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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Institutions of Government: The Judiciary\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nYoung scholars explain the difference between tribal, state and federal sovereignty. Using the internet, they read Supreme Court cases that focus on Native American law. They compare and contrast the view of the case from the Native...\n
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\n\"Organization\n\n
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\nCurated OER\n
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\nOrganization of Fairfax County Government\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers identify Fairfax County government as council-manager government, describe term of office held by members of Board of Supervisors and districts they represent, how Chairman of Board of Supervisors is elected and term and...\n
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\n\"The\n\n
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\nThe Structure of Virginia Local Government\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nLearners explain origins of Virginia's unique local government organization,\ndefine numerous terms essential to understanding local government, and\nevaluate impact of Dillon's Rule on local government in Virginia through debate.\n
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\n\"Montana\n\n
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\nCurated OER\n
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\nMontana Tribal Governments\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents engage in a research lesson to find out more information about tribal governments. The lesson includes guiding questions to help in the research process. They complete a chart of comparisons and contrasts of several indian...\n
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\n\"Females\n\n
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\nCurated OER\n
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\nFemales in Charge: The Petticoat Government of Winslow, Arkansas\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders explain the historical influence of the federal government on Arkansas government. They discuss the concept of good citizenship within the political organization.\n
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eBook
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\n\"Presidential\n\n
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\nPartnership for Public Service\n
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\nPresidential Transition Guide\n

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\n\nFor Students\n\n9th - 12th\n
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\nHow do two administrations work together to craft a seamless transition of power? Learn more about personnel management, policy implementation, and the role of an outgoing president with a transition plan designed for the 2012...\n
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\n\"Pollution\n\n
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\nSchool Improvement in Maryland\n
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\nPollution Data\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nSmog? Vog? What is being done about air pollution? Government classes investigate federal and state programs designed to improve air quality, and then develop a proposal for further actions that are needed.\n
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\n\"Political\n\n
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\nSchool Improvement in Maryland\n
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\nPolitical Systems: Advantages and Disadvantages\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nEvery political system has advantages and disadvantages. To gain an understanding of these differences, groups investigate the political system of another country—oligarchy, monarchy, dictatorship, parliamentary—and prepare a...\n
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\n\"Analysis\n\n
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\nSchool Improvement in Maryland\n
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\nAnalysis of Marbury v. Madison\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nShould the United States Supreme Court have the power of judicial review? Instructors guide class members through a review of Marbury v. Madison and assist class members in writing a brief of the case. As independent practice,...\n
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\n\"Step\n\n
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\niCivics\n
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\nStep 1: Change the World?\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWant to change the world? Where do you begin? Scholars analyze the steps that must take place to make change in society. The first installment of a 10-part County Solutions - High School series brings the real world to the forefront as...\n
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\n\"Article\n\n
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\nJudicial Learning Center\n
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\nArticle III WebQuest\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nWhy is Article III of the constitution so significant? Pupils discover the importance of Article III and how it relates to past as well as current events by completing Internet research using a provided handout. They learn everything...\n
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\n\"Benjamin\n\n
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\nBenjamin Franklin Tercentenary\n
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\nBenjamin Franklin, Elder Statesman\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nBen Franklin was the only American to sign The Declaration of Independence, the Treaty of Alliance with France, the Treaty of Paris, and the US Constitution. An interesting resource explores his role in the latter by comparing the US...\n
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\n\"Political\n\n
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\nCarolina K-12\n
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\nPolitical Parties and Conventions\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nThe two major parties polarize many in America today, but it doesn't have to be that way in the classroom! Teach learners about political party platforms and modern campaigns with a mock political convention. After watching a PowerPoint...\n
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Interactive
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\n\"Challenger\n\n
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\nChallenger Explosion Photograph Analysis\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung historians turn into detectives in a thought-provoking activity on the Challenger Explosion. The activity uses an image of President Reagan watching the Challenger explode on live TV to help academics practice historical analysis....\n
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Interactive
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\n\"Analyzing\n\n
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\nAnalyzing US Involvement in the Vietnam War\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nWar: unavoidable or a necessary evil? A thought-provoking activity explores the United States' long involvement in the Vietnam War as well as the aftermath. Scholars research and summarize primary documents and complete online worksheets...\n
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Interactive
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\n\"Analyzing\n\n
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\nAnalyzing the Gulf of Tonkin Resolution (Original Draft Resolution)\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nBreaking news, President Johnson addresses the nation! Scholars watch a video of President Johnson's address to Congress regarding the Gulf of Tonkin Resolution. The activity focuses on the  motivation behind the resolution and the...\n
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Interactive
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\n\"Renewing\n\n
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\nUniversity of Richmond\n
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\nRenewing Inequality: Family Displacements through Urban Renewal 1950-1966\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWhat is progress? Who bears its cost? High schoolers consider the questions as they review data on families displaced by urban renewal projects in the 1950s and 1960s. An interactive, curated data project asks historians to consider the...\n
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Instructional Video2:05
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\n\"On\n\n
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\nC-SPAN\n
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\nOn This Day: ABSCAM\n

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\n\nFor Students\n\nHigher Ed\n
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\nIt started as a simple sting against low-level corruption, and it ended with the conviction of members of Congress. Class members enter the world of bribery and politics using video clips, including news reports from the 1980s and...\n
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\n\"Balancing\n\n
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\nCurated OER\n
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\nBalancing Budgets: From Reagan to Today\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents discover details about the federal budget. In this contemporary government lesson, students research the efforts to maintain a balanced federal budget in the United States since the 1980's. Students then participate in a debate...\n
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\n\"State\n\n
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\nCurated OER\n
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\nState of Affairs\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine the various roles and duties of state government officials and offices to create an Informative Guide to Our State's Government. They explore the changing relationship between governor and lieutenant governor in New York.\n
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\n\"Philanthropy\n\n
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\nPhilanthropy and Citizenship-Hand in Hand\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents define philanthropy and evaluate how the government would functin without the help of volunteers. They write song lyrics, participate in a class discussion, and complete a Venn diagram.\n
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Worksheet
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\n\"February\n\n
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\nCurated OER\n
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\nFebruary Civics Internet Hunt 2\n

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\n\nFor Students\n\n5th - 10th\n
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\nIn this government worksheet, students click on the links in the questions about civics and government to find the answers to the questions and then come back and answer the questions. Students answer 7 questions total.\n
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\n\"Slavery\n\n
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\nCurated OER\n
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\nSlavery in the U.S. Constitution\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars examine five sections of the U.S. Constitution to see what the Federal Government has said about slavery, past and present. Then, class members research individuals and interest groups who directly impacted slavery...\n
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\n\""I've\n\n
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\n\"I've Been Working on the Railroad\" - Federal Land Grants and the Construction of the Illinois Central Railroad in Mid-nineteenth Century Illinois\n

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\nEleventh graders, in groups, design a self-sufficient community. Groups present the communities they've designed. They compare and contrast the communities presented. They research the theories of Johann Heinrich von Thunen online and...\n
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