{"results":"
\n\n
\n
\n
\n
\n\n12\nItems in Topic\n\n
\n
\n
\n\"Using\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nUsing Photographs to Teach Social Justice\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nSocial justice is the theme of a 12-lesson unit that uses photographs to focus students' attention on and expand their understanding of current social issues facing society. Class members learn how to closely examine an image, and to...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
\n\n13\nItems in Unit\n\n
\n
\n
\n\"Civics\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nCivics Curriculum Guide\n

\n
\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
\n
\n
\nThe 10 lessons in the Civics Curriculum Guide series, designed for high schoolers, contain 28 activities focused on important civic topics. Young scholars consider what it means to be an American and a good citizen, examine the Four...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"How\n\n
\n
\n
\n
\nCarolina K-12\n
\n

\nHow Do I Pre-Register and Vote in North Carolina?\n

\n
\n\nFor Students\n\n8th - 12th\n
\n
\n
\nThis practical activity helps young citizens learn about pre-registration to vote in elections, discuss the merits and flaws of the pre-registration process, and register themselves. The concluding activity has young voters creating...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Government\n\n
\n
\n
\n
\nK20 LEARN\n
\n

\nGovernment and Your Right To Vote: Voting Rights In America\n

\n
\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
\n
\n
\nGaining voting rights was difficult over the course of decades, but the debate over who should actually be allowed to cast a ballot remains. Scholars explore the history of the struggle, including the fifteenth and nineteenth amendments,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Unit Plan
\n
\n
\n
\n\"Kids\n\n
\n
\n
\n
\nKids Voting USA\n
\n

\nKids Voting USA: K-2 Classroom Activities\n

\n
\n\nFor Teachers\n\nK - 2nd\n\nStandards\n
\n
\n
\nAddress both social studies and critical reading skills with a resource dedicated to the voting process, the American democracy, and the ability to evaluate information in order to develop a stance on an issue. Each themed activity...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Why\n\n
\n
\n
\n
\nMikva Challenge\n
\n

\nWhy Vote?\n

\n
\n\nFor Students\n\n9th - 12th\n\nStandards\n
\n
\n
\nElections are supposed to represent the will of the people. So why don't 100% of registered voters line up at the polls on Election Day? High schoolers study the last few elections and the voter turnout for each, according to race,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Activity
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Voting\n\n
\n
\n
\n
\nFranklin D. Roosevelt Presidential Library & Museum\n
\n

\nVoting and Participation in Decision Making\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\n\"If you don't vote - you don't count.\" That's the big idea in this resource about voting and participation in the democratic process. The three included activities focus students on being informed voters, practicing voting for their...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Validating\n\n
\n
\n
\n
\nCurated OER\n
\n

\nValidating Votes\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nExplore the discrepancies in Florida's vote counting process in 2000 and 2002 with this New York Times reading lesson. Middle schoolers study the viewpoints presented in informational text, paying attention to how word choice can...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Voting\n\n
\n
\n
\n
\nCurated OER\n
\n

\nVoting Simulation\n

\n
\n\nFor Teachers\n\n4th - 12th\n
\n
\n
\nYoung scholars explore the process of voting. They study the lawmaking branch of the state government.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Women\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWomen Get the Vote!\n

\n
\n\nFor Teachers\n\n4th - 10th\n
\n
\n
\nStudents research the history of United States voting rights to describe and analyze why voting rights and responsibilities are important. They investigate famous suffragists like Susan B. Anthony and then create a \"wanted\" poster and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nFacing History and Ourselves\n
\n

\nThe Audacity of a Vote: Susan B. Anthony’s Arrest\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nSusan B. Anthony's speech \"Is It a Crime for Women to Vote?\" takes center stage in a instructional activity that asks class members to consider how they might respond to what they consider an unjust law. Groups work through the speech...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
AP Test Prep
\n
\n
\n
\n\"2006\n\n
\n
\n
\n
\nCollege Board\n
\n

\n2006 AP® English Language and Composition Free-Response Questions Form B\n

\n
\n\nFor Students\n\n10th - 12th\n\nStandards\n
\n
\n
\nShould voting be a right or a requirement? 2006 AP® English Language and Composition Free-Response Questions Form B includes a prompt in which scholars take a stand on compulsory voting and complete an essay expressing their...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n\n\n\n\n\n\n
2
\n\n\n\n\n\n\n\n2\n\n\n\n\n
\n
\n
\n\"Responsibility\n\n
\n
\n
\n
\niCivics\n
\n

