
al li
gisl
atur
e?(2
) W
hat a
re th
e qu
alif
icat
ions
for
mem
bers
hip
in e
ach
hous
e of
Con
gres
s?
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
(3)
(4)
(5)
Wha
t is
the
term
of
offi
ce f
or e
ach
hous
e?W
hat i
s th
e ba
sis
for
repr
esen
tatio
nin
eac
h ho
use?
How
sha
ll ea
ch h
ouse
org
aniz
e an
dru
n its
aff
airs
?
(a)
Off
icer
s(b
) Fr
eque
ncy
of m
eetin
gs a
ndad
jour
nmen
t(c
) R
ules
for
mem
bers
and
exp
ulsi
on(d
) R
ecor
d of
pro
ceed
ings
(or
jour
nal)
.
(6)
Who
set
s th
eir
sala
ries
?(7
) W
hat s
peci
al p
rivi
lege
s do
Con
gres
smen
get
?(8
) Pa
ssag
e of
bill
s:
(a)
Mus
t bot
h.ho
uses
agr
ee?
(b)
Wha
t are
two
way
s a
Pres
iden
tca
n ve
to a
bill
?(c
) H
ow c
an a
bill
be
pass
edov
er a
Pre
side
nt's
vet
o?
(9)
Wha
t kin
ds o
f bi
lls m
ay b
e pa
Ssed
by
Con
gres
s?(r
ecom
men
ded
that
the
teac
her
stip
ulat
ean
exa
ctnu
mbe
r)(1
0)L
ist t
wo
spec
ial p
ower
s of
the
Sena
te.
(11)
Lis
t tw
o sp
ecia
lpo
wer
s of
the
Hou
se o
f R
epre
Sent
ativ
es.
(12)
Lis
t fiv
e po
wer
s fo
rbid
den
to C
ongr
ess.
.
b.D
iscu
ss th
e ab
ove
ques
tions
in c
lass
.St
uden
ts s
houl
d ke
epth
ese
for
thei
r no
tes.
Tra
nspa
renc
ies
from
the
pack
eten
title
d U
.S. G
over
nmen
t and
How
It W
orks
are
help
ful i
nill
ustr
atin
g so
me
of th
ean
swer
s.
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
QM
.
INT
ER
PRE
TA
TIO
N O
FA
ME
ND
ME
NT
S M
O T
HE
CO
NST
ITU
TIO
N
B. T
he s
tude
nt w
ill s
ugge
stre
ason
s w
hy A
rtic
le 1
isin
adeq
uate
to d
escr
ibe
the
legi
slat
ive
proc
ess.
c.B
rief
ly r
evie
w th
e co
ncep
t of
Che
cks
and
Bal
ance
s. A
nac
etat
e in
the
abov
e m
entio
ned
pack
et is
exc
elle
nt f
orill
ustr
atin
g th
is. '
Ask
stu
dent
s to
fin
d th
e co
nstit
utio
nal
orig
in o
f th
ese
chec
ks a
nd b
alan
ces
in th
eir
note
s.
4.G
ener
al d
iscu
ssio
n qu
estio
ns o
n th
e re
ason
s fo
r ce
rtai
npo
wer
s an
d ob
ligat
ions
of
Con
gres
s ar
e fo
und
on p
. 201
inFe
der's
The
Con
gres
sman
-an
d H
is W
ork.
5.St
uden
ts s
houl
d be
gin
a vo
cabu
lary
list
at t
his
poin
t. Fo
r ea
chle
sson
, ask
stu
dent
s to
list
unf
amili
ar te
rms.
Mak
e a
mas
ter
list o
n th
e bo
ard.
Hav
e st
uden
ts lo
ok u
p an
d de
fine
thes
ete
rms.
Em
phas
ize
polit
ical
voc
abul
ary
as a
n im
port
ant p
art
of a
ny g
over
nmen
t cou
rse.
6.A
sho
rt o
bjec
tive
quiz
at t
his
poin
t sho
uld
emph
asiz
e ba
sic
fact
s ab
out C
ongr
ess
that
eve
ry s
tude
nt s
houl
d kn
ow.
1.A
sk s
tude
nts:
If
you
wer
e gi
ving
a s
peec
h on
our
legi
slat
ive
syst
em to
a g
roup
of
fore
ign
visi
ting
stud
ents
, wou
ld y
ou u
seA
rtic
le I
as
your
sol
e so
urce
? (a
nsw
ers
shou
ld b
e di
rect
edto
war
d th
e co
ncep
t tha
t Con
gres
s is
far
mor
e th
an w
hat t
heC
onst
itutio
n sa
ys w
hile
.act
ing
with
in c
onst
itutio
nally
pre
scrf
t_d
boun
dari
es)
2.A
sk s
tude
nts:
How
do
you
know
that
the
Con
stitu
tion
was
inte
nded
to b
e fl
exib
le a
nd in
terp
rete
d ac
cord
ing
to c
hang
ing
times
?(p
ossi
ble
answ
ers
are
(a)
gene
ral o
r va
gue
dire
ctiv
es,
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
as in
the
Ela
stic
Cla
use,
(b)
sho
rtne
ss, (
c)am
endm
ent p
roce
ssan
d am
endm
ents
them
selv
es.
3.O
ptio
nal a
ssig
nmen
ts:
a.L
ocat
e am
endm
ents
whi
ch a
lter
the
orig
inal
mea
ning
; of
of A
rtic
le I
or
give
Con
gres
s ne
w p
ower
s or
res
pons
ibili
ties.
b.C
ite v
ario
us a
pplic
atio
ns o
f th
e E
last
ic C
laus
e to
Art
icle
I.
Sect
ion
8.
4.H
ave
stud
ents
bri
ng in
clip
ping
s on
any
act
ivity
of
Con
gres
s.U
se th
ese
clip
ping
s as
the
basi
s fo
r th
e fo
llow
ing
ques
tions
:
a. W
hat i
s th
e co
nstit
utio
nal b
asis
for
Thi
s ac
tivity
?b.
Is th
ere
any
inte
rpre
'atio
n of
the
Con
stitu
tion
invo
lved
in th
is a
ctiv
ity?
c. A
re th
ere
any
othe
r fa
ctor
s w
hich
wou
ldhe
lp e
xpla
in th
isac
tivity
? (U
se a
s tr
ansi
tion
to U
nit I
I)
GO
AL
2:
FOC
US
TH
E S
TU
DE
NT
WIL
L I
DE
NT
IFY
TH
E F
AC
TO
RS
INFL
UE
NC
ING
TH
E R
EC
RU
ITA
IEN
T O
FC
ON
GR
ESS
ME
N A
ND
AN
AL
YZ
E T
HE
EFF
EC
T O
F T
HE
RE
CR
UIT
ME
NT
PR
OC
ESS
ON
TH
EL
EG
ISL
AT
IVE
PR
OC
ESS
.
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
EL
EC
TIO
N-
SOC
IOL
OG
ICA
LFA
CT
OR
S
A. T
he s
tude
nt w
ill id
entif
yth
e so
ciol
ogic
al f
acto
rsin
flue
ncin
g th
e re
crui
tmen
tof
Con
gres
smen
.
B. T
he s
tude
nt w
ill a
naly
zeth
e ef
fect
of
the
recr
uit-
men
t pro
cess
on
the
legi
slat
ive
proc
ess.
-5-
1. R
evie
w c
onst
itutio
nal q
ualif
icat
ions
for
ele
ctio
nto
bot
h ho
uges
.A
sk: D
oes
ever
yone
who
mee
ts th
ese
requ
irem
ents
hav
e an
equa
l cha
nce
of b
ecom
ing
a Se
nato
r or
Rep
rese
ntat
ive?
(L
ist
stud
ent r
eact
ions
in tw
o co
lum
ns -
i.e.
,he
lpfu
l tra
its a
ndhi
nder
ing
trai
ts -
on
the
boar
d.St
uden
ts c
an e
valu
ate
thei
row
n ac
cura
cy a
s th
e le
sson
pro
ceed
s)
2. S
how
film
stri
p en
title
d, P
ortr
ait o
fa
Con
gres
sman
, Pt.l
.St
uden
ts c
an u
se th
is f
ilmst
rip
to r
einf
orce
or r
evis
e th
eir
list o
f tr
aits
on
the
boar
d.
1. H
ave
the
stud
ent r
ead
pp. 3
11-3
16, "
The
Rec
ruitm
ent o
fC
ongr
essm
en,"
in A
mer
ican
Pol
itica
l Beh
avio
r.
a. U.
c.
Dis
cuss
que
stio
ns a
t the
end
of
each
cas
e st
udy.
Com
pare
list
in b
ook
to s
tude
nts'
list
.D
iscu
ss q
uest
ions
on
p. 3
16, a
ddin
g th
e fo
llow
ing
ques
tions
for
mor
e in
-dep
th a
naly
sis:
Que
stio
n 2:
How
can
info
rmal
rul
es b
e ch
ange
d?D
o yo
u se
e an
y cu
rren
t evi
denc
e of
this
?Q
uest
ion
3: D
iscu
ss r
easo
ns f
or th
e cu
rren
t inc
reas
ein
Bla
cks,
wom
en, a
nd o
ther
und
er-
repr
esen
ted
grou
ps in
Con
gres
s.
2.Pr
ojec
ts
a.Fo
r be
low
ave
rage
or
aver
age
stud
ents
:
FOC
US
IO
BJE
CT
IVE
LE
AR
NIN
G A
CT
IVIT
IES
EL
EC
TIO
N -
RO
LE
OF
POL
ITIC
AL
PAR
TIE
S
C. T
he s
tude
nts
will
des
crib
eth
e ro
le o
f po
litic
al p
artie
sin
the
recr
uitm
ent a
ndel
ectio
n pr
oces
s.
(1)
Giv
e an
ora
l rep
ort o
n a
loca
l Con
gres
sman
or
Sena
tor.
How
doe
s he
(or
she
) fi
t the
info
rmal
com
posi
te?
Ifth
is p
erso
n is
an
exce
ptio
n,w
hy is
this
true
?(2
) G
ive
an o
ral r
epor
ton
a C
ongr
essm
an o
r Se
nato
r fr
oma
min
ority
gro
up. W
hat f
acto
rs in
flue
nced
his
or h
erel
ectio
n?
b. F
or a
bove
aver
age
stud
ents
: Do
a cu
rren
ts
logi
cal
com
posi
te o
f C
ongr
ess
and
com
pare
it to
a c
iosi
te f
rom
som
e pr
evio
us y
ear,
per
haps
a ge
nera
tion
age.
Det
erm
ine
whe
ther
the
info
rmal
rec
ruitm
ent
rule
s ha
ve c
hang
ed d
urin
gth
is p
erio
d of
tim
e. S
ugge
stre
ason
s w
hy. A
n ad
ditio
nal
stud
y co
uld
be d
one
toco
mpa
re th
e le
gisl
atio
n pa
ssed
inth
ese
two
year
s, r
elat
ing
law
spa
ssed
and
sub
ject
s ig
nore
dto
the
info
rmal
com
posi
te o
fC
ongr
ess.
1.H
ave
the
stud
ent r
ead
pp. 1
64-1
71, "
Dif
fere
nt W
ays
of S
elec
ting
Gov
ernm
enta
l Lea
ders
," in
Am
eric
anPo
litic
al B
ehav
ior
to:
a. C
ompa
re w
ays
vari
ous
cultu
res
sele
ctpo
litic
al le
ader
sb.
Def
ine
clos
ed p
rim
ary,
open
pri
mar
y, o
ne-p
art a
rea,
and
func
tions
of
polit
ical
par
ties.
2.H
ave
the
stud
ent r
ead
two
case
stu
dies
dea
ling
with
pri
mar
ies
and
one-
part
y ar
eas
On
pp.2
01-2
04in
The
Con
gres
sman
and
His
Wor
k.D
iscu
ss th
e qu
estio
ns a
t the
end
of
each
stu
dy.
FOC
US
OB
JEC
TIV
ELEARNING ACTIVITIES
3.E
valu
atio
n qu
estio
n: B
ased
on
conc
epts
alr
eady
lear
ned
in th
isun
it an
d th
e in
form
atio
n gi
ven
in A
ctiv
ity /1
2, w
hat i
nfor
mal
rule
s w
ere
opea
ting
in S
en. F
ulbr
ight
's a
nd S
en. G
oldw
ater
'sfa
vor?
Bon
us q
uest
ion:
Wer
e bo
th, n
eith
er, o
r on
ly o
ne(w
hich
?) o
f th
ese
men
ele
cted
?
4. A
sk th
e st
uden
t for
exa
mpl
es w
hich
sup
port
the
idea
that
the
one-
part
y im
age
of th
e So
uth
is s
low
ly c
hang
ing.
Flow
will
this
affe
ct p
rim
ary
elec
tions
?
5.Pr
oect
s
a.A
ll st
uden
ts: O
btai
n th
e ph
one
num
ber
or a
ddre
ss o
f th
elo
cal p
arty
org
aniz
atio
ns a
nd in
terv
iew
thei
r sp
okes
men
tode
term
ine
wha
t fac
tors
infl
uenc
e th
em in
dec
idin
g w
hom
tosu
ppor
t. D
o th
e pa
rtie
s di
ffer
in th
eir
choi
ce o
f fa
ctor
s?W
hy?
b.Fo
r av
erag
e an
d ab
ove
aver
age
stud
ents
:
(1)
Loc
ate
one-
part
y ar
eas
in p
arts
of
the
natio
n ot
her
than
the
Sout
h.Su
gges
t rea
sons
why
thes
e ar
e on
e-pa
rty
area
s.
(2)
Find
out
whe
ther
this
sta
te (
or c
ongr
essi
onal
dis
tric
t)is
pre
dom
inan
tly o
ne-p
arty
or
two-
part
y.C
iting
stat
istic
s, il
lust
rate
how
this
was
ref
lect
ed in
the
last
prim
ary
or g
ener
al e
lect
ion.
Thi
s pr
ojec
t cou
ld b
edo
ne v
isua
lly, u
sing
a c
hart
.
-7-
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
D. T
he s
tude
nts
will
ana
lyze
the
effe
ct o
f pa
rty
polit
ics
on th
e le
gisl
ativ
e pr
oces
s.
1.R
ole-
play
ing
activ
ity.
Stud
ent #
1 is
a C
ongr
essm
an f
rom
a o
ne-
part
y di
stri
ct w
here
he
has
been
ele
cted
by
over
whe
lmin
g m
argi
nsfo
r ye
ars.
Stu
dent
#2
is a
Con
gres
sman
who
has
just
won
a h
otly
cont
este
d el
ectio
n in
a tw
o-pa
rty
area
. Ask
them
to g
ive
thei
rop
inio
ns o
n th
e fo
llow
ing
topi
cs:
(the
res
t of
the
stud
ents
sho
uld
be e
ncou
rage
d to
com
men
t on
thei
r re
spon
se
a.T
he im
port
ance
of
atte
ndan
ce.
b. T
he n
eces
sity
of
answ
erin
g co
nstit
uent
s m
ail.
c.Fr
eque
ncy
of v
isiti
ng th
e ho
me
dist
rict
.d.
Exp
ecte
d le
ader
ship
rol
es (
if a
ny).
e.Pr
iori
ties
in v
otin
g an
d ot
her
legi
slat
ive
deci
sion
s.
2.D
iscu
ssio
n qu
estio
ns:
a.Is
ther
e an
adv
anta
ge to
a d
istr
ict (
and
a pa
rty)
who
con
tinue
sto
nom
inat
e an
d re
turn
the
sam
e pe
rson
to C
ongr
ess
over
alo
ng p
erio
d of
tim
e?b.
If a
num
ber
of d
istr
icts
and
sta
tes
do th
is, h
ow d
oes
this
affe
ct th
e m
embe
rshi
p co
mpo
site
of
Con
gres
s?c.
How
, in
turn
, wou
ld th
is a
ffec
t the
lead
ersh
ip c
ompo
site
inC
ongr
ess?
3. E
valu
atio
n qu
estio
n: I
t has
bee
n sa
id th
at C
ongr
essm
an X
ser
ves
his
dist
rict
ver
y w
ell a
nd h
is n
atio
n ve
ry b
adly
. How
can
this
be
true
?
FOC
US
OB
JEC
TIV
ELEARNING ACTIVITIES
EL
EC
TIO
NS
FIN
AN
CIN
GE
. The
stu
dent
will
iden
tify
fina
ncin
g as
a k
ey f
acto
rin
an
elec
tion
cam
paig
n.
F.T
he s
tude
nt w
ill a
naly
zeth
e ef
fect
of
elec
tion
fina
ncin
g on
the
legi
slat
ive
proc
ess.
1.H
ave
the
stud
ent r
ead
case
stu
dies
dea
ling
with
cam
paig
n.
fina
ncin
g on
pp.
204
-206
in T
he C
ongr
essm
an a
nd H
is W
ork
and
disc
uss
ques
tions
at t
he e
nd o
f ea
ch s
tudy
.
2. 1.
Proj
ects
a. F
or b
elow
ave
rage
to a
vera
ge s
tude
nts:
Loo
k up
and
rep
ort
to th
e cl
ass
the
curr
ent l
aws
rega
rdin
g ca
mpa
ign
cont
ribu
-tio
ns a
nd e
xpen
ditu
res.
b. F
or a
vera
ge to
abo
ve a
vera
ge s
tude
nts:
Obt
ain
(if
avai
labl
e)th
e ca
mpa
ign
cont
ribu
tions
and
exp
endi
ture
s re
port
of
alo
cal S
enat
or o
r R
epre
sent
ativ
e. D
eter
min
e w
heth
er th
ere
is a
cor
rela
tion
betw
een
fina
ncia
l sup
port
and
legi
slat
ive
deci
sion
-mak
ing.
Dis
cuss
ion
ques
tion:
If e
very
one
feel
s th
at c
ampa
ign
fina
ncin
gis
an
expe
nsiv
e pr
oble
m, w
hy h
as th
is is
sue
not b
een
reso
lved
?
2.A
few
stu
dent
s ca
n re
ad. C
hapt
er 1
, "W
ho O
wns
Con
gres
s?"
and
Cha
pter
8, "
Stay
ing
Ele
cted
" in
Nad
er's
Who
Run
s C
ongr
ess?
and
disc
uss
thei
r fi
ndin
gs f
or th
e cl
ass.
3.C
ulm
inat
ing
activ
ities
for
the
unit:
a. C
ite e
vide
nce
to p
rove
that
soc
iolo
gica
l fac
tors
, par
ty p
oliti
cs,
and
fina
ncin
g te
nd to
be
mut
ually
rei
nfor
cing
in th
e co
ngre
s-si
onal
rec
ruitm
ent p
roce
ss.
FOCUS
OBJECTIVE
LEARNING ACTIVITIES
Cite
evi
denc
e to
pro
ve th
at th
eco
ngre
ssio
nal r
ecru
itmen
tpr
oces
s is
slo
wly
evo
lvin
g to
mee
t the
cha
ngin
g de
man
dsof
the
Am
eric
an p
ublic
.b.
Show
the
film
ent
itled
, Tru
e St
ory
of a
nE
lect
ion,
Par
ts I
and
2, a
nd a
sk s
tude
nts
to lo
cate
illus
trat
ions
of
the
con-
cept
s th
ey h
ave
lear
ned
in th
is u
nit.
c.If
not
alr
eady
sho
wn,
use
Par
t 1 o
f th
efi
lmst
rip
entit
led,
Port
rait
of a
Con
gres
sman
, and
ask
stud
ents
to lo
cate
illus
trat
ions
of
the
conc
epts
they
hav
ele
arne
d in
this
uni
t.
GO
AL
3:
TH
E S
TU
DE
NT
WIL
L D
ESC
RIB
E T
HE
MU
LT
IPL
E R
OL
ES
PLA
YE
D B
YC
ON
GR
ESS
ME
N A
ND
CR
ITIC
AL
LY
EX
AM
INE
TIL
E I
NT
ER
AC
TIO
N O
F T
HE
SE R
OL
ES
IN T
HE
LE
GIS
LA
TIV
E P
RO
CE
SS.
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
A C
ON
GR
ESS
MA
N'S
WO
RK
OB
LIG
AT
ION
S T
OT
HE
PU
BL
IC
A. T
he s
tude
nt w
ill li
st th
eva
riou
s jo
bs p
erfo
rmed
by C
ongr
essm
en.
B.
The
stu
dent
will
cri
tical
lyex
amin
e a
Con
gres
sman
'sm
ultip
le o
blig
atio
ns to
the
publ
ic.
1.H
ave
the
stud
ent r
ead
Cha
pter
1, "
The
Mea
ning
of
Con
gres
s"in
Con
gres
s: P
ower
and
Pur
pose
on
Cap
itol H
illas
an
intr
o-du
ctio
n to
the
vari
ous
func
tions
per
form
ed b
y C
ongr
ess
as a
who
ie.
Thi
s re
adin
g.ca
n be
use
d to
em
phas
ize
the
man
yre
spon
sibi
litie
s of
indi
vidu
al C
ongr
essm
en b
y as
king
: If
Con
-gr
ess
mus
t per
form
all
of th
ese
func
tions
, the
n w
hat m
ust a
lso
be tr
ue o
f in
divi
dual
Con
gres
smen
?
2. S
how
Par
t 2 o
f th
e fi
lmst
rip
entit
led,
Por
trai
t' of
a C
ongr
essm
an,
whi
ch e
mph
asiz
es a
Con
gres
sman
's h
ectic
sch
edul
e.
1.H
ave
the
stud
ent r
ead
pp. 3
16-3
23 (
thro
ugh
"The
Inf
luen
ce o
fFo
rmal
. Rul
es")
in A
mer
ican
Pol
itica
l Beh
avio
r an
d di
scus
sth
e fo
llow
ing
ques
tions
:
a.(L
ist o
n th
e bo
ard
all t
he r
oles
a C
ongr
essm
an is
exp
ecte
dto
pla
y.)
Do
you
feel
that
eac
h ro
le is
impo
rtan
t in
fulf
illin
ghi
s jo
b as
Con
gres
sman
?b.
Aft
cr e
xam
inin
g th
e tim
e ch
art o
n p.
321
, do
you
agre
e w
ithth
e tim
e di
stri
butio
n in
the
typi
cal w
ork
wee
k of
a C
ongr
ess-
man
? If
not
, how
and
why
wou
ld y
ou c
hang
e it?
c.W
hy w
ere
the
Indi
ana
reap
port
ionm
ent m
aps
plac
ed o
np.
322
? T
he s
tude
nt s
houl
d pl
ace
the
term
s re
appo
rtio
nmen
t.an
d re
dist
rict
ing
in h
is n
otes
at t
his
time.
At t
his
poin
t, th
ete
ache
r m
ay w
ish
to d
iscu
ss th
e im
pact
of
the
"one
man
one
vote
" co
urt d
ecis
ions
of
the
earl
y si
xtie
s.d.
Cite
exa
mpl
es o
f ho
w f
orm
al r
ules
aff
ect l
egis
lativ
e ro
les.
Giv
e ex
ampl
es o
f ho
w th
e di
ffer
ence
s in
the
two
hous
es c
anaf
fect
the
role
s pl
ayed
by
thei
r m
embe
rs.
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
2.H
ave
the
stud
ent r
ead
pp. 3
31-3
33, "
A T
ypic
al D
ay in
the
Lif
eof
a M
embe
r of
Con
gres
s" in
Am
eric
an P
oliti
cal
Beh
avio
r.A
naly
ze th
e tim
e sc
hedu
le a
s di
rect
ed. D
oes
it se
em to
con
form
to th
e ty
pica
l wor
k w
eek
sche
dule
on p
. 321
?
3.H
ave
the
stud
ent r
ead
pp. 2
11-2
15, "
Wha
t Doe
sa
Con
gres
sman
Do?
" in
The
Con
gres
sman
and
His
Wor
k an
dan
swer
que
stio
nsat
the
end
of e
ach
case
stu
dy:
4.H
ave
the
stud
ent r
ead
pp. 4
-7, "
The
Job
" in
Con
gres
s in
Act
ion
and
disc
uss
ques
tions
on
p. 7
.
5.T
he f
ollo
win
g to
pic
coul
d be
han
dled
as a
deb
ate
or b
y ro
le p
layi
ng:
A C
ongr
essm
an s
houl
d de
vote
all
of h
is ti
me
and
ener
gy to
legi
s-la
tion.
6.Pr
ojec
t: C
onta
ct o
r in
terv
iew
a lo
cal C
ongr
essm
an(o
r lo
cal s
taff
assi
stan
t) to
det
erm
ine:
a.H
ow h
e al
lots
his
tim
e to
his
var
ious
legi
slat
ive
dutie
s.b.
Wha
t are
his
gre
ates
t pro
blem
s in
this
area
.c.
Wha
t dut
ies
he e
njoy
s th
e m
ost.
d.W
hat b
enef
it he
exp
ects
to d
eriv
e fr
om g
ivin
g st
uden
tin
ter-
view
s.
7.A
few
stu
dent
s ca
n di
scus
s C
hapt
er 7
, "W
ork
Con
gres
smen
Do"
in W
ho R
uns
Con
gres
s?
-12-
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
A C
ON
GR
ESS
MA
N'S
WO
RK
OB
LIG
AT
ION
S T
O T
HE
GR
OU
P.
The
stu
dent
will
list
the
info
rmal
rul
es g
over
ning
Con
gres
s an
d su
gges
tre
ason
s w
hy th
ey e
xist
.
-13-
1.A
sk s
tude
nts:
Whe
nyo
u jo
in a
cro
wd
or g
ang,
wha
tar
e so
me
ofth
e th
ings
you
lear
n im
med
iate
lyif
you
wan
t to
beco
me
acce
pted
?H
ow d
o yo
u di
stin
guis
h be
twee
nne
wco
mer
s an
d lo
ng-t
ime
mem
bers
?(B
egin
her
e to
dra
w a
par
alle
l bet
wee
n th
eex
pect
atio
ns o
f al
lpe
rman
ent g
roup
s re
gard
ing
role
s,m
ores
, etc
.).
2.St
uden
ts r
ead
case
stu
dies
pp. 2
07-2
11, "
The
Con
gres
sman
and
His
Env
iron
men
t" in
The
Con
gres
sman
and
His
Wor
k, a
ndan
swer
ques
tions
at t
he e
nd o
f ea
ch s
tudy
. The
yca
n al
so b
egin
thei
rlis
ting
of in
form
al r
ules
fol
low
ing
thes
eca
se s
tudi
es.
3.Pr
ojec
t for
bel
ow a
vera
ge s
tude
nt (
asa
follo
w-u
p fo
r th
e th
ird
read
ing
in A
ctiv
ity #
2): M
ake
a ch
art i
llust
ratin
g al
l of
the
fina
ncia
l ben
efits
rec
eive
d by
Con
gres
smen
. Any
gov
ernm
ent b
ook
wou
ld b
e a
good
sou
rce
for
this
.
4.H
ave
the
stud
ent r
ead
pp. 3
23-3
31, "
The
Infl
uenc
e of
Inf
orm
alR
ules
" in
Am
eric
an P
oliti
cal B
ehav
ior,
list r
ules
in n
otes
, and
disc
uss
the
follo
win
g qu
estio
ns:
a.W
hat i
mpo
rtan
t fun
ctio
n do
es th
eco
urte
sy r
ule
serv
e?C
ite e
xam
ples
fro
m p
erso
nal e
xper
ienc
eof
wha
t hap
pens
togr
oup
cohe
sion
and
har
mon
y (f
amily
, cliq
ue,
com
mun
ity)
whe
n su
ch a
rul
e is
not
obs
erve
d.b.
Why
do
the
rule
s co
ncer
ning
seni
ority
, spe
cial
izat
ion,
and
appr
entic
eshi
p te
nd to
cen
ter
pow
er in
thos
e w
ho h
ave
serv
edth
e lo
nges
t? R
evie
win
g th
e co
ncep
tspr
esen
ted
in th
e pr
evio
usun
it, w
hat a
re th
e m
erits
of
the
argu
men
ts f
avor
ing
and
oppo
sing
this
?
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
c.L
ook
at th
e de
fint
ion
of th
e w
ord
reci
proc
ityin
the
mar
gin
of p
. 329
. Wha
t new
con
nota
tions
has
this
wor
d ta
ken
onw
hen
used
in r
efer
ence
to c
ongr
essi
onal
pro
cedu
rCs?
d.W
hat a
re s
ome
curr
ent e
xam
ples
of
cong
ress
iona
lfi
gure
sw
hose
per
sona
lity
trai
ts h
ave
proj
ecte
d th
emin
to th
e pu
blic
eye?
e.In
terp
ret t
he m
eani
ng o
f th
e tw
o ca
rtoo
nson
p. 3
28.
5.Pr
ojec
t (as
a f
ollo
w-u
p to
Act
ivity
#4,
E):
Dra
wa
cart
oon
depi
ctin
g an
y co
ngre
ssio
nal i
ssue
.
6.Pr
ojec
t for
ave
rage
or
abov
e av
erag
e st
uden
ts:
Giv
e a
repo
rton
a "
mav
eric
k" C
ongr
essm
an. W
hat d
iii th
is p
erso
n fe
el th
athe
cou
ld s
ucce
ssfu
lly b
reak
with
trad
ition
? W
hat
prob
lem
s di
dth
is p
erso
n fa
ce?
Wou
ld y
ou w
ant y
our
Sena
tor
or R
epre
sent
ativ
eto
be
a "m
aver
ick?
"
7.A
few
stu
dent
s ca
n di
scus
s C
hapt
er 6
, "G
ames
Con
gres
gmen
Play
: The
Cap
itol C
ultu
re"
in W
ho R
uns
Con
gres
s?
8.C
ulm
inat
ing
essa
y qu
estio
n ("
open
boo
k" r
ecom
men
ded)
:C
ite(a
num
ber)
exa
mpl
es o
f ho
w a
Con
gres
sman
's d
utie
s to
the
publ
ic a
nd o
blig
atio
ns to
his
fel
low
Con
gres
smen
can
pres
ent
him
with
con
flic
ting
loya
lties
. Wha
t do
you
thin
k is
the
prop
erba
lanc
e in
eac
h of
thes
e ca
ses?
-14-
GO
AL
4:
TH
E S
TU
DE
NT
WIL
LE
XA
MIN
E A
ND
EV
AL
UA
TE
CO
NG
RE
SS A
S A
SE
LF-
GO
VE
RN
ING
INST
ITU
TIO
N.
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
CO
NG
RE
SS A
S A
NIN
STIT
UT
ION
-G
OV
ER
NM
EN
T B
Y!C
OM
MIT
TE
E
A.
The
stu
dent
will
exa
min
ean
d ev
alua
te th
e ef
fect
ofth
e co
mm
ittee
sys
tem
on
the
legi
slat
ive
proc
ess.
-15-
I.R
evie
w g
roup
soc
ializ
atio
n pr
oces
s(p
,I3
,A
ctiv
ity !
f1).
Con
tinue
with
the
follo
win
g ro
le-p
layi
ngac
tivity
: Ass
ign
anu
mbe
r of
stud
ents
to f
orm
a g
roup
for
ade
sign
ated
pur
pose
(i.e
.,so
cia-
bilit
y an
d id
entit
y).
Pref
erab
ly th
is g
roup
shou
ld b
e co
mpo
sed
of
stud
ents
who
are
alr
eady
fri
endl
yw
ith o
ne a
noth
er.
have
the
mem
bers
pla
y di
ffer
ent r
oles
,su
ch a
s le
ader
, fol
low
er,
idea
pers
on, e
tc. A
ssig
non
e pe
rson
to "
join
"th
e gr
oup,
acc
ompa
nied
by lo
ts o
f ne
w id
eas,
little
res
pect
for
gro
up m
ores
or
proc
edur
es,
and
aspi
ratio
ns f
or a
nim
med
iate
pos
ition
of
lead
ersh
ip.
