Search

Beginning in the mid-19th century, several generations of woman suffrage supporters lectured, wrote, marched, lobbied, and practiced civil disobedience to achieve what many people considered a radical change in the U.S. Constitution. Militant suffragists used tactics such as parades, silent vigils, and hunger strikes. In 1870 the 15th amendment to the Constitution granted black men the right to vote. In 1871, a voting rights petition was signed by prominent activist women and sent to Congress. It requested that suffrage rights be extended to women and that women be granted the privilege of being heard on the floor of Congress. In 1919, the House of Representatives passed the 19th amendment by a vote of 304 to 90, and the Senate approved it 56 to 25. Illinois, Wisconsin, and Michigan were the first states to ratify it. On August 18, 1920, it appeared that Tennessee had ratified the amendment, but those against the amendment managed to delay official ratification. Anti-suffrage legislators fled the state to avoid a quorum. However, Tennessee reaffirmed its vote and delivered the crucial 36th ratification necessary for final adoption. This lesson plan provides a historical background for womens' voting rights; gives National History Standards and National Civics and Government Standards; suggests six diverse learning activities for students; and presents nine different primary source documents, including resolutions and petitions. Contains document analysis and photograph analysis documents. (BT)

In the mid-19th century people believed religious, moral, social, or political perfection was obtainable, not unlike Mrs. Amelia Bloomer. Bloomer's battles reflected and influenced gender roles in the 19th century as the United States debated social reforms and constitutional rights, such as the right to petition and the right to vote, among others. Bloomer ultimately succeeded in making her mark as suffragist, editor, and temperance leader, but to many of her contemporaries she was most associated with the Bloomer costume (man-like trousers under a shorter-than-fashionable skirt). Amelia Bloomer's newspaper, "The Lily," once a voice for rational dress reform, advanced the objectives of the women's movement. In 1871 she became president of the Iowa Women's Suffrage Society and supported a legal code that ended the distinction between male and female property rights. She exercised her First Amendment right to petition the government for a redress of grievances. In 1920, the ratification of the 19th Amendment to the Constitution brought what she had hoped: a public policy of equality of suffrage for women and men. Six diverse teaching activities are suggested and a copy of Mrs. Bloomer's 1878 petition regarding suffrage in the west is provided. (BT)

This guide is targeted to teachers of intermediate or advanced English as a Second Language (ESL). It provides three 1-hour lesson plans on the topic of the importance of participation in the 2000 U.S. census. The paper asserts that it is critical for minorities who have historically been undercounted and under-represented in the U.S. Congress to participate and be counted, that this is especially important in light of court challenges to the 'majority-minority' congressional district in North Carolina. Furthermore, it is especially important to count the 300,000 residents of Latino origin who have settled in North Carolina since the last census. The goal is to help ESL teachers provide their students with information and the chance to reflect critically so that they can understand if their interests are represented by their elected congressional representative, to understand how this controversial issue of redistricting affects them directly. The first lesson explains the census and asks who should be counted and why it is important. The second lesson provides concrete examples of what happens when people are counted and undercounted. Finally, the third lesson asks students to formulate their positions on the issues discussed in the previous two lessons and to act accordingly. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

This teacher's guide accompanies a video which focuses on Ohio's government system. The 30-minute stand alone video offers a teaching opportunity for exposing high school students to the responsibilities of participating in elections. The video covers the division of powers among federal, state, and local governments; distinguishes between elected and appointed officials; and explains the requirements necessary to vote in the United States. The video points out that only a small percentage of youth exercise their right to vote. The companion teacher's guide attempts to reinforce and expand upon the basic concepts addressed in the video and related CD-ROM. The lessons are designed to motivate students to vote in greater numbers. The teaching guide is divided into the following sections: (1) "Introduction"; (2) "Objectives"; (3) "Summary of the Program"; (4) "Pre-Viewing Activities"; (5) "Post-Viewing Activities"; (6) "Vocabulary/Concept List"; (7) "Issues for Discussion"; and (8) "Additional Activities." Contains six handouts, a knowledge inventory with answer key, and a resource guide. (BT)

