Duration:  One 40-50 minute lesson.

Goal: Students will understand the differing national voting characteristics of various groups in America.

Objectives:

Essential Question: Who typically votes in America?

NCSS Themes:

Procedures:

Attention Getter:

Have students raise their hands if they know someone who has ever voted during presidential elections. Then, have them raise their hands if they know someone who does not vote. Ask students to raise their hands if they would vote during presidential elections if they were old enough.

1. Briefly discuss the history of voting in the United States and how it has evolved into what it is today. Explain how originally, people had to own land in order to have the right to vote. African American voters could not vote until after the Civil War but faced de facto disenfranchisement until the civil rights movement. Women could not vote until 1920 when the 19th Amendment was passed.

2. Ask students the question: “Though everyone can vote today, who actually shows up to the polls?” Explain that this lesson will focus on answering this question.

3. Pass out “Who usually votes in America?” and go over the statistics in detail so students fully understand them and have the chance to ask questions.

4. Tell students that they will be placed in groups and they will receive a piece of paper with a description of a person. Using the descriptions, each group must come to a conclusion on whether their person will likely show up to vote based on the statistics from the “Who usually votes in America?” sheet.

5. Place students in groups so that there are ten groups in the classroom. (There are 5 fictional descriptions of people that the groups will discuss. That means that two groups will be discussing the same person and will possibly come to different conclusions.)

6. Pass out the character descriptions. Allow students time to work.

7. Once students have come to a conclusion about their group character, put all the names of the five characters on the board. Call on each character one by one and go over the five traits (age, gender, ethnicity, education, and employment). For example, ask students the age of their character and write it on the board so the class can see.

8. In the end, ask each group whether they thought their character would vote based on the statistics and ask them to support their reasoning.

9. When all of the groups have had a chance to share their findings, lead a class discussion of the information written on the board.

Conclusion

Ask students to answer the following question on a piece of paper:

Imagine that you are running for president. Thinking about how different groups usually vote, which group of people would you focus on the most? Explain your answer.

Materials Needed:

“Who usually votes in America?” statistics sheet, character descriptions, and chalk.

Extension Activities

This lesson can be used as an additional math lesson by having students create graphs and charts with their statistics. They can also use the census statistics (from the link provided) to look further into voter behavior and calculate various averages.

Accommodations for students with special needs

1. Provide visual representations of the percentages by drawing out pie charts for the student.

2. Make sure students who need help are placed in appropriate groups.

3. Give students with special needs the statistics sheet the day before the lesson so they have time to prepare and look over it.

4. Provide a graphic organizer to help break down writing for the concluding section of this lesson.

*Statistics are found from the United States Census site,

*All numbers have been averaged based off the past four elections and rounded to the nearest whole number.

Syria:  A Lesson in Investigation (two 40-50 min. periods or one 90-min. block)

This lesson could be used in a government/civics course, a US history course, or a world history/ global studies course. Grades 9-12 (the readings may pose greater challenges to the lower grades).

Standards correlation:  Common Core Standards—Reading Standards for Literacy in History/Social Studies 6-12.  Grades 9-10:  1, 2, 3, 4, 6, 8.  Grades 11-12:  1, 2, 3,4, 6, 7, 8, 9

Readings/resources:  New York Times editorial on the struggle in Syria; four articles offering contrasting perspectives on Syria (see below); questions for investigation; Teacher’s Background.  Students will need access to computers to conduct research over the internet. 

Objectives:

Knowledge of the competing interests at play in the conflict in Syria Understanding of the complexity of international conflicts Understanding of the distinction between assertion and warranted claims Ability to research conflicting points of view and locate corroborating evidence

First day:

1.  Assign the backgrounder for the first day.

Bell-ringer:  New York Times editorial, 3/20/12 (reproduced below), survey student knowledge on Syria, drawing on the backgrounder and the editorial.  To the extent possible, have students address questions under “Understanding the Syrian Crisis.”  Discussion of the Times editorial offers an opportunity for teacher modeling of corroboration (see notes in Teacher’s Background).   Special attention should be paid to assertions and warranted claims in both sources and any conflicts between them.  Note:  Students will probably find uneven success in answering these questions, both at this stage and later in the lesson, depending on their sources. 

2.  Class to computer lab.  Divide class so students read one of the four online articles or statements from:

Hillary Clinton: Remarks at a United Nations Security Council Session on the Situation in Syria  Asia Times, M. K. Bhadrakumar: Syria on the boil, US warship in Black Sea China Daily: U.S. solution to Syria issue doomed to failure Russia Today: Mainstream media self-censorship

Each group should answer as well as possible the questions under “Understanding . . .,” compare their responses, and note and discuss assertions and warranted claims. 

3.  The groups should then jigsaw so that each of the four readings are represented, and group members should compare their responses, noting each point of conflict in the articles and comparing assertions and warranted claims.  Students should then discuss how they might go about resolving the conflicts.  The teacher should introduce context from his/her own knowledge and research, as well as from considerations provided in the Teacher’s Background.

4.  For the next day, assign students to explore specific conflicting information and perspectives by searching for more information on the internet.  These might include more articles or statements in the sources already used or use of other media sources.  The “Questions for Corroboration” should guide them, and they should address these questions specifically and in writing.

Other English-language sources:  (London) Guardian,(London) Independent, Counterpunch.org (left-wing).  History News Network publishes a range of articles on foreign affairs, India and Pakistan have English-language dailies, there is Al Jazeera, and others.

Second day:

5.  Students should gather into groups again to compare the results of their research.  They should attempt to reach agreement on what they consider warranted claims about the struggle in Syria and on what remains uncorroborated, make presentations to the rest of the class, discuss and debate remaining conflicts, and assess the knowledge about which they can be reasonably confident.  The teacher might find it useful to record the claims of each group on a black- or whiteboard for reference.

Summary/enrichment:  Assign an essay in which students focus on one country’s relationship with Syria, and how that relationship shapes its response to the rebellion. 

Or,

Discuss with the class the role and effectiveness, in view of students’ research, of international bodies, first the United Nations, but also the Arab League, the Gulf Cooperation Council, and human rights organizations like Human Rights Watch.

Summary/enrichment: Assign an essay explaining which policy each student regards as the best, supported by logical use of specific evidence.

Summary Question: Based on our societal value, the media and impact of speeches on public opinion, would George Washington be elected today?\

Enrichment: Have students create a poster campaign of the candidate they support for President in the 2012 election.

Enrichment Beyond the Classroom: Students can download and play The Political Machine, an educational computer game.

The United States, North Korea, and Northeast Asia (two 40-50 min. periods or one 90-min. block, plus approx. 10 min.)

This lesson could be used in a government/civics course, a U.S. history course, or a world history/ global studies course.  Grades 9-12 (the readings may pose greater challenges to the lower grades).

Standards correlation: Common Core Standards—Reading Standards for Literacy in History/Social Studies 6-12.  Grades 9-10:  1, 2, 3, 4, 6, 8.  Grades 11-12:  1, 2, 3,4, 6, 7, 8, 9

Readings/resources:  Backgrounder on North Korea with reading guide; YouTube MSNBC interview (3:39) with Victor Cha regarding North Korean weapons test; video of North Korean grief over the death of Kim Jong-il (3 min., but 30-40 seconds are sufficient); 1-2 page perspectives on the U.S. (two), China, Japan, North Korea, and South Korea with reading guides; format sheet for presentations; note-taking guide for presentations

Objectives:

Knowledge of the history and nature of relations between the United States, North Korea, and other nations in northeast Asia

Understanding of the various and competing perspectives of nations regarding North Korea

Ability to recognize and evaluate competing national objectives and propose a realistic resolution

First Day:

For 10 minutes on day the backgrounder is assigned, survey students for prior knowledge. A map of Northeast Asia is essential for understanding the geographic factors.  Press individual students to explain where and how they developed their impressions and “knowledge” about North Korea. Alert them to an imminent deepening of their knowledge. Assign the backgrounder and reading guide for the next day.

Second Day:

Bell ringer:  YouTube video of North Koreans sobbing at news of the death of Kim Jong-il’s death followed by introductory questions:

Show next video—MSNBC interview with Victor Cha.  Note to students that Cha served in the Bush administration a Director for Asian Affairs at the National Security Council beginning in December 2004.

Five-minute discussion of backgrounder questions

Activities:

Essential questions: What is the nature of the threat or threats generated by the conflicts involving the United States and the nations in northeast Asia? What policies flow from your answer?

Third Day (break may occur sooner)

Summary/enrichment:  Write an essay explaining and justifying a policy aimed at reducing tensions in Northeast Asia.

Or,

Take another day to organize six simulated United Nations commissions responsible for devising a fair resolution to the conflicts in Northeast Asia.  Each commission will be made up of representatives from each of the six perspectives. 

This lesson is envisioned as a two-day lesson, that included the HNN fact sheet, an article, handout and various links

Common Core Standards Correlation:

Reading Standards for Literacy in History/Social Studies Grades 9-12: standards 1-4 and 6-9

Writing Standards for Literacy in History/Social Studies Grades 9-12: standards 1-9

Readings/Resources:

Objectives: 

DAY ONE:

Introduction (Bell Ringer): Watch Cashocracy video and follow-up with introductory questions:

Essential Question: To what extent is campaign funding important to the election process, and related to fair electoral practices?

Move to a general review discussion of the HNN Backgrounder and how the presidential election system works in the United States: caucuses, primaries, Iowa and New Hampshire primaries, nominating conventions, campaign finance, general election, Electoral College

Activities

While students are watching have them answer the following questions

Compare and contrast the chart and linked article below with the supplemental reading from the Cato Institute

Source: Ezra Klein in the Washington Post

Cato Institute: Wrong Speech is also Free Speech: Citizens United at Two, by Trevor Burrus

Listen to the Rise of the Super PAC NPR Radio show, then have students take notes using the form below.

Use the following questions to guide student note-taking while listening

Have each student research and write a brief outline, supported with concrete evidence, that both affirms and negates the following resolution, and be prepared to discuss this resolution in a caucus during the next class:

Resolved: The Citizens United decision is a fair and just law.

DAY TWO

Enrichment: Have students create a poster campaign of their position on Citizens United to post throughout the school to bring community awareness and encourage discourse.

Summary Question: What would the founding fathers think about Citizens United and campaign financing?

This lesson is envisioned as a two-day undertaking, with the HNN fact sheet, new articles, and various links with video clips used on the first day, and Internet research and writing for the second day.

Common Core Standards: Reading Standards for Literacy in History/Social Studies Grades 9–12: standards 1–4, and 6–9 Writing Standards for Literacy in History/Social Studies Grades 9–12: standards 1–9

Readings/Resources:  HNN backgrounder (assigned for first day), The New Progressive Movement article by Jeffrey Sachs, active reading chart, terms sheet

Objectives: 

Day One:

Do a semantic map with the term “Occupy Wall Street” and write student responses on the board. What are the slogans of Occupy Wall Street protesters? How effective are they in summing up the goals of the movement? Who are the primary participants in the movement? Is this the most effective group to bring about public awareness? How does the use of social media help or hinder the protest movement?

Introduce the following concepts to help students with the HNN backgrounder: Indignants Movement; income inequality; Citizen’s United (2010); consensus-based democracy; Liberals, Far Left; Conservatives; social justice

CBS News (link)

To what extent does a populist protest need to be through a political power group to be effective in influencing public policy?

Day Two:

The objective of this exercise is to experience consensus based decision-making.

Consensus Based Decision Making (CBDM) Framework:

Debriefing: Have students share their experience in trying to build consensus. Assess what it would take as a citizenry to make such a forum happen. How effective would this be as a means of establishing a national protest movement?

Summary Question: How does the Occupy Wall Street movement’s strengths lie in its weaknesses?

This lesson could be used in a government/civics course or a U.S. history course during a unit on the 1970s.  Grade levels 11 and 12.

Common Core Standards:  Reading standards for literacy in history/social studies 6-12.  For grades 11-12:  standards 1, 2, 3, 4, 7, 8, 9.

Readings/Resources:  HNN backgrounder with reading guide (assigned for first day); The Century: The 1970s, by ABC News (segment on busing—teacher must acquire); YouTube videos: Tea Party, Proposition 13; Teacher Background sheet; excerpt, The New Right, by Richard Viguerie, with reading guide; slide on the 70s conservative backlash; relevant section(s) of a U.S. history textbook

Objectives:

Day One:

1.  Bell ringer: Watch video clip on the Tea Party, followed by introductory questions:       

2.  Check for prior knowledge, survey class for grasp of left vs. right (www.politicalcompass.org is useful).  Have the class discuss the Tea Party knowledge sheet, completed for class.

3.  The 1970s and the New Right (See teacher background sheet on the ‘70s): 

Essential question:  To what extent is the Tea Party consistent with the politics of the New Right?

4.  Activities: 

Second Day:

5.  Summary/enrichment:  A written assignment in which students lay out their comparisons of the historical contexts, with thesis and specific evidence.

Departing question:  How can the contemporary historical context explain the differences between the New Right and the Tea Party?

This lesson is envisioned as a two-day undertaking, with the HNN backgrounder and links assigned as homework for the second day.

The lesson is consistent with Common Core Reading Standards for Literacy in History/Social Studies 6-12, numbers 1 & 2 for 6-10, 2 for 11-12; number 4 for 6-12; 7 & 8 for 6-8 and number 7 for 9-12.

Readings/resources

HNN backgrounder (assigned for first day), terms sheet, links, note-taking guide

Objectives

Knowledge of basic concepts related to the recession Understanding of explanations for the causes of the recession Ability to debate the relative merits of solutions

First Day

1.  Introductory questions (bell ringer)  Do you know anyone affected by the poor economy?  How?  What are the different problems, both material and emotional, people are confronting?  How do the problems vary according to class, race, age group, gender, etc.?  Who or what is responsible for their difficulties?

Check for existing knowledge regarding terms:  recession, depression, deficit, national debt, right vs. left (www.politicalcompass.org is useful).  Clarify misconceptions.  Students can take the Political Compass test, to locate them politically, for homework.  Students should take the terms sheet and complete it for homework.

2.  Class reads short news article on the recession: "Outside Cleveland, Snapshots of Poverty’s Surge in the Suburbs" (New York Times).

3.  Discussion followed by essential questions: 

Your questions: