Unit Title: Youth Voting Rights and Responsibilities
Course: United States Government Grade Level: 9‐12th grade
Unit Length: 12 days Length of Class: 55 mins.
Unit Topic: This unit will begin with an examination of the expansion of voting rights from the time of the Constitution to the present day, with an emphasis on the social and political factors leading to each extension of rights and the impact of each extension on voting behavior. As the unit progresses, the class will look at current debates over the voting rights of groups such as immigrants and felons, and at voter turnout trends and obstacles. The unit will culminate in a group project in which eight groups of four students each will present their findings about voter turnout in one of each of the eight wards of the District of Columbia, as well as the group’s recommendations for improving voter turnout in that ward. The groups’ findings and recommendations will be shared with the DC Board of Elections. National Council for the Social Studies Thematic Standards:
This unit will address NCSS Theme 6: Power, Authority and Governance,
including:
What are the rights and responsibilities of citizens in a constitutional democracy?
How can people work to promote positive societal change?
State Content and Skills Standards/Indicators of Learning (DCPS standards
are listed, but unit fits many state standards and is easily adapted to meet
local requirements):
DCPS Standard 12: Elections and the Political Process
12.6.6 - Students analyze trends in voter turnout.
12.8 - Students evaluate and take and defend positions on the scope and
limits of rights and obligations as democratic citizens, the relationship
among them, and how they are secured.
12.8.4 - Students understand the obligations of civic-mindedness,
including voting and being informed on civic issues.
DCPS Standard 12: Indicators of Learning Elections and the Political Process 12.6.6: Students analyze trends in voter turnout Using data from the District of Columbia Board of Elections reflecting the results of the 2010 general election, students will quantitatively and qualitatively analyze voter turnout in the most recent general election, identify potential barriers to voter turnout, and recommend solutions to overcome such barriers. 12.8: Students evaluate and take and defend Students will examine and explain the historical positions on the scope and limits of rights and arguments for and against the expansion of obligations as democratic citizens, the voting rights to Blacks, women and 18 year olds. relationship among them, and how they are Students will also analyze and debate the secured arguments for and against restoring voting rights to convicted felons. 12.8.4: Students understand the obligations of Students will examine and explain the civic‐mindedness, including voting and being importance of voter participation to the proper informed on civic issues functioning of representational democracy. Methods of Inquiry:
Assigned readings concerning: (i) the role of the voting in a representational
democracy; (ii) the history of voting rights in the United States and the expansion
of suffrage to Blacks, women, 18 year olds and, in some states, felons; and (iii)
voter turnout trends and potential obstacles.
Written exercises based on the assigned reading requiring students to: (i) define
key terms and events addressed in the reading; (ii) explain concepts introduced
in the reading; or (iii) support or challenge positions taken in the readings.
Class discussions and debates of issues explored in the readings.
Cooperative group work on voter turnout analysis and recommendations.
Student creation of a timeline reflecting key developments in the evolution of
suffrage rights in the United States.
Attitudes:
Representational democracy depends on voter participation to function properly.
Limiting suffrage rights and low voter participation lead to distorted
representation and inefficient government.
Expanded voting rights in the United States have been hard won and should not
be taken for granted.
Young voters have the power to affect elections and elected officials and thereby
2 shape public policy.
Essential Questions:
Is voting a civic right or a responsibility?
Why do some voters not exercise their right to vote?
How can young voters have an impact on the political agenda?
What are the requirements to vote in DC?
Assessment of Student Learning:
Diagnostic Assessment: Students will be given a brief selected response test at
the beginning of the unit to assess their familiarity with federal and state voting
and eligibility requirements.
The pretest will serve to inform the teacher about students’ familiarity with some
fundamental concepts to be explored during this unit, and will also alert the
teacher to potential misunderstandings that should be addressed in the course of
the unit.
Formative Assessments: The teacher will continually assess student learning
and understanding throughout the unit via class discussions, student journal
responses to opening questions, student completion of study guides, a class
debate on voting rights for felons, preparation of a timeline of significant events
and a student survey of eligible voters.
Summative Assessment: The summative assessment will be a performance
assessment requiring students to conduct collaborative group research and
analysis of voter turnout data within individual DC wards, and to present the
group’s findings and recommendations.
