Lesson Plan Template: Hewit Summer Institute

Lesson Plan Template: Hewit Summer Institute Title: Voting Lesson Unit duration: Lesson Plan is 2 Days out of this Unit Grade level: 9-12 (High School) Objectives

1. Students will be able to compare and contrast the voting demographics in various elections 2. Student will be able to identify candidates running for local, state, and national offices by choosing them

from a mock ballot 3. Students will be able to construct an explanation for their mock ballot choices

Essential Questions:

1. How have elections in the United States changed? 2. How do citizens partake in elections in the United States?

Colorado State Standards Addressed: Social Studies – High School, Standard 4. Civics (11th-12th Grades)

1. Research and formulate positions on local, state, and national issues or policies to participate in a civil society.

Lesson content and procedures:

Day/time/duration Title/content Step by step instructions Materials needed/notes

Monday 1st Period: 8:00 AM 50 minutes in total

Bell work/Opener 6-14 Minutes

1. Write on the board the following question:

Who should have the right to vote in a democracy? 2. Give the students at least 2-3

minutes to think of response to record in their notebook.

3. Once the time has ended, have the students speak to their shoulder partner for 2-3 minutes about their responses

4. Open the floor to any discussions or responses the students may have come up with. This could range in time but aim for 2-8 minutes

Students: Writing Utensil, Notebook Teacher: Whiteboard, Marker

Lecture – History of Voting 11-15 Minutes

1. Write and explain the following lecture on the board or digital presentation of your choosing. Let the lecture flow and parts can be erased, edited and shortened if necessary. Each part varies in length of time however expect 8-10 minutes The Beginning of Voting In America - the right to vote has terms/rules - 1800s universal white male suffrage achieved


Suffrage – the right to vote (this may need to be mentioned depending on the class level)

B. African America Suffrage - 15th Amendment: right to vote cannot be denied based on Race, color, or former condition of servitude - Southern States place restrictions on African Americans and their ability to vote – well into the 1960s Restrictions include: Literacy Tests, Poll Taxes

2. Check for Understanding: Ask the students why requiring a tax on voting might deter some from engaging in the act? A discussion could range for 3-5 minutes

Lecture – A History of Voting (continued) 11-15 Minutes

1. Write and explain the following lecture on the board or digital presentation of your choosing. Let the lecture flow and parts can be erased, edited and shortened if necessary. Each part varies in length of time however expect 8-10 minutes C. Women’s Suffrage - Call for women to vote began in the mid-1800s - Activism from suffragists get Woodrow Wilson to support the cause - 19th Amendment: right to vote shall not be denied on account of sex D. Voting Age 21 to 18 - Vietnam War sparked the argument that if one could be drafted to war, fight and die, then they should be able to vote at that age -26th Amendment - prohibits laws that restrict voting to someone over the age of 18


2. Check for Understanding: Ask the students how the 26th Amendment affects them? A discussion could range for 3-5 minutes.

Transition 1-2 Minutes

1. Lead into the next activity by advising the students retrieve their laptops (if you school is not one-to-one then it may be wise to use a computer lab or laptop cart, students phones may also work but are not very optimal. This should take roughly 1-2 Minutes.

Students: Laptop or electronic device

Election Research Assignment Remaining Class time (4-21 Minutes+)

1. For the rest of the class students will be tasked to complete the Election Research Assignment (see pages 5-6 of this document).

2. Students will join in a pair and research two Presidential Elections that have occurred in the U.S.

3. Print and handout this document to every pair of students working together.

4. Once all students have a copy, go through the directions, and clarify any concerns. This will go to the conclusion of class.

5. If additional time is needed, the next class period may have time allotted for this project.

Students: Laptop or electronic device. Possibly a sheet of paper and writing utensil for any notes Teacher: Election Research Assignment

Ticket Out the Door 1-2 Minutes

1. Ask the students how much time they believe is needed to complete the assignment by showing with their fingers.

Students: Writing Utensil, Notebook (if necessary) Teacher: Whiteboard, Marker (if necessary)

Tuesday 1st Period: 8:00 AM 50 minutes in total

Bell work/Opener 7-11 Minutes

1. Write on the board the following question:

How have voting demographics changed in America since the 1800s? 2. Give the students at least 2-3

minutes to think of response to record in their notebook. They are allowed to use any resource from yesterday as well.

3. Open the floor to any discussions or responses the students may have come up with. This could range in time but aim for 2-8 minutes


2020 Election Breakdown. 18-28 Minutes

1. Begin to pass out Mock Election ballots (see page 7 of this document)

2. Open the presentation (see pages 8-15 of this document) and go through the options for the 2020 Election.

3. Students may ask questions about candidates and issues (it is highly encouraged)

Students: Writing Utensil, Mock Election ballot (provided by the instructor) Teacher: Mock Election Slides

Mock Elections 5-7 Minutes

1. Students may now (if they chose) mark their ballots and place their ballot in a ballot box (if you don’t have one, a basket or central location will work as well. This should range in around 5-7 minutes.

Teacher: Basket

Mock Election Results 5-7 Minutes

1. Be sure all votes have been turned in and begin to tally the votes for the class. Students during this time should record in their notebooks what was the most difficult race and ballot measure to vote for and why they felt that way.

2. Once all votes have been tallied, reveal the results on the board.

3. Open the floor to any questions or comments about the class mock election.

Students: Writing Utensil, Notebook

Ticket Out the Door 5-7 Minutes

1. Write the question on the board for the students to complete in their notebook:

How important is it for citizens to participate in elections?


Teacher Name: Joseph A. Swanson School: Greeley West High School Email: [email protected]

Documents

Lesson Plan Template: Hewit Summer Institute