This manual guides K-12 teachers through a two-week study of the election process in Indiana culminating in a school-based election. Election procedure is followed from voter registration through election returns. Indiana law mandates the study of elections during election years; this manual was created to facilitate the process. Grade levels and themes include: (1) "Grades K-1: I Scream - You Scream - We All Scream for...!"; (2) "Grades 2-3: It's a Right! Right?"; (3) "Grades 4-5: No Joke You Can Vote!"; (4) "Grades 6-7: Where In The World Is Your Candidate?"; (5) "Grades 8-9: It's Party Time!"; (6) "Grades 10-11: Voting, It's Not A Spectator Sport!"; and (7) "Grade 12: You Can Make A Difference. It's Time to Vote!" Lessons and teaching suggestions accompany each theme, appropriate to each grade level. A 49-item bibliography and a reference list conclude the unit. (EH)

This guide explains the regulations that govern Head Start staff's political participation and lobbying activities in an effort to assist staff in becoming politically proactive and strengthen the voice of Head Start. The guide begins with an introductory section which describes the regulations for political involvement with which Head Start programs must comply. This section also describes the permitted political activities Head Start program administrators and staff may engage in as private citizens on their own time. The second section describes Head Start political involvement, those activities which can be done on Head Start's time and what one can and cannot do with program resources. The third section explains the National Voter Registration Act, which makes it easier to register to vote and describes where and how to register to vote, while the fourth section describes voter registration and explains helping communities register to vote. The fifth section is entitled "Get Out the Vote" and provides the ten rules that will ensure a successful voter registration campaign. The final section, "Powerful Letters and More," contains multiple strategies that staff, independent of Head Start, can embrace to become a successful advocate. (SD)

The first item in this packet is a pamphlet on how to vote and the election process. The pamphlet includes comprehensive information at a reading level that can be understood by many adults who have not graduated from high school. The pamphlet was designed by volunteer tutors of adult literacy students in Maine. The tutors researched information, local process, and Maine State law. The pamphlet describes primarily, general, referendum, and constitutional elections. A sample ballot for each kind of election is illustrated. A chart demonstrates the election process. A list of words relating to voting, and a map of the voting districts in Sanford, Maine is included. A voter registration card is included along with a copy of the United States Constitution that was donated by the Girl Scouts. The last item in this packet is a curriculum for teaching adult reading students about voting. The teaching material includes a play about a local resident deciding whether or not to vote, with study questions and a crossword puzzle. Also included in the voting curriculum is information on the monthly election bulletin board on display at the local library and a student tutor evaluation form on the voting unit. (DK)

Explores the election system within the United States with a focus on equal voting rights. Presents three articles: (1) "Whose Voice Is Heard?"; (2) "Do Our Judges 'Represent' the People?"; and (3) "How Should U.S. Elections be Managed?" Includes activities with the articles. (CMK)

This material is produced to provide a program to instruct secondary level students in the political, governmental, and legal processes and to encourage active student participation in these processes. The materials draw heavily upon community cooperation as a base for practical learning. Part of a year-long curriculum, this unit focusing on voter education examines the process of issue analysis, canvassing, and registration with insights into media publicity and propaganda techniques, and election strategies. Voting reform, rights and procedures, party structure, and the electoral college are intensively examined. Chapter one introduces the permanent vote education organization which, when fully implemented, functions as part of the course dealing with elections and campaigning. The second chapter contains a variety of curriculum activities to fully incorporate the goals and objectives of the unit. Activities include a mock election, coffee parties, and receptions, among others. The voter education retrieval system is explored in chapter three, which examines the various methods to increase voter registration and turnout. Several appendices and a bibliography conclude the document. (Author/JR)

The purpose of this handbook is to inform American Indians about their basic rights under Federal law both on and off reservations. There is a discussion of the freedoms of religion, speech, press, assembly, and petition. The next section deals with equal treatment, unlawful arrest and detention, unlawful searches and seizures, and what to do when questioned or when rights have been violated. The section on fair treatment by the courts discusses the following: the right to counsel; arraignment, notice of charges, and bail; what happens before and during a trial; sentencing and appeal; and rights of children and teenagers. There are sections on Federal grand juries, the custody of children, civil and administrative due process, and the right to vote. The section on equal employment opportunities covers government and private employment, Title VI and other Federal laws, tribal agencies, private companies with Federal contracts, and Indian job preference. The section on educational opportunities describes the programs available for Indians. There are sections on Indian student rights and on rights to fair housing, equal credit, and use of public facilities and accommodations. The next section discusses the taking of private property by eminent domain. There are instructions on how and where to file complaints followed by a description of what constitutes discrimination. There is also a list (by states) of legal service programs and list of jurisdictions covered. (CM)

