KIDS VOTING USA CLASSROOM ACTIVITIES SAMPLES

KIDS VOTING USA CLASSROOM ACTIVITIES SAMPLES

Kids Voting USA Classroom Activities Summary Overview Kids Voting USA s classroom materials are designed to aid teachers in addressing civic learning objectives. The activities are short and engaging and they foster group discussion and the use of critical-thinking skills. Objectives of the Classroom Activities Cultivate information-gathering and decision-making skills Develop higher-order thinking skills Develop empathy towards others Gain a knowledge and appreciation of suffrage, democracy, citizenship, and elections Understand and participate in the direct voting process Kids Voting USA Classroom Activities Themes Elections and Voting Democracy The Right to Vote / Suffrage Active Citizenship Each theme contains the following sections: Introduction to Theme - a short description of the theme that includes the theme s main learning objectives General Activities - civic learning classroom activities that address specific civic learning objectives Overarching Questions - a list of questions related to the main learning objectives Literature Connection Activity - an activity that aligns a piece of literature with a civic learning objective Culminating Activity - an activity that is a meaningful summarization of the main learning objectives Activities Each activity includes the following: Objective - what the class will learn from the activity Materials what is needed to successfully complete the activity Get Ready - what the teacher and students need to do to prepare for the activity Instructions - step-by-step directions leading teachers and students through the activity Discussion Questions - questions to further engage students in learning More! - additional information and/or activities that can be used to build upon the activity (not found in every activity) Additional Resources: K-8 and 9-12 Includes an appendix, glossary, and bibliography

K 2 ELECTIONS AND VOTING My Vote Gives Me Power VOTING CHAIN (20-30 minutes) OBJECTIVE Students vote, tally, and implement the vote. MATERIALS Construction paper; Yes/No Sign handout; tape GET READY Cut a small strip of construction paper to make a link for each child. Each strip of construction paper will be a link in a chain. Cut apart the Yes/No Sign handout. Pin the Yes sign and the No sign to a bulletin board so you can attach the students links as they vote. DISCUSSION QUESTIONS Is the longest chain under the Yes sign or under the No sign? Let s count. Can you see your own voting link? Would the chain look different if you had not voted? What might happen if you could vote as many times as you wished rather than once? What do the results of our vote mean to us? Was this a fair decision? MORE! The class could vote on other issues during the week in this way or in others. INSTRUCTIONS Say to the children, Have you and your friends ever had to make a decision about something that was hard to agree on? Maybe you were deciding what to watch on TV or where to eat. How did you finally make the decision? Voting is a fair way to make decisions. Help the class choose an issue to vote on (such as snacks, activities, or recess time) that can be implemented immediately. State the issue as a question to be answered Yes or No. Give your students the strips of paper. (You may ask them to write their names on them or you can explain the concept of a secret ballot where voting is confidential.) Explain that one link on a voting chain represents one vote. Let each student link his/her vote under the Yes sign or No sign. Grades K-2 ELECTIONS AND VOTING 1

VOTING CHAIN YES/NO SIGN YES NO Grades K-2 ELECTIONS AND VOTING 2

3 5 DEMOCRACY AND THE PEOPLE What is Democracy? OUR HOMES, OUR TOWN, OUR COUNTRY (30 minutes) OBJECTIVE Students construct a concept map of households and discuss the ways that democracy impacts their lives. MATERIALS Multicolored markers; Our Homes, Our Town, Our Country handout; butcher paper; government agencies information GET READY Divide your students into groups of three or four. Have ready a set of multicolored markers for each group of students. Make copies of the handout so that each student has one. Give each group one large piece of (butcher) paper. Duplicate the page of city, state, and/or national agencies from your telephone directory for each group. INSTRUCTIONS Explain to your class that a useful way to think of democracy is to look at the household unit (the people who live together under the same roof). A democratic government, whether local, state, or national, provides services to the households of a community. Model for the students a handout that you have completed, pointing out the various services the government provides for the different members of a household: Children need sports leagues and library services; adults need freeways to get to work; older people need health classes; the house needs a building permit. Say, Add as many services as you can think of to the bubbles on the handout. You can use the list of city, state, and federal agencies to jog your thinking. Share your ideas with your group members. If you want to expand the activity you can say, If you feel a member of the household has been left out and want to add a bubble to your map, feel free to make that addition. The group should next draw a large concept map (based on the one in the handouts) on the piece of butcher paper. They need to work together to make sure nothing is written more than once. They can then present their map to the class and the teacher can keep track of all the services mentioned. DISCUSSION QUESTIONS Are there any services used by all the people in the household? (Police, garbage, libraries etc.) Which services would you miss the most if the community did not provide them? (Garbage collection?) If our government provides us these services, what is it that we provide back? (Taxes, votes, civic engagement) Politicians often talk about the services they think are most important. Which ones are most important to you? (Education and transportation are the ones on the top of most community agendas.) Why is it special that a democracy provides these services? (Because they represent the people s interests, etc.) MORE! Students could invite a speaker from a city agency (police, refuse, animal control, recreation, libraries, etc.) to talk to the class about the agency s work and how children can make a difference in that work. Grades 3-5 DEMOCRACY AND THE PEOPLE 1