Rec
ord
the
grou
p's
resp
onse
toth
e ne
wco
mer
. Thi
s ac
tivity
shou
ld
emph
asiz
e th
e fo
llow
ing
conc
epts
:
a.G
roup
s de
velo
pru
les
prot
ectiv
e of
the
mem
bers
hip.
b.T
here
is a
ves
ted
inte
rest
in b
eing
a lo
ng-t
ime
mem
ber
of th
e gr
oup.
New
com
ers
are
expe
cted
to s
erve
som
e ki
nd o
f ap
pren
tice-
ship
, aft
er w
hich
they
may
enjo
y a.
and
b.
d.So
met
imes
mem
bers
dev
elop
such
a v
este
d in
tere
st in
thei
r ow
n po
sitio
n th
atth
is m
ay in
terf
ere
with
the
orig
inal
purp
ose
of th
e gr
oup.
c.
2.Fo
r in
trod
ucto
rym
ater
ial a
nd v
ocab
ular
y,st
uden
ts c
an r
ead
Cha
pter
3, "
The
Com
mitt
ee S
yste
m"
in C
ongr
ess:
Pow
er a
nd
Purp
ose
on C
apito
lH
ill(o
r an
y co
mpa
rabl
ese
ctio
n in
a
stan
dard
gov
ernm
ent t
ext)
.
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
CO
NG
RE
SS A
S A
INST
ITU
TIO
NSE
LF-
DIS
CIP
LIN
E
C.
The
stu
dent
will
exa
min
ean
d ev
alua
te c
ongr
essi
onal
self
-dis
cipl
ine.
-16-
1.A
sk s
tude
nts
to lo
cate
in th
eir
note
s th
e co
nstit
utio
nal g
uide
lines
pert
aini
ng to
reg
ulat
ion,
pun
ishm
ent,
and
expu
lsio
n of
mem
bers
of C
ongr
ess.
2.A
ssig
n th
ree
grou
ps o
f st
uden
ts to
rea
d th
e fo
llow
ing
pres
enta
tions
of th
e A
dam
Cla
yton
Pow
ell c
ase
and
com
pare
the
auth
ors'
pre
-se
ntat
ion
of th
is is
sue:
a.C
ongr
ess
in A
ctio
n, C
hapt
er 5
, "W
ho's
Fit
to S
erve
?"b.
The
Con
gres
sman
and
His
Wor
k,. p
p. 2
27-2
37.
If th
ete
ache
r m
ust n
arro
w h
is c
hoic
e of
mat
eria
ls, I
rec
omm
end
this
one
bec
ause
man
y po
intS
of
view
are
pre
sent
ed a
nd th
eyar
e ta
ken
from
pri
mar
y so
urce
s.c.
Who
Run
s C
ongr
ess?
pp.
145
-150
. Stu
dent
s ca
n do
add
ition
-al
rep
orts
fro
m th
e re
st o
f C
hapt
er 5
, "L
awm
aker
s as
Law
brea
kers
."
3.R
e-gr
oup
the
stud
ents
who
par
ticip
ated
in th
e ro
le-p
layi
ngac
tivity
on
p.15
.A
sk th
em if
ther
e is
som
eone
with
in th
egr
oup
who
they
wou
ld b
e m
ore
likel
y to
pun
ish
seve
rely
for
an
infr
actio
n of
the
grou
p ru
les.
Ask
if th
ere
is s
omeo
ne w
hoth
ey w
ould
be
mor
e lik
ely
to "
let o
ff."
Gen
eral
ize
thei
r re
actio
nsto
illu
stra
te th
e co
ncep
t tha
t Con
gres
s is
als
o a
soci
aigr
oup
man
ifes
ting
rath
er p
redi
ctab
le s
ocia
l beh
avio
r.
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
CO
NG
RE
SS A
S A
NIN
STIT
UT
ION
RU
LE
S A
ND
LE
AD
ER
S
B.
The
stu
dent
will
exa
min
ean
d ev
alua
te th
e ef
fect
of
the
inte
rnal
str
uctu
re o
fC
ongr
ess
on th
e le
gisl
ativ
epr
oces
s.
3.In
Con
gres
s in
Act
ion,
stu
dent
sca
n re
ad a
nd d
iscu
ss th
ein
clud
ed q
uest
ions
in C
hapt
er6,
"T
he C
omm
ittee
s" a
ndC
hapt
er 7
, "Se
nior
ity."
4.U
tiliz
e ca
se s
tudi
es a
ndin
clud
ed q
uest
ions
fro
mp.
243
top.
256
in W
hom
Doe
sC
ongr
ess_
Rep
resc
nt?
Not
e ch
art
entit
led,
"T
he G
ames
of
'Pas
s a
Law
' " o
n p.
242
.
1.Fo
r in
trod
ucto
ry m
ater
ial
and
voca
bula
ry, s
tude
nts
can
read
Cha
pter
2, "
Org
aniz
atio
n of
Con
gres
s" in
Con
gres
s:Po
wer
and
Purp
ose
on C
apito
l11
(or
any
com
para
ble
sect
ion
in a
stan
dard
gov
ernm
ent t
ext)
.
2.U
tiliz
e ca
se s
tudi
es a
ndin
clud
ed q
uest
ions
fro
mp.
256
to p
. 273
in W
hom
Doe
sC
ongr
ess
Rep
rese
nt?
3.Pr
ojec
t: Se
lect
a C
ongr
essm
anw
ho is
oft
en f
eatu
red
on T
Vne
wsc
asts
or
in th
ene
wsp
aper
and
fin
d ou
t:
a.W
hat f
orm
al o
r in
form
alpo
sitio
ns o
f po
wer
this
pers
onha
s in
Con
gres
s.b.
Wha
t is
this
per
son'
spo
wer
bas
e.c.
Whe
ther
this
per
son'
s lo
yalti
esw
ithin
Con
gres
s ar
eha
rmon
ious
with
his
oth
erob
ligat
ions
(ho
me
dist
rict
,lo
bbyi
sts,
nat
iona
l par
ty).
4.A
few
stu
dent
s ca
n di
scus
sC
hapt
er 3
, "W
ho R
ules
Con
gres
s"in
Who
Run
s C
ongr
ess?
GO
AL
5:
TH
E S
TU
DE
NT
WIL
L I
DE
NT
IFY
AN
D C
RIT
ICA
LL
Y D
ISC
USS
AL
L O
F T
HE
FA
CT
OR
S IN
FLU
EN
CIN
GL
EG
ISL
AT
IVE
DE
CIS
ION
-MA
KIN
G.
FOC
US
OBJECTIVE
LEARNING ACTIVITIES
INFL
UE
NC
ES
ON
LE
GIS
LA
TIV
ED
EC
ISIO
N-M
AK
ING
NO
TE
: EA
CH
FA
CT
OR
(SO
ME
OV
ER
LA
PPIN
G)
IS L
IST
ED
OPP
OSI
TE
TH
EA
PPR
OPR
IAT
EL
EA
RN
ING
AC
TIV
ITY
:
"GO
ING
AL
ON
G"
RE
EL
EC
TIO
NIN
TE
RE
ST G
RO
UPR
ESS
UR
E
PRE
CE
DU
UA
LR
UL
ES
STA
TU
S R
E-
LA
TIO
NSH
IPS
Con
gres
sman
The
Pre
side
ntPa
rty
Lea
ders
PUB
LIC
OPI
NIO
NC
onst
itucn
cySp
ecia
lA
cr-
csts
Lob
byis
ts"O
F T
ilE N
AT
ION
PER
SON
AL
ITY
A.
The
stu
dent
will
iden
tify
and
criti
cally
dis
cuss
all
of th
e fa
ctor
s in
flue
ncin
gle
gisl
ativ
e de
cisi
on-m
akin
g.
-18-
1.Sh
ow s
tude
nts
(or
have
them
look
up)
a c
hart
illu
stra
ting
"How
a B
ill B
ecom
es a
Law
." A
sk th
e fo
llow
ing
ques
tion:
Bas
ed o
n w
hat y
ou h
ave
lear
ned,
wou
ld y
ou s
ay th
at th
is c
hart
adeq
uate
ly d
escr
ibes
the
legi
slat
ive
proc
ess?