The document, one in a series of four on women in American history, discusses the role of women in the Progressive Era (1890-1920). Designed to supplement high school U.S. history textbooks, the book is comprised of five chapters. Chapter I describes reformers and radicals including Jane Addams and Lillian Wald who began the settlement house movement; Florence Kelley, who fought for labor legislation; and Emma Goldman and Kate Richards O'Hare who became political prisoners for speaking against World War I. Chapter III focuses on women in factory work and the labor movement. Excerpts from diaries reflect the working conditions in factories which led to women's involvement in the AFL and the formation of the National Women's Trade Union League. Mother Jones, the Industrial Workers of the World, and the "Bread and Roses" strike (1912) of 25,000 textile workers in Massachusetts are also described. Chapters III and IV trace how women got the vote through the decades of struggle and argument, the slowing down of the suffrage movement, its revival by a younger generation, the militants and Alice Paul, and the work of Carrie Chapman Catt in ratifying the 19th Amendment. Chapter V is concerned with women in arts and letters during the Industrial Age: Charlotte Perkins Gilman, Ida Tarbell, Sarah Orne Jewett, Mary Wilkins, Mary Wilkins Freeman, Kate Chopin, Edith Wharton, and Willa Cather. Women painters, photographers, composers, and dancers are also noted. (KC)

This handbook is for use in teacher center or school district inservice programs designed to raise the levels of teacher interest, understanding, and involvement in incorporating international education into the curricula of the public schools. The introduction in the first section provides background information on the use of the guide and explains its approach toward international education. In the second section, a broad overview is presented of issues and problems involved in securing human rights, and the third section compares human rights under different government forms: democracy, authoritarian dictatorship, and totalitarian dictatorship. In the fourth section, the focus is upon four human rights: (1) the right to due process and a fair trial; (2) freedom of association; (3) freedom of the press; and (4) the right to vote. Each right is treated in a separate chapter. A pertinent section of the United Nations Universal Declaration of Human Rights is quoted, followed by a series of illustrative examples that briefly examine how the right is treated, in theory and in practice, under democratic, authoritarian, and totalitarian governments. Alternative examples and subjects for discussion and study are suggested. Finally, each chapter includes references and bibliographic citations for further information on the topic. The appendix includes the Universal Declaration of Human Rights, an overview of the United Nation's role in protecting human rights, and a list of suggested learning activities. (JD)

These 24 self-contained competency-based modules are designed to acquaint Florida adult students with laws they will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objectives are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, resources needed, synopsis of film(s) listed as resources, and handout(s). Topics covered include need for laws, driving laws and signs, voting duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law (state and federal), powers of the president, United States Court System, Miranda warnings, felonies versus misdemeanors, court appearances, juvenile justice system, and juvenile delinquent and PINS (Persons in Need of Supervision). Other materials include an answer sheet, competency task matrix, and bibliography. Also, teacher's instructional guide is attached. (YLB)

This Spanish language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objective are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law (state and federal), powers of the president, United States Court System, Miranda warnings, felonies versus misdemeanors, court appearances, juvenile justice system, and juvenile delinquent and PINS (Persons in Need of Supervision). With the exception of the handouts, which are in English only, all materials are presented in both English and Spanish in parallel columns/text. A competency task matrix and bibliography are appended. (YLB)

This German language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performace Level competencies.) Rationale and terminal performance objective are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law (state and federal), powers of the president, United States Court System, Miranda warnings, felonies versus misdemeanors, court appearances, juvenile justice system, and juvenile delinquent and PINS (Persons in Need of Supervision). With the exception of the handouts, which are in English only, all materials are presented in both English and German in parallel columns/text. A competency task matrix and bibliography are appended. (YLB)

By completing these self-contained, supplementary activities, secondary students will learn about important law-related issues and themes in American history. When students recognize the vital constitutional issues of different periods in history they are helped in understanding the social, political, and economic forces which shaped those periods. The activities are grouped into four sections roughly corresponding to the chronological periods of most U.S. history courses: Colonial Period through the Revolution; Growth of a New Nation; Civil War through Industrialization; and the Modern Era. Examples of activity topics include the Salem witch trials, freedom of the press in colonial America, colonial opinion on the eve of the Revolution, the Constitution, the Bill of Rights, slavery, labor recognition, child labor, the Supreme Court, Pentagon Papers, Watergate, and voting rights. Teaching methods include opinion polls/surveys, role plays, simulations, case studies, and mock trials. Each activity presents a description, lists objectives, recommends time allocations, and explains the procedures for using it. (RM)