Differentiation:
Differentiation for this unit will be accomplished by providing the students with a
wide variety of ways in which to access the material covered (ranging from
reading textbooks and news articles, accessing online materials, interpreting a
primary source document and viewing a slide show and video clips), as well as to
apply their learning (including creating a timeline of significant events, role play,
participating in a class debate and discussions, working in pairs and small
groups, and interviewing eligible voters).
3 Materials for Daily Instruction
(Note that this unit incorporates several readings from high school
textbooks. Selections from other textbooks may be readily substituted for
those referenced below.)
Bibliography:
Civics: Responsibilities and Citizenship. Glencoe: MacMillan/McGraw Hill
Publishing Co. (1992).
Fiorina and Peterson, The New American Democracy, 2nd ed. Boston: Addison
Wesley Longman, Inc. (2001).
Kumar, “McDonnell Outpacing Democrats in Restoring Va. Felons’ Voting
Rights,” Washington Post (Sept. 25, 2010) (available at
http://www.washingtonpost.com/wpdyn/content/article/2010/09/25/AR2010092501818.html)
Richard M. Nixon, Memorandum for Bob Haldeman, July 23, 1972 (available at
http://www.nixonlibrary.gov/virtuallibrary/documents/donated/072372_nixon.pd
f). ProCon.org, “Should Felons Be Allowed to Vote? Pros and Cons by Category.”
http://felonvoting.procon.org/ (last updated 11/1/2010).
“Suffrage and the Women Behind It.” 2010. The History Channel website. Nov 28
2010, 12:49 http://www.history.com/photos/suffrage-and-the-women-behind-it.
Welch et al., Understanding American Government, Boston: Cengage Learning
(2008).
Handouts (attached below):
Diagnostic Assessment
Syllabus
Voting Rights Timeline Template
Black Voting Rights and the Voting Rights Act Study Guide
Nixon Memorandum Study Guide
Summative Assessment Materials (see materials for Days 10-12)
Video Clips:
Lyndon B. Johnson, Address to Congress on Voting Rights, March 15, 1965.
(available from YouTube at http://www.youtube.com/watch?v=MxEauRq1WxQ)
Richard Nixon, Signing Ceremony for the 26th Amendment, July 5, 1971.
http://nixon.archives.gov/themuseum/exhibits/2010/resources/26AmendShort201
0.m4v
4 “Lucy Burns Photograph.” 2010. The History Channel website. Nov 28 2010,
11:36 http://www.history.com/videos/lucy-burns-photograph.
5 Diagnostic Assessment The following questions are designed to help me determine your previous knowledge of some of the concepts we will be learning in the course of this unit. You will not be graded on your answers; therefore, please answer each question based on what you know (or think you do) and do not guess. If you do not know the answer to a question, just leave it blank!  1. In order to vote in the United States, a voter must __________________________. (circle the answer below that best completes the statement): a. Be 21 years old. b. Be able to read English. c. Be registered to vote. d. All of the above. 2. Which of the following statements is true (circle your answer): a. Students must vote wherever their parents live. b. Convicted felons may not vote in federal elections. c. States may set their own rules governing the time and manner of voting for federal elections. d. None of the above. 6 3. a. b. c. d. 4. a. b. c. d. 5. ___d_ ___a__ ___b__ ___c__ Citizens may vote at a designated polling place ______________________. (circle the answer below that best completes the statement): Assigned according to where they live. Assigned according to where they registered for selective service. Assigned according to where they attended school. Assigned by the political party to which they belong. A voter who will not be in his or her state of residence on Election Day may vote by (circle all that apply): Submitting an absentee ballot. Voting elsewhere by showing proof of residence at the polling place so that the vote can be accredited to his or her state of residence. If he or she lives in a state that permits early voting, casting an early vote. Submitting a notarized letter to the Board of Elections designating a proxy voter to cast his or her ballot on Election Day. For each of the following amendments to the United States Constitution, write the letter of the description that best fits the amendment in the space beside the amendment. Fifteenth Amendment a. Lowered the minimum voting age. Twenty‐sixth Amendment b. Gave women the right to vote. Nineteenth Amendment c. Eliminated federal poll taxes. Twenty‐fