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Listen to a fictional story that introduces the role of the U.S. Congress.
Learn that Congress is responsible for writing laws for the nation.
Identify the 2 groups (House of Representatives and Senate) that make up the U.S. Congress.

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For the whole group:

A picture book about the U.S. Congress, such as House Mouse, Senate Mouse by Peter W. Barnes and Cheryl Shaw Barnes, or a video of this book being read aloud (see Preparation)
Smartboard or anchor chart
(Optional) Poster paper or drawing paper, and markers, crayons, or colored pencils

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Read through and familiarize yourself with the entire activity.

Obtain a copy of the book House Mouse, Senate Mouse to read aloud, or plan to play the video of the book being read.

Sandford News Editor Shawn Sullivan reads House Mouse, Senate Mouse

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Gather children around you and read aloud a book about the U.S. Congress, such House Mouse, Senate Mouse.
Tell children that today, they will be acting as members of the U.S. Congress, either as representatives in the House of Representatives (like the “House Mouse”) or as Senators (like the “Senate Mouse”).
Begin by brainstorming examples of laws that children might think are good ideas for the country. Explain that a proposed law is called a bill. List their examples on the board or chart. Consider these bills for your list.
- Children age 6 and older should be allowed to vote in elections.
- School days must start at 7 a.m. or later.
- The dog should be named the national pet.
- The cat should be named the national pet.
- All children should receive 1 free check-up from a doctor and dentist every year.
Next, assign children to work in 2 groups of unequal size. Choose the larger group to act as members of the House, and the smaller group to act as members of the Senate. Keep both groups together for now.
Invite the children to discuss their opinions of the bills. Have the children speak one after another, each describing their position for or against one of the bills. Then lead a brief discussion of the advantages or drawbacks of some of the bills. For example, naming either the dog or cat as a national pet might please many pet owners but displease others.
Tell children that the time has come to vote on the bills. For each bill, ask for a show of hands first among the House members, and then among the Senators. Then announce which bills have passed both houses.
Ask: “Now that the two houses of Congress have passed these bills, does that mean they become the laws of the country?” Explain that the bills must pass through 1 more important step, which is the approval of the President.
Tell students that you will act as President for the activity. Review each of the bills that passed both the House and Senate, and announce which bills you will sign. Explain that these bills will now become laws. Use the word “veto” to define your saying \"no\" to a bill. A vetoed bill might still become a law, but the process is difficult and unlikely to occur.
(Optional) Have children make a poster or other work of art to illustrate one or more of the new laws you modeled today.
Lead a discussion about the activity.
a) How are the House of Representatives and the Senate alike? How are they different? (Both are houses of Congress, and their members vote on bills that may become laws. 1 difference is that the Senate has fewer members.)
b) How do you think members of Congress are chosen? (Citizens vote for them in elections.)c) Do you think you would like to work in Congress? Why or why not?

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Students learn and simulate the basics of government structures, law, and legislation.

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U.S. Government: Who Writes Laws for People to Follow?

U.S. Government: Who Writes Laws for People to Follow?

U.S. Government: Who Writes Laws for People to Follow?

Overview