This resource guide was developed to commemorate Dr. Martin Luther King, Jr.'s birthday by providing school personnel with background information and hands-on activities for use with students in Grades K-12. The activities in the guide can be implemented throughout the school year to help students become aware of the social, economic, and political climate during the civil rights movement and to appreciate Dr. King's role as a proponent of civil rights for all people. Following a brief overview, a list of teacher and student objectives, and a chronology table, the guide is divided into two major sections: (1) Lesson Plans and Activities for Grades K-6, and (2) Lesson Plans and Activities for Secondary Grades 7-12. Both sections present five different lesson plans (together with the required readings, plays, charts, illustrations, and timelines) and conclude with a list of additional instructional activities. The activities in Section 1 focus on : (1) King's childhood; (2) his message of mutual understanding and respect (considered in relation to students' own behavior); (3) the facts and accomplishments of King's life; (4) the reasons for celebrating King's birthday; and (5) the chronology of King's life. Section 2 focuses on: (1) the struggle for voting rights; (2) the philosophies and activities of persons who influenced King's press for civil rights; (3) the relationship of King's goals to the goals upon which America was built; (4) the role of groups and organizations in the civil rights movement; and (5) the evolution of nonviolence from the 1940s through the 1960s. The guide concludes with an annotated bibliography of books, teaching aids, and information resources. An appendix includes additional materials and resources. (KH)

Designed to provide direction to secondary teachers involved in citizenship education, this guide focuses on citizenship responsibility in electing public officials and on legal obligations of members of a democratic society. The material is divided into nine sections. Introductory letters and acknowledgements are followed by a detailed curriculum guide containing two teaching units. The guide contains a rationale for teaching voter registration and awareness and selective service registration. For each unit, major civic concepts, a content outline, activities, and readings are tagged to major objectives. The remaining sections of the document contain a glossary, references, and an appendix. (LP)

Lessons to help K-12 students in Indiana learn about elections are provided. Indiana educators are required by law to provide for all students in grades 6-12 within the two weeks preceding each general election five full recitation periods of class discussion concerning the U.S. system of government, voting methods, party structures, and election laws, and the responsibilities of citizens to participate in government and in elections. These lessons, intended to help Indiana teachers fulfill that legal requirement and to extend it to all K-12 grades, are sequenced to align with the guidelines for the Indiana social studies curriculum. The sequence is as follows: K-1, freedom and responsibility (classroom and school); 2-3, rules and voting (neighborhood and community); 4-5, organization of government (state and nation); 6-7, constitutionalism and power (world focus); 8-9, the American party system (civics, history); 10-11, electoral politics (civics, history); and 12, participating in government (American government). The kind of information provided for each lesson includes major ideas, learning objectives, learning activities, evaluation procedures, and resources needed. (RM)

Every year on May 1st, Law Day celebrates this country's freedoms and the role of law in protecting and preserving them. Noting that 2000 is the first year of a new millennium, this guide urges planners all over the country to pay special attention to the role of citizens in a diverse democracy. Since the year 2000 is also an election year, the guide suggests using the occasion of Law Day to help the public understand: (1) how law protects the individual's right to vote; and (2) how it is the responsibility of citizens to use that right. The guide states that Law Day planners should involve school and community groups in all aspects of planning and emphasizes increasing outreach efforts. Following some explanatory material about Law Day, the planning guide is divided into three sections: (1) "Program Ideas" (How To Plan Your Program; How To Reach Out to Students; How To Reach the Community; How To Reach the Media); (2) "Law Day Awards Programs"; and (3) "Law Day Resource Catalog." The guide suggests strategies for teaching about democracy and diversity, listing strategies which are appropriate for grades K-3, grades 4-6, grades 7-9, and grades 10-12. (BT)

Describes a lesson for secondary students for U.S. history or government classes in which they define what a mission statement is and explain how the Preamble to the Constitution of the United States functions as a mission statement. Comments that the students also discuss events that expanded the right to vote. (CMK)