Voting Teacher Resources

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Students explore American citizens' rights and responsibilities through group research on the Internet and develop a presentation for the class.
Young scholars create a presentation for other class members or for a local citizens' group explaining how they can guard ensure voter rights. Students research the Ohio Secretary of State's stand on provisional voting rules.
Eighth graders research how many voters actually vote in the U.S. and nine other nations. They create a spreadsheet using this information and write a persuasive essay.
Students discuss social responsibility and financing in today's society and use English financial terms. In this financing and social responsibility lesson plan, students also fill out worksheets to practice using English financial terms.
Learners use the internet and linked sites to explore current voting methods in their community. They research suggestions that have been made for changes and interview people who made these suggestions (when possible). Students suggest other changes and present their suggestions to the class.
Students review the notes they took for "The Little Prince". After identifying the instances of responsibility in the text, they discuss them with others in English. As a class, they watch parts of "Children of Heaven" and write down their predictions for the rest of the film. To end the lesson, they compare their predictions with a partner using their communication skills.
Learners examine the rights and responsibilities of citizens in school and the community. They identify the core democratic values as well. They also relate the role of philanthropy in protecting its citizens.
Young scholars learn about the relationship between rights and responsibilities. In this rights and responsibilities lesson plan, students look at how citizen have responsibilities for each right that they receive. They learn related vocabulary after watching a skit that leads them to an understanding of the concepts.
Eighth graders research the rights and responsibilities associated with citizenship. In this citizenship lesson, 8th graders determine what the rights and responsibilities are for members of the United States. They write paragraphs that tell how the rights and responsibilities of US citizens affect the country.
Imagine what it was like to be a slave in the United States in 1845. Eighth graders are given an opportunity to experience life from the point of view of Frederick Douglass as they read and discuss an annotated passage from Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself. Guided by a series of text-dependent questions, class members conduct a close reading of the passage, and consider how Douglass’ use of language creates the emotional impact of the excerpt. The carefully designed packet includes directions for teachers, guiding questions for students, suggested activities, and writing prompts that ask participants to craft an emotional response to the passage.
What is the difference between a bystander and an upstander? A collaborative project created through digital media will help the class understand that they can participate in an online community respectfully and responsibly. They consider the impact of cyberbullying and how their language or actions can impact others. Then, in small groups, they create surveys to distribute, collect, and evaluate. They use the data they collected to create a campaign to stop cyberbullies. Note: The instructional activity is great, but it needs to extend to applications in the real world, bullying happens everywhere, not just in cyberspace.
Lesson 10 in a series of human rights lessons focuses on the skills of finding evidence and summarizing. Your young readers work to compare the two texts they have read in this unit: the Universal Declaration of Human Rights (UDHR) and “Teaching Nepalis to Read, Plant, and Vote”. Groups start by nicknaming articles from the UDHR with names like "right to marry" or "right to vote". After reviewing and summarizing the UDHR articles with nicknames, groups will work to match these various rights with instances in “Teaching Nepalis to Read, Plant, and Vote”. To wrap-up the lesson, individuals will write a short opinion piece on rights that were upheld or violated using the firsthand account as evidence. Note: See the additional materials to find an index for all of these lessons. 
Although this is part of a series, lesson nine has your class take a break from their close study of the Universal Declaration of Human Rights (UDHR) text to read the firsthand account “Teaching Nepalis to Read, Plant, and Vote” by Lesley Reed. Though this text is simpler than the UDHR, your young readers will continue to use their close reading strategies as they read. Quickly review close reading strategies such as chunking, questioning, and annotating; modeling it with paragraph one. Next, allow your class to work their way through the rest of the article independently. As with all lessons in this unit, Lesson 9 contains some excellent prompts to foster discussion and to focus your pupils' thinking.  
Learners read about voting rights and compulsory voting in democracies. In this voting rights lesson, students analyze the reasons for supporting and opposing compulsory voting and discuss whether compulsory voting is needed in the U.S.
Ninth graders discuss if it was worth some groups fighting for the right to vote. In groups, they participate in a debate in which they discuss whether the right to vote is a responsiblity by its members. They create their own piece of art showing how important it is to voice one's opinion.
Students examine political activism. Pupils discuss forms of political activism, specifically voting. They listen to Public Service Announcements. Classmates write and record their own Public Service Announcements to encourage others to vote and become politically active.
Students explore and discuss the responsibilities of community members and how they influence public policy. They survey community problems, consider solutions and how to make a decision and support that decision with logical reasons.
Students focus on the importance of voting. They focus on our democratic responsible as law-abiding citizens, then hopefully all students will make it their civic duty to impose their right to vote. Students are empowered to speak with confidence and authority.
Students examine information and discover resources available to voters, discuss importance of sorting objective sources from more biased ones, explore significant dates and deadlines of voting and election process, and complete voting worksheet by researching answers online.
Students study the concept of what it means to be an informed voter who makes conscientious voting decisions based on significant information.  In this making informed voting decisions lesson plan, students are introduces to a unit on government. Students then view political debates and collect articles which they discuss in a group. Students then participate in a political debate based on issues relevant to their grade level.

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