Alabama Archives: Voting Rights

Approximately 58 prcent of those eligible voted in the 2016 US Presidential election. In an attempt to impress upon learners the importance of voting and voting rights, class members examine primary source documents related to the...

A good handout is a great find. Print this resource and hand out a simplified version of the US Constitution and Bill of Rights to your US government or US history class. The powers of the president, Congress, and the Senate are...

In this African-American history lesson, students draw concept maps that feature what they know about Jim Crow Laws prior to responding to 6 short answer questions about the laws.

In this voting rights worksheet, students read instructor-assigned pages about the Supreme Court decision that women did not have the right to vote and then respond to 3 short answer questions. 

In this Civil Rights worksheet, students take a pre-test, review vocabulary, see a timeline, discuss how to overcome racism and much more in this 22 page lesson with blackline masters.

Students analyze the text of the "Four Freedoms" speech. In this voting rights instructional activity, students read the Franklin D. Roosevelt speech, respond to questions regarding it, and determine the effect it had on voting rights...

Difficult redistricting concepts are covered in a context that will make it understandable to your government scholars. They begin with a KWL on the term redistricting and then watch a video to answer some questions. They analyze...

How did the Voting Rights Act affect the daily lives of American citizens? A document-based activity developed by the Student Non-Violent Coordinating committee (SNCC) presents a case study of the impact of the Voting Rights Act of 1965...

Literacy tests, poll taxes, grandfather laws? Scholars study the systematic ways African-Americans were kept from voting even after it was made a law. They analyze a series of primary source documents, complete a worksheet, and engaged...

High schoolers give examples to indicate how the franchise was extended and limited in the first half of the 19th century, and cite some differences in the newly enfranchised population that could affect the way they would vote.