2.Sh
ow th
e fi
lmst
rip
entit
led,
The
Fed
eral
Law
mak
ing
Proc
ess,
(Par
t 1 -
his
tory
; Par
t 2th
e 19
67 S
elec
tive
Serv
ice
Bill
).A
sk s
tude
nts:
Doe
s th
is f
ilmst
rip
adeq
uate
ly d
escr
ibe
the
legi
slat
ive
proc
ess?
In
wha
t way
s w
as th
e fi
lmst
rip
info
rmat
ive?
3.A
ssig
n st
uden
ts to
bri
ng in
new
s cl
ippi
ngs
illus
trat
ing
the
vari
ous
infl
uenc
es id
entif
ied
in th
is u
nit.
4.A
s an
intr
oduc
tion
to a
mor
e re
alis
tic d
escr
iptio
n of
infl
uenc
esin
legi
slat
ive
deci
sion
-mak
ing,
hav
e st
uden
ts r
ead
pp.2
24-2
26,
"Why
Doe
s a
Con
gres
sman
Vot
e as
He
Doe
s?"
in T
he C
ongr
ess-
man
and
His
Wor
k.St
uden
ts s
houl
d be
gin
to li
st f
acto
rs in
thei
r no
tes.
5.T
he m
ost c
ompr
ehen
sive
list
of
fact
ors
and
thei
r ill
ustr
atio
nis
fou
nd in
the
follo
win
g tw
o re
adin
gs (
with
dis
cuss
ion
ques
tions
incl
uded
): p
p. 3
33-3
45, "
The
1J6
4 C
ivil
Rig
hts
Act
: A C
ase
Stud
y in
Leg
isla
tive
Rol
e B
ehav
ior,
" an
d pp
. 345
-351
, "Fa
ctor
sT
hat I
nflu
ence
Con
gres
sion
al D
ecis
ion-
Mak
ing,
" in
Am
eric
anPo
litic
al B
ehav
ior.
FOC
US
OBJECTIVE
LEARNING ACTIVITIES
CO
NG
RE
SSIO
NA
LM
OD
EL
MA
IL
POL
LS
LO
BB
YIS
TS
POL
ITIC
AL
PAR
TIE
S
6.D
ebat
e: S
tude
nts
can
argu
e th
e m
erits
of
the
"Fou
r m
odel
s of
Con
gres
smen
" on
p. 3
50 in
Am
eric
an P
oliti
cal
Beh
avio
r. O
r,th
is c
an b
e do
ne a
s a
role
-pla
ying
act
ivity
.
7.St
uden
ts r
ead
case
stu
dies
per
tain
ing
to c
ongr
essi
onal
mai
l-an
d po
ll ta
king
in p
p. 2
15-2
24 in
The
Con
gres
sman
and
His
Wor
k.
8.Pr
ojec
t: O
btai
n a
copy
of
a po
llor
new
slet
ter
sent
out
by
aC
ongr
essm
an. F
ind
out i
f th
e re
sults
of
the
poll
wer
e re
flec
ted
in h
is v
otes
or
othe
r le
gisl
ativ
e ac
tivity
.If
usi
ng a
new
slet
ter,
the
clas
s co
uld
sugg
est r
easo
ns w
hy v
ario
usite
ms
wer
e in
-el
uded
in th
e ne
wsl
ette
r an
d. in
vest
igat
e th
ele
gisl
ate
activ
ities
of th
is C
ongr
essm
an to
ver
ify
thei
r hy
poth
eses
.
9.Sh
ow f
ilmst
rip
entit
led,
"T
he T
hird
Hou
se:
Was
hing
ton
Lob
byis
ts a
t Wor
k" a
nd d
iscu
ss c
urre
nt e
xam
ples
of lo
bbyi
ng.
10.
Proj
ect:
A s
tude
nt c
an f
ind
out t
he c
urre
nt la
ws
regu
latin
glo
bbyi
sts.
Stud
ents
can
sug
gest
cha
nges
or
impr
ovem
ents
.
11.
A f
ew s
tude
nts
can
disc
uss
Cha
pter
2, "
Who
Infl
uenc
es C
ongr
ess?
"in
Who
Run
s C
ongr
ess?
12.
Show
Par
t 4 o
f fi
lmst
rip
entit
led,
Ana
tom
y of
U.S
. Pol
itica
lPa
rtie
s.Pa
rt 4
str
esse
s th
e cu
rren
t dif
fere
nces
rin
ci s
imila
ri-
ties
betw
een
the
maj
or p
artie
s an
d ho
w th
is is
refl
ecte
d in
the
gove
rnm
enta
l pro
cess
.
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
CO
NSC
IEN
CE
TH
E P
RE
SID
EN
T
-20-
13. S
tude
nts
can
read
Cha
pter
4, "
Part
y L
oyal
ty,"
in C
ongr
ess
inA
ctio
n (d
iscu
ssio
n qu
estio
ns in
clud
ed).
14. S
tude
nts
can
read
Cha
pter
3, "
Con
scie
nce
vs. P
ublic
Opi
nion
,"in
Con
gres
s in
Act
ion
(dis
cuss
ion
ques
tions
incl
uded
).
15. A
stu
dent
can
rea
d an
d re
port
on
"Edm
und
G. R
oss"
fro
mPr
ofile
s in
Cou
rage
by
John
F. K
enne
dy. A
lso,
the
film
of
of th
e sa
me
title
may
be
show
n, P
rofi
les
in C
oura
ge: R
oss,
Edm
ond
G.,
Ree
l 1 a
nd 2
.
16. S
how
film
ent
itled
, The
Pre
side
nt a
nd th
e C
ongr
ess.
17. S
tude
nts
can
read
Cha
pter
2, "
Con
gres
s an
d Pr
esid
ent"
inC
ongr
ess
in A
ctio
n (d
iscu
ssio
n qu
estio
ns in
clud
ed).
18. D
iscu
ssio
n qu
estio
n: W
hy d
o yo
u th
ink
the
Chi
ef E
xecu
tive
has
beco
me
incr
easi
ngly
pre
emin
ent i
n ou
r na
tiona
l lif
e?W
hat f
acto
rs c
an C
ongr
ess
corr
ect w
ith r
elat
ive
case
? W
hat
fact
ors
are
larg
ely
beyo
nd th
e co
ntro
l of
Con
gres
s? (
Som
eex
celle
nt g
uide
lines
for
this
dis
cuss
ion
are
cont
aine
d in
Clin
ton
Ros
site
r's T
he A
mer
ican
Pre
side
ncy.
)
19. S
tude
nts
can
read
and
dis
cuss
Cha
pter
8,
Con
gres
s: P
ower
and
Purp
ose
on C
apito
l Hill
.
20. P
roje
ct f
or a
bove
ave
rage
stu
dent
s: A
naly
ze o
r ev
alua
te a
set
of r
eadi
ngs
in C
ongr
ess
and
the
Pres
iden
t.
c.r
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
INT
ER
AC
TIO
N O
FIN
FLU
EN
CE
SB
.T
he s
tude
nt w
ill c
ritic
ally
disc
uss
the
inte
ract
ion
ofin
flue
nces
on
legi
slat
ive
deci
sion
sna
king
. -21-
1.Fo
r a
gene
ral i
ntro
duct
ion,
stud
ents
can
rea
d C
hapt
er4,
"The
Leg
isla
tive
Proc
ess"
in C
ongr
ess:
Pow
er a
ndPu
rpos
eon
Cap
itol H
ill.
2.R
ole-
play
ing
activ
ity: P
ages
351-
357,
"W
hat D
ecis
ion
isB
est"
in A
mer
ican
Pol
itica
lB
ehav
ior.
Dis
cuss
the
fact
ors
infl
uenc
ing
each
stu
dent
's d
ecis
ions
.N
ote
that
cer
tain
fact
ors
infl
uenc
ing
Con
gres
smen
are
abse
nt in
the
clas
sroo
m.
Ask
stu
dent
s if
thei
r de
cisi
ons
mig
ht h
ave
been
alte
red
ifth
eyha
d to
con
form
toso
me
of th
e m
ultip
le p
ress
ures
oper
atin
gon
Con
gres
smen
.
3.R
ead
and
anal
yze
the
pam
phle
t ent
itled
, _Sh
owdo
wn
on C
apito
lH
ill: T
he L
egis
lativ
e H
isto
ryof
Gun
Con
trol
Pro
posa
ls.