\nResponsibility Launcher\n

\n
\n\nFor Students\n\n6th - 12th\n\nStandards\n
\n
\n
\nSo how would pupils solve a town's problems? Using a video game, scholars tell residents of a town how to solve their problems by taking steps such as going back to school, voting, or serving in the military. As they make good choices,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Why\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhy Vote? A Public Awareness Campaign\n

\n
\n\nFor Teachers\n\n6th - 9th\n
\n
\n
\nStudents examine the structure of local government and determine why citizens vote. In this civics lesson, students listen to a lecture about the structure of local government and then encourage others to exercise their right to vote.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Voting:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nVoting: Your Civic Responsibility\n

\n
\n\nFor Teachers\n\n5th\n
\n
\n
\nFifth graders research the viewpoints of the major Presidential candidates. Using this information, they create brochure comparing and contrasting them on important issues. They write a persuasive essay to state the importance of voting...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Using\n\n
\n
\n
\n
\nCurated OER\n
\n

\nUsing Bar Graphs to Understand Voting Patterns\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nBar graphs are used as a way to study voting patterns in the United States. A variety of statistical data is presented in the graphs, and pupils must interpret the data in order to make a report to the class. Three excellent graphs,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n
\n
\n
\n\"Cast\n\n
\n
\n
\n
\niCivics\n
\n

\nCast Your Vote\n

\n
\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
\n
\n
\nImpress upon your learners the importance of researching candidates in an election and considering not only which issues are most important to them as voters, but also which issues are most important to the candidates.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n
\n
\n
\n\"The\n\n
\n
\n
\n
\nDocsTeach\n
\n

\nThe Path of Justice: Selma and the Voting Rights Act\n

\n
\n\nFor Teachers\n\n7th - 12th\n
\n
\n
\nThe civil rights movement: An ongoing battle for change. The activity focuses on President Johnson's speech in response to the massacre at the Selma March. Academics study the speech, complete a hands-on-activity, and discuss President...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Writing\n\n
\n
\n
\n
\nFluence Learning\n
\n

\nWriting an Opinion Requiring Voting\n

\n
\n\nFor Students\n\n5th\n\nStandards\n
\n
\n
\nChallenge writers to compose an essay detailing their stance on, and the history of, voting. Three assignments, each broken down into three parts, requires fifth graders to take notes, read and complete charts, write paragraphs, compare...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Jim\n\n
\n
\n
\n
\nCity University of New York\n
\n

\nJim Crow and Voting Rights\n

\n
\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
\n
\n
\nClass groups examine primary source documents to determine how the voting rights of African Americans were restricted after the failure of Reconstruction, and how African American participation in World War II lead to change.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Lesson\n\n
\n
\n
\n
\nCenter for Civic Education\n
\n

\nLesson 1: Who Can Vote in the United States?\n

\n
\n\nFor Teachers\n\n5th - 6th\n
\n
\n
\nThe purpose of this first lesson in a series of five about enfranchisement and suffrage is to determine what class members already know, or think they know, about voting and voter registration. Groups...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Growing\n\n
\n
\n
\n
\nCurated OER\n
\n

\nGrowing Voters and Election 2004: Get Out the Vote\n

\n
\n\nFor Teachers\n\n5th - 8th\n
\n
\n
\nStudents examine the voting process, the reasons citizens should vote, and participate in a community drive to sign up new voters. After looking at websites, students create a poster that outlines the reasons to vote, participate in a...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Why\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhy Can't I Vote?\n

\n
\n\nFor Teachers\n\n4th\n
\n
\n
\nFourth graders take an unannounced test (failure is expected) and the top scores are rewarded with candy bars. They compare this test to the literacy tests given before 1960 and votes to candybars. They journal their responses.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Voting\n\n
\n
\n
\n
\nAlabama Department of Archives and History\n
\n

\nVoting Rights for Alabama Women\n

\n
\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
\n
\n
\nWhat were the arguments put forth by those who opposed the 19th Amendment? For those in favor? Class members examine primary source materials that illustrate the intense debate in Alabama about women's suffrage.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}