OUR HOMES, OUR TOWN, OUR COUNTRY OUR HOMES, OUR TOWN, OUR COUNTRY health classes freeways building permit library services sports leagues Grades 3-5 DEMOCRACY AND THE PEOPLE 2

6 8 THE RIGHT TO VOTE What is Suffrage? SUFFRAGE SEQUENCE CARDS (20-25 minutes) OBJECTIVE Students order and examine the history of voting rights to gain a better understanding of the right to vote. MATERIALS U.S. Suffrage Timeline Cards handout; U.S. Suffrage Timeline Cards with Dates handout GET READY Copy and cut a set of U.S. Suffrage Timeline Cards for each group of three to five students. Copy a U.S. Suffrage Timeline Cards with Dates handout sheet for each group. See The Right to Vote in the Appendix. INSTRUCTIONS Have your students divide into groups of three to five. Give each group a set of suffrage sequence cards. Explain to the groups that they need to put the cards in chronological order. Allow an adequate amount of time for the groups to order the cards. When it seems like all, or most, of the groups have finished, call the game and provide each group with an answer key handout. Go over the correct sequencing as a class. DISCUSSION QUESTIONS Do you think we will ever need to add new cards to this game? If yes, what makes you think so? Who still cannot vote? Should they be able to vote? Why or why not? Why do people want the right to vote? Why did it take so long for some groups to gain the right to vote? Do you know what each group did to gain the right to vote? How could you find out? MORE! Assign students to discover and report what various populations did to gain the right to vote. VOTE QUOTE Vote as an individual; lemmings end up falling off cliffs. Pierre S. du Pont Grades 6-8 THE RIGHT TO VOTE 1

SUFFRAGE SEQUENCE CARDS U.S. SUFFRAGE TIMELINE CARDS The Declaration of Independence is signed. The right to vote is based on property ownership. Suffrage is primarily for white male Protestants over the age of 21. The Constitution is drafted. States are given the power to regulate their own suffrage laws and favor white male landowners. George Washington is elected president by the Electoral College. Only 6 percent of the entire population is involved in the election. The 24th Amendment passes, outlawing the poll tax. Further amendments to the Voting Rights Act require that many voting materials be printed in the languages of various minority groups. The Voting Rights Act passes after Martin Luther King, Jr. leads 25,000 people on a march from Selma to Montgomery, Alabama, to dramatize the need for more voting rights. With the Civil War over, lawmakers enact the 14th Amendment, granting citizenship to African-Americans and permitting them to vote. But state officials still attempt to deny them the right to vote. The 15th Amendment is ratified, providing the legal rights of African-Americans to vote and prohibiting state and local governments from denying that right. Wyoming becomes a state and is the first state to provide suffrage for women in its Constitution. Vermont declares that all adult white males, regardless of property ownership or religion, can vote. The 26th Amendment lowers the voting age from 21 to 18. The Civil Rights Act passes, allowing punishment for interference with, or disruption of, protection for African- American voters. Rhode Island does not follow the lead of Vermont and other states with reformed voting rights. A rebellion begins and forces Rhode Island to adopt a new Constitution. This allows broader voting rights. Before the signing of the Constitution, many communities vote in ways similar to their European home countries. The 19th Amendment is ratified, giving women the right to vote. Because African-Americans and women suffer discrimination at the polls, Elizabeth Cady Stanton sets forth resolutions for women s suffrage at the first convention of women s rights advocates. They pass. Georgia lowers its voting age from 21 to 18 in state and local elections. A Civil Rights Act defines citizenship and prohibits discrimination based on race. The Republican Congress overrides the veto of President Andrew Jackson, hoping to lure the vote of former slaves. The National American Woman Suffrage Association is founded, with Susan B. Anthony as president. Poll taxes, grandfather clauses and literacy tests are introduced in many Southern states. They are designed to restrict the ability of African-Americans to register and vote. Miguel Trujillo, a Native American and former Marine, wins a suit against New Mexico for not allowing him to vote. New Mexico and Arizona are required to give the vote to all Native Americans. The Voting Rights Act is amended to lower the voting age to 18 and ban the use of literacy tests. Grades 6-8 THE RIGHT TO VOTE 2

