Lesson Idea: Apologies on the House Floor

 

Overview:
 
As citizens of the United States, we have the constitutional right to elect officials to represent us in Congress. On occasion, circumstances arise in which our Representatives must respond to allegations of misconduct. These elected officials often appear in the House Chamber to respond to these allegations through public speeches addressed to their colleagues and constituents.
 

Rationale:
 
Students will think critically about the words elected officials use and how they affect us as individuals and as a country.

 

Materials:
 

Vocabulary Words:

  • ethics
  • expulsion
  • resignation
  • violation
  • reprimand
  • constituent
  • censure
  • misconduct
 
Introduction:
 
“What is an apology?” Engage students in a brief discussion regarding their definitions of an apology.
 

Procedure:

1. Distribute the accompanying C-SPAN Classroom handout to each student. Provide the following link and discuss the different meanings of the word ‘apology’. Have students add the definitions to their charts. http://dictionary.reference.com/browse/apology 

2. Explain to students that the links below show examples of elected officials in the House of Representatives appearing before their colleagues to respond to alleged misconduct.

3. View several of the following clips collectively as a class, or have students work independently or in partnerships on computers to complete the table:


4. Have students engage in one of the following activities:

 

Activity #1:

Reflect on the information in your table. Select one Representative, and consider their speech along with the various definitions of ‘apology’. Which definition supports your Representative’s speech? Was the speech effective? Why? What does this reveal about the character of the Representative? How would you feel if he/she was an elected official from your town? Would you continue to support her/him? Share your response in a formatted paper.

Activity #2:

Have a debate. This can be done as a class, in partnerships, or small groups. Each student acts as a member of the House of Representatives. After hearing a member’s speech and considering the various definitions given for ‘apology’, how would each student react to their colleague’s speech? Would each member continue to support him/her? What action would they recommend be taken regarding the future role of this Representative?

Activity #3:

Conduct a Socratic Seminar with your students. Consider several video clips along with the definitions of ‘apology’. You may consider launching the discussion with the question: “What constitutes an apology?” Other questions may include, “Do genuine feelings need to accompany an apology? Should a person’s actions change if they apologize?” See how students arrive at new understandings as ideas evolve through discussion.

Reflection:

Students can share their responses to the following questions through a class discussion or by writing a personal reflection. Has your definition of apology changed? If so, how? How has this experience affected your views of elected officials?

Extension:

Have students look up the definition of ‘apologia’, and then read The Apology by Plato. Did Socrates believe he was guilty of a crime? Did he ‘apologize’ for any alleged misconduct? How did his accusers react to his speeches? What was the outcome of his trial?