Teacher's Guide for APPLESEEDS U.S. Capitol

Dome
Representative
Majority
Democratic process
Rotunda (the "Big Tent")
Press conference
Compromise
Senator
Inaguration
Renovations
Sponsor
Committee
Draft law
Conference committee
Debate
Veto
Adjourn

1. Using library and Internet resources, find pictures and descriptions of capitol buildings in other nations. Are these buildings used for the same purposes as the U.S. Capitol?
2. Prepare a large bulletin board drawing of the U.S. Capitol (try using an overhead projector to enlarge a traceable image on tagboard or butcher paper). Ask students to research the uses of each area of the building, writing a paragraph description on a large file card. Post these descriptions around the bulletin board drawing. Use string (or yarn) and pushpins to connect the information cards to the appropriate area of the Capitol.

1. Check out the Congressional websites listed on page 5.
2. Has anyone in your class (or school) toured the U.S. Capitol during a family vacation? Ask if they will bring their guidebooks, souvenirs, pictures or vacation video to share in class.
3. Find a pictorial history of the U.S. Capitol buildings at the community library. While sharing these pictures in class, use the bulletin board display (from the previous article's suggested activities) to pinpoint actual locations.

1. Using library or Internet resources, find the names of each individual honored by a state statue displayed in the Capitol building. Ask students to research and present short oral reports about each state's choice, explaining who each individual was and why they were honored.
2. Videotape a House or Senate press conference (from CNN or C-Span) and show short excerpts to the class.
3. Why would a 'Hideaway' office be important to a senator?

1. Use sentence strip tagboard or butcher paper to make a U.S. Capitol timeline in the classroom. Ask students to add important historical and cultural events in U.S. and world history to the timeline. Discuss how these events may have influenced the design and building of the Capitol.
2. What should the Capitol of the future look like? Ask students to brainstorm ways to renovate and improve the existing structure.

Use library or Internet resources to find out more about sculptor Thomas Crawford and the Statue of Freedom. What is the symbolism behind the sword, lyre, robes, and other decorations on the statue?

1. Ask students to find newspaper articles about the activities of your state's Senators and Representatives. Call the local offices of each to ask for biographical information and other printed material to share with the class.
2. Use the library or Internet to find copies of the Congressional Record. Read the minutes of one day's activity in House and Senate. Follow the progress of one draft law through House and Senate.

Contact your U.S. Representative or Senator to find the name and Washington address of a summer intern from your state. Write class letters asking for more details about an intern's job, education, and activities in Washington.

1. . . . to read (and enjoy!) author Barbara Hall's article about "Ghosts in the Capitol!" (p. 26-28)
2. . . . to solve the "Capitol Flag Facts" problems on page 29.
3. . . . to make a pot of "Senate Bean Soup" (p. 31) for your class to enjoy.
4. . . . to write class letters to Congressional lawmakers (check out "Tell Congress What You Think" on page 33 for information and addresses).

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Updated: 11/21/09 10:06 am
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