SUFFRAGE SEQUENCE CARDS U.S. SUFFRAGE TIMELINE CARDS WITH DATES 1776 The Declaration of Independence is signed.the right to vote is based on property ownership. Suffrage is primarily for white male Protestants over the age of 21. 1787 The Constitution is drafted. States are given the power to regulate their own suffrage laws and favor white male landowners. 1789 George Washington is elected president by the Electoral College. Only 6 percent of the entire population is involved in the election. 1964 The 24th Amendment passes, outlawing the poll tax. 1975 Further amendments to the Voting Rights Act require that many voting materials be printed in the languages of various minority groups. 1965 The Voting Rights Act passes after Martin Luther King, Jr. leads 25,000 people on a march from Selma to Montgomery, Alabama, to dramatize the need for more voting rights. 1868 With the Civil War over, lawmakers enact the 14th Amendment, granting citizenship to African-Americans and permitting them to vote. But state officials still attempt to deny them the right to vote. 1870 The 15th Amendment is ratified, providing the legal rights of African- Americans to vote and prohibiting state and local governments from denying that right. 1890 Wyoming becomes a state and is the first state to provide suffrage for women in its Constitution. 1791 Vermont declares that all adult white males, regardless of property ownership or religion, can vote. 1971 The 26th Amendment lowers the voting age from 21 to 18. 1957 The Civil Rights Act passes, allowing punishment for interference with, or disruption of, protection for African- American voters. 1842 Rhode Island does not follow the lead of Vermont and other states with reformed voting rights. A rebellion begins and forces Rhode Island to adopt a new Constitution. This allows broader voting rights. Before 1776 Before the signing of the Constitution, many communities vote in ways similar to their European home countries. 1920 The 19th Amendment is ratified, giving women the right to vote. 1848 Because African-Americans and women suffer discrimination at the polls, Elizabeth Cady Stanton sets forth resolutions for women s suffrage at the first convention of women s rights advocates. They pass. 1943 Georgia lowers its voting age from 21 to 18 in state and local elections. 1865 A Civil Rights Act defines citizenship and prohibits discrimination based on race. The Republican Congress overrides the veto of President Andrew Jackson, hoping to lure the vote of former slaves. 1869 The National American Woman Suffrage Association is founded, with Susan B. Anthony as president. 1876 Poll taxes, grandfather clauses and literacy tests are introduced in many Southern states. They are designed to restrict the ability of African-Americans to register and vote. 1947 Miguel Trujillo, a Native American and former Marine, wins a suit against New Mexico for not allowing him to vote. New Mexico and Arizona are required to give the vote to all Native Americans. 1970 The Voting Rights Act is amended to lower the voting age to 18 and ban the use of literacy tests. Grades 6-8 THE RIGHT TO VOTE 3

9 12 ACTIVE CITIZENSHIP Gathering and Weighing Information THE PUBLIC AGENDA (1 hour over two days) OBJECTIVE Students gather and classify media coverage to determine national, state, and local issues. MATERIALS Newspapers and news magazines GET READY Obtain copies of a week s worth of newspapers and news magazines to form a classroom resource center for students. INSTRUCTIONS For homework one night, assign your students the job of finding three articles from three different sources (newspapers or magazines). The articles should be about issues that the American people think the federal government should do something about. Have your students bring their articles to class. Give them time to share their articles with each other in small groups. They should specify what issue each of their articles is about and why they think these issues are important to Americans. Have the small groups of students sift through the additional newspapers and magazines you collected. They should continue to look for the major issues. Have the groups list as many important issues as they can think of. They can mention issues that their articles addressed or issues they came across in the articles you provided. Make a list of the major issues on the board by having your students share their lists of the issues. Students should be careful not to repeat issues already mentioned by others. Vote by a show of hands to determine the 10 issues the class considers the most important. Have your students compare their major issues list with one compiled by www.publicagenda.org. Have them go to the Web site and click on the Issue Guides section. They will find the major issues listed for the last year as well as the major issues for the current year. Have your students compare their list to the lists on the Web site. DISCUSSION QUESTIONS Different agenda items belong to different levels of government. Are there issues that belong on the state or local agenda instead of the national one? Are there crossover issues that belong on all three? What are they? Are there items which you, as high school students, would like to place on the national agenda? How could you help to get them on the agenda if they are not already there? Is this a part of activism? What could we as a class do now to influence the local/national agenda? MORE! Students can continue to monitor changes and developments in the national agenda by posting articles, concerning the 10 areas chosen, on a National Agenda Bulletin Board. VOTE QUOTE Political parties serve to keep each other in check one keenly watching the other. Dwight D. Eisenhower Grades 9-12 ACTIVE CITIZENSHIP 1