4.R
ole-
play
ing
activ
ity: S
tude
nts
can
form
them
selv
es in
toa
legi
slat
ive
body
. Thi
s le
gisl
atur
eca
n be
a r
efle
ctio
n of
the
U.S
. Con
gres
s, w
ith e
ach
stud
ent
play
ing
the
part
of
anex
istin
g co
ngre
ssio
nal p
erso
nalit
y.O
r, th
e st
uden
ts c
anor
igin
ate
thei
r ow
n le
gisl
atur
e(s
choo
l lev
el, e
tc.)
, usi
ngpr
oced
ures
sim
ilar
to th
ose
used
by th
e U
.S. C
ongr
ess.
5.C
ulm
inat
ing
activ
ity: S
tude
nts
iden
tify
the
infl
uenc
es o
pera
ting
on C
ongr
essm
en in
a. c
urre
ntne
ws
stor
y.T
hen,
a. S
ugge
st r
easo
ns w
hy c
erta
infa
ctor
s w
ould
car
rym
ore
wei
ght i
n th
is s
ituat
ion.
b. S
ugge
st r
easo
ns w
hyce
rtai
n in
flue
nces
wer
e no
tpr
esen
tin
this
situ
atio
n.
- G
OA
L 6
:T
HE
ST
UD
EN
T W
ILL
IN
VE
STIG
AT
EA
ND
AN
AL
YZ
E C
ON
GR
ESS
ION
AL
PER
FOR
MA
NC
EO
F IT
S SP
EC
IAL
PO
WE
RS.
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
SPE
CIA
L P
OW
ER
ST
he s
tude
nt w
illin
vest
igat
e an
dan
alyz
e co
ngre
ssio
nal p
erfo
r-m
ance
of
its s
peci
alpo
wer
s.
1.T
he te
ache
rm
ay w
ish
to a
ssig
n th
is u
nit a
s in
divi
dual
or g
roup
proj
ects
.St
uden
ts c
an s
elec
t asp
ecia
l pow
er o
f C
ongr
ess,
trac
e its
evo
lutio
n, c
itecu
rren
t exa
mpl
es o
f its
use,
and
eva
luat
eco
ngre
ssio
nal p
erfo
rman
ce in
this
area
.
2.Fo
r ba
ckgr
ound
, the
stu
dent
can:
a.R
ead
abou
t Con
gres
s's
spec
ial p
ower
s in
any
gove
rnm
ent
text
.b.
Rea
d th
e ch
apte
rsde
alin
g w
ith th
is s
ubje
ct in
Con
gres
s:Po
wer
and
Pur
pose
on
Cap
itol H
ill.
3.Fo
r a
shor
tcut
to A
ctiv
ity #
2, th
ete
ache
r ca
n di
tto a
n ou
tline
on th
e sp
ecia
l pow
ers
of C
ongr
ess.
The
follo
win
g ou
tline
isan
exa
mpl
e:
I.
II.
IV.
Inve
stig
atio
ns -
imrl
ied
pow
erC
heck
s an
d B
alan
ces
A. E
xecu
tive
- ex
ampl
e,ve
to o
verr
ide
B. C
ourt
s -
exam
ple,
siz
e of
Supr
eme
Cou
rtR
elat
ions
hip
with
sta
tes
- ex
ampl
e, a
men
dmen
tsSp
ecia
l pow
ers
held
by
each
hou
seA
. Sen
ate
1.A
dvis
e an
d co
nsen
t on
trea
ties
and
Pres
iden
tial
appo
intm
ents
2. E
lect
ion
of V
ice
Pres
iden
tin
case
of
tie3.
Im
peac
hmen
t tri
als
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
-23-
B. H
ouse
of
Rep
rese
ntat
ives
1.In
itiat
ing
taxa
tion
bills
2.E
lect
ion
of P
resi
dent
in c
ase
of ti
e3.
Initi
atin
g im
peac
hmen
t pro
ceed
ings
4.In
crea
sing
pre
emin
ence
in f
orei
gn a
ffai
rs.
4.Sh
ow f
ilm e
ntitl
ed, Q
uest
ions
and
Ans
wer
s: T
heSt
ory
ofC
ongr
essi
onal
Inv
estig
atio
ns.
5.C
lass
act
iviti
esan
alyt
ical
Ask
stu
dent
s to
bri
ng in
new
s cl
ippi
ngs,
resu
mes
of
TV
repo
rts,
etc
. illu
stra
ting
Con
gres
s's
use
of it
s sp
ecia
lpo
wer
s. T
hen,
usi
ng th
eir
note
s an
d ot
her
mat
eria
ls f
rom
prev
ious
uni
ts, t
he-s
tude
nts
shou
ld w
rite
ans
wer
s to
the
follo
win
g qu
estio
ns:
In th
e ab
senc
e of
def
initi
ve in
form
atio
n, s
tude
nts
shou
ldbe
urg
ed to
pro
pose
, sug
gest
and
spe
cula
te, w
ith th
eas
sura
nce
that
thei
r ev
alua
tion
will
be
base
d on
thei
rut
iliza
tion
of p
revi
ous
conc
epts
lear
ned)
a.Is
ther
e (o
r co
uld
ther
e be
) a
rela
tions
hip
betw
een
the
cong
ress
iona
l rec
ruitm
ent p
roce
ss a
nd th
e us
e of
this
spec
ial p
ower
?b.
How
man
y co
ngre
ssio
nal r
oles
are
(or
cou
ld b
e) m
ani-
fest
ed in
the
use
of th
is s
peci
al p
ower
? D
oyo
u ag
ree
with
this
par
ticul
ar r
ole
mix
ture
?c.
Are
the
rule
s an
d m
ores
of
Con
gres
s ev
iden
t in
the
use
of th
is s
peci
al p
ower
? Fr
om th
e pu
blic
's p
oint
of
view
,do
they
hav
e a
posi
tive
or n
egat
ive
effe
ct?
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
d.W
hat i
nflu
ence
son
legi
slat
ive
deci
sion
-mak
ing
are
(or
coul
d be
) op
erat
ing
in th
eus
e of
this
spe
cial
pow
er?
6.R
efer
ring
to A
ctiv
ity #
5,th
e te
ache
rm
ay f
ind
that
ther
ear
e in
suff
icie
nt c
urre
nt e
xam
ples
for
this
act
ivity
.T
hefo
llow
ing
alte
rnat
ives
are
sugg
este
d:
a.A
s a
proj
ect,
a fe
w s
tude
nts
coul
d do
som
e lib
rary
rese
arch
to c
olle
ct e
xam
ples
from
the
prev
ious
dec
ade.
The
se c
an b
e di
ttoed
and
the
clas
s ca
n pr
ocee
das
abo
ve.
b.T
he te
ache
r ca
n cr
eate
som
e hy
poth
etic
als
and
the
clas
sca
n pr
ocee
d as
abo
ve. S
ome
exam
ples
are
:
(1)
The
Hou
se o
f R
epre
sent
ativ
esun
anim
ousl
y vo
tes
to e
stab
lish
a sp
ecia
lco
mm
ittee
to in
vest
igat
edr
ug a
buse
in A
mer
ican
scho
ols.
(2)
A R
epub
lican
Sen
ator
dec
ides
to v
ote
agai
nst a
Dem
ocra
tic P
resi
dent
's S
upre
me
Cou
rt a
ppoi
ntee
.(3
)A
Dem
ocra
tic m
embe
r of
the
Hou
se o
f R
epre
sent
ativ
esop
pose
s th
e Pr
esid
ent's
req
uest
s fo
rex
pend
iture
s in
the
fore
ign
aid
area
. The
Pre
side
nt is
als
oa
Dem
ocra
t.(4
)A
dec
isio
n by
a m
embe
rof
the
Hou
se o
f R
epre
sent
a-tiv
es to
-vot
e ag
ains
tre
venu
e sh
arin
g w
ith th
e st
ates
.
7.D
o re
sear
ch o
na
loca
l Sen
ator
or
Rep
rese
ntat
ive
to f
ind
out
his
posi
tion
on a
ny r
ecen
t or
high
ly p
ublic
ized
act
ivity
inth
is a
rea.
Use
que
stio
nsun
der
Act
ivity
#5
for
anal
ysis
.
GO
AL
7:
TH
E S
TU
DE
NT
WIL
L P
RO
POSE
CH
AN
GE
S A
ND
RE
FOR
MS
IN T
HE
LE
GIS
LA
TIV
E B
RA
NC
HA
ND
PR
ED
ICT
TH
E E
FFE
CT
OF
TH
ESE
CH
AN
GE
S O
NO
UR
PO
LIT
ICA
L L
IFE
.
FOC
US
OB
JEC
TIV
EL
EA
RN
ING
AC
TIV
ITIE
S
TH
E F
UT
UR
E O
FC
ON
GR
ESS
A.
The
stu
dent
will
pro
pose
chan
ges
and
refo
rms
inth
e le
gisl
ativ
e br
anch
.
B.
The
stu
dent
will
pre
dict
the
effe
ct o
f re
form
s on
our
polit
ical
life
.
1.A
sk s
tude
nts
to p
erus
e no
tes,
ref
lect
on
the
acco
mpl
ishm
ents
of o
ur C
ongr
ess,
and
then
list
the
thre
e m
ost a
dmir
able
feat
ures
of
our
legi
slat
ive
syst
em. L
ist s
tude
nts'
ans
wer
son
the
boar
d an
d di
scus
s th
em. N
ote:
If
stud
ents
disa
gree
on
thes
e fe
atur
es, a
sk th
em to
gen
eral
ize
on th
e si
gnif
ican
ce o
fth
is in
term
s of
dev
elop
ing
a na
tiona
l con
sens
us o
n de
sira
ble
refo
rms
for
Con
gres
s.
2.U
sing
the
form
at f
or A
ctiv
ity #
1, a
sk s
tude
nts
to li
st th
e th
ree
mos
t nee
ded
cong
ress
iona
l ref
orm
s.
1.Fo
rm a
pan
el to
dis
cuss
Cha
pter
9, "
Tak
ing
on C
ongr
ess:
APr
imer
for
Citi
zen
Act
ion"
in W
ho R
uns
Con
gres
s?St
uden
tssh
ould
foc
us o
n th
e de
sira
bilit
y, f
easi
bilit
y, a
nd p
oliti
cal
ram
ific
atio
ns o
f N
ader
's p
ropo
sed
actio
ns.
2.C
onta
ct a
loca
l Sen
ator
or
Rep
rese
ntat
ive
and
ask
this
Con
gres
s-m
an to
com
men
t on
the
refo
rms
favo
red
by th
e cl
ass
(des
ir-
abili
ty, f
easi
bilit
y, p
oliti
cal r
amif
icat
ions
).Su
gges
t rea
sons
why
the
Con
gres
sman
com
men
ted
as h
e di
d.
MA
TE
RIA
LS
Rec
omm
ende
d T
extu
al M
ater
ials
:(O
ne c
lass
set
of
each
of
the
follo
win
g)
*1. C
utle
r, C
harl
es L
. Con
gres
s in
Act
ion
.(p
amph
let)
Mid
dlet
own,
Con
nect
icut
: Xer
ox C
orpo
ratio
n, 1
973.
**2.
Fed
er, B
erna
rd. T
he C
ongr
essm
an a
nd H
is W
ork.
Show
dow
n on
Cap
itol H
ill: T
he L
egis
lativ
e H
isto
ry o
f G
un C
ontr
ol P
ropo
sals
.W
hom
Doe
s C
ongr
ess
Rep
rese
nt?
(3 p
amph
lets
)N
ew Y
ork:
Nob
le a
nd N
oble
, Pub
lishe
rs, I
nc.,
1972
.(S
tate
Ado
pted
)3.
Lah
r, R
aym
ond
M. a
nd T
heis
, J. W
illia
m. C
ongr
ess:
Pow
er a
nd P
urpo
se o
n C
apito
l Hill
.B
osto
n: A
llyn
and
Bac
on, I
nc.,
1969
.**
4. M
ehlin
ger,
How
ard
D. a
nd P
atri
ck, J
ohn
J.A
mer
ican
Pol
itica
l Beh
avio
r.L
exin
gton
, Mas
sach
uset
ts: G
inn
and
Com
pany
, 197
2.(S
tate
Ado
pted
)
* If
the
teac
her
is li
mite
d in
his
cho
ice
of m
ater
ials
, one
teac
her
copy
of
this
pam
phle
t is
reco
mm
ende
d.T
he r
eadi
ngs
are
quite
sho
rt a
nd c
an b
e ea
sily
ditt
oed.
** H
ighl
y re
com
men
ded.
Supp
lem
enta
l Pup
il R
esou
rces
:
1. E
bcns
tein
, Will
iam
and
Mill
, Edw
ard
W. A
mer
ican
Gov
ernm
ent i
n th
e 'T
wen
tieth
Cen
tury
.M
orri
stow
n, N
ew J
erse
y: S
ilver
Bur
dett,
197
1.(S
tate
Ado
pted
)2.
Gre
en, M
ark
J., F
allo
ws,
Jam
es M
., an
d Z
wic
k, D
avid
R. W
ho R
uns
Con
gres
s? (
Ral
ph N
ader
Con
gres
s Pr
ojec
t)N
ew Y
ork:
Ban
tam
Boo
ks, 1
972.
3. T
ravi
s, W
alte
r E
arl,
ed. C
ongr
ess
and
the
Pres
iden
t. N
ew Y
ork:
Tea
cher
s C
olle
ge P
ress
, 196
7.:4
. Wit,
Dan
iel a
nd D
ioni
sopo
ulos
, P. A
llan.
Our
Am
eric
an G
over
nmen
t and
Pol
itica
l Sys
tem
.R
iver
For
est,
Illin
ois:
Lai
dlaw
Bro
ther
, 197
3.(S
tate
Ado
pted
)5.
Wol
l, Pe
ter
and
Bin
stoc
k, R
ober
t H. A
mer
ica'
s Po
litic
al S
yste
m.
New
Yor
k: R
ando
m H
ouse
, 197
2.(S
tate
Ado
pted
)
MA
TE
RIA
LS
(con
tinue
d)
Supp
lem
enta
l Tea
cher
Res
ourc
es:
Fede
r, B
erna
rd. T
he P
roce
ss o
f A
mer
ican
Gov
ernm
ent (
teac
her's
gui
de).
New
Yor
k: N
oble
and
Nob
le, P
ublis
hers
, Inc
., 19
72.
Aud
io-V
isua
l:
1. F
ilms
The
Pre
side
nt a
nd th
e C
ongr
ess
1-31
467
Prof
iles
in C
oura
ge: R
oss,
Edm
und
G.,
Ree
l 11-
3111
6Pr
ofile
s in
Cou
rage
: Ros
s, E
dmun
d G
., R
eel 2
1-31
117
Que
stio
ns a
nd A
nsw
ers:
The
Sto
ry o
f C
ongr
essi
onal
Inv
estig
atio
ns1-
3005
1Sc
reen
New
s D
iges
t, V
ol: 1
3, I
ssue
6 (
Focu
s on
the
Cap
itol)
1-14
083
Tru
e St
ory
of a
n E
lect
ion,
Par
t 11-
3003
7T
rue
Stor
y of
an
Ele
ctio
n, P
art 2
1-30
039
2. F
ilmst
rips
Ana
tom
y of
U.S
. Pol
itica
l Par
ties,
Par
t 4 (
Polit
ics
Tod
ay),
Gui
danc
e A
ssoc
iate
sT
he F
eder
al L
awm
akin
g Pr
oces
s, P
arts
1 a
nd 2
, Gui
danc
e A
ssoc
iate
sPo
rtra
it of
a F
resh
man
Con
gres
sman
, Par
ts 1
and
2, G
uida
nce
Ass
ocia
tes
The
Thi
rd H
ouse
: Was
hing
ton
Lob
byis
ts a
t Wor
k, P
arts
1 a
nd 2
, Gui
danc
e A
ssoc
iate
s
3. M
isce
llane
ous
Tra
nspa
renc
ies
- T
he U
.S. G
over
nmen
t and
How
It W
orks
, AE
VA
C E
duca
tiona
l Vis
uals
.