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Lesson Plan
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\n\"Community\n\n
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\nCurated OER\n
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\nCommunity Voting Habits\n

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\n\nFor Teachers\n\nK - 5th\n
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\nPupils prepare a survey about voting habits in the community. Students give the survey to parents, teachers, business owners, and other voting age members of their community, and analyze the data.\n
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Lesson Plan
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\n\"Candidate\n\n
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\nCurated OER\n
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\nCandidate Debate; Making Informed Voting Decisions\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents 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...\n
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Lesson Plan
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\n\"Responsibility:\n\n
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\nCurated OER\n
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\nResponsibility: Caring for Classroom Virtual Pets\n

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\n\nFor Teachers\n\nK - 4th\n
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\nStudents define the term \"responsibility\". As a class, they participate in voting on different ideas presented to them and develop a graph showing the results. They use the internet to virtually take care of the adopted pet of the class.\n
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Lesson Plan
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\n\"Responsibilities\n\n
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\nCurated OER\n
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\nResponsibilities and rights: Making civic decisions\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nStudents, working in small groups, investigate concepts related to social and economic decision-making. They define issues for some different groups within Australia, then assign either government or individual responsibility for each...\n
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Activity
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\n\"Purged\n\n
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\nConstitutional Rights Foundation\n
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\nPurged From the Voter Rolls: Husted v. A. Philip Randolph Institute\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nOnce a registered voter isn't always a registered voter. Academics explore the topic of voter registration and hindrances to remaining registered. The resource focuses on data analysis, federal voter registration law, and Supreme Court...\n
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Interactive
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\n\"To\n\n
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\nDocsTeach\n
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\nTo What Extent was Reconstruction a Revolution? (Part 2)\n

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\n\nFor Teachers\n\n10th - 12th\n\nStandards\n
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\nWhile Reconstruction laid the groundwork, many believe its revolutionary ideals weren't realized until the 1960s Civil Rights Movement. Using the 1965 Voting Rights Act, budding historians consider why it took more than 100 years to...\n
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Lesson Plan
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\n\"Social\n\n
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\nSocial Media Toolbox\n
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\nSocial Media Education\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nShow what you know about social media! The 16th and final lesson in The Social Media Toolbox gives pupils the opportunity to share their social media experiences with their school communities. Groups identify the most important messages,...\n
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App
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\n\"Teacher\n\n
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\nShowbie\n
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\nTeacher Clicker - Socrative\n

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\n\nFor Teachers\n\nPre-K - Higher Ed\n
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\nAsk a question and get an immediate response from your class, right on your mobile device. Or, come up with a quiz the night before, and have your class race to finish the questions. The app will show you live results that you can check...\n
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Instructional Video9:01
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\n\"Should\n\n
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\nShould the U.S. Require Half Its Government to Be Female? | America From Scratch\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nIf you had the opportunity to change the format of the United States government, what changes would you make? That is the question asked by PBS's \"America From Scratch\" series. Would you require that half of the government be female?...\n
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Activity
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\n\"Role\n\n
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\nFranklin D. Roosevelt Presidential Library & Museum\n
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\nRole Playing Relating to Big Decisions\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nWhile most high schoolers are too young to vote, they still need to learn the skills needed to solve problems. The ninth resource in a 10-part civics series presents class members with four \"What Would You Do?\" scenarios that have them...\n
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Lesson Plan
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\n\"Vote\n\n
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\nCurated OER\n
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\nVote on Election Day\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents explore the rights and the responsibilities of voting. Knowing about the candidates, the election process, and the monitoring of the running of the system is the focus of this instructional activity.\n
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Lesson Plan
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\n\"Elections\n\n
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\nCurated OER\n
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\nElections and Voting\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents discuss political parties by participating in an election and voting process in the classroom. They engage in the citizen responsibilities for electing a government official. Students discuss the history of voting in the...\n
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Lesson Plan
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\n\"Preventing\n\n
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\nCarolina K-12\n
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\nPreventing Voter Fraud or Encouraging Voter Suppression?\n

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\n\nFor Students\n\n8th - 12th\n\nStandards\n
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\nThe issues of voter fraud and voter suppression are relevant in every election, local as well as national. Soon-to-be voters learn about a recent bill proposed in North Carolina, the Voter Information and Verification Act, and...\n
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Lesson Plan
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\n\"\n\n
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\nCurated OER\n
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\n Electoral Process and Political Leadership\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents analyze voting issues. In this Bill of Rights lesson, students read articles regarding the election of 1824, government in ancient Rome, and lack of voter participation. Students discuss their impressions of each of...\n
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Worksheet
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\n\"Responsibilities\n\n
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\nResponsibilities of Citizenship\n

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\n\nFor Students\n\n4th - 5th\n\nStandards\n
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\nYour pupils are all citizens of your classroom. Provide some more instruction on how people can be citizens with the reading passage included here. After reading, learners answer the five related questions.\n
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Instructional Video4:01
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\n\"George\n\n
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\nGeorge R.R. Martin Discusses Lord of the Rings\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nGeorge R.R. Martin, famous in his own right for heroes, villains, dragons, and direwolves, offers his rationale for why viewers should vote for J.R.R. Tolkien's Lord of the Rings with its elves, wizards, and hobbits as part of the Great...\n
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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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\n\"The Election\"\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners participate in an election for the purpose of comprehending the political process and the responsibilities that come with citizenship in a free society. They elect officials with no identity and are surprised with the revealing...\n
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Lesson Plan
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\n\"Preserving\n\n
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\nPreserving and Promoting Democracy\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders create surveys to determine whether or not young people have or plan to vote. Using their findings, 11th graders make advertisements aimed at encouraging youth to vote.\n
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Lesson Plan
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\n\"Bang\n\n
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\nCurated OER\n
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\nBang to Rights\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents take a closer look at the rights of British prisoners. In this current events lesson, students research the listed Web sites that include information about the British justice system and voting practices. Students discuss...\n
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\n\"The\n\n
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\nThe Head Bone Derby\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders use the internet to explore the responsibilities and opportunities of voting. They research information on candidates and write questions for presidential candidates.\n
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\n\"The\n\n
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\nThe Election Process\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils examine how Electoral College works, compare and contrast candidates or issues, and discuss importance of becoming registered, active voting individuals.\n
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\n\"How\n\n
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\nCurated OER\n
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\nHow the Electoral College Works\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars research the history and mechanics of the Electoral College and formulate opinions as to whether this institution should be preserved, modified or eliminated. They predict future outcomes of electoral vs. popular votes.\n
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Lesson Plan
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\n\"The\n\n
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\nThe ABCs of Citizenship\n

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\n\nFor Teachers\n\n1st - 2nd\n
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\nIn this lesson, students read the book that focuses on the ascpects of citizenship/ Students imagine a scene in which each statement is actually happening. Students descirbe rights, repsonisbilities. Assess students by asking what is...\n
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Lesson Plan
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\n\"Ohio\n\n
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\nCurated OER\n
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\nOhio Statehouse History\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders examine the history of the Ohio Statehouse and order the major historical events in its development. The lesson plan traces the development from the time of Ohio's vast wilderness to the house's completion in 1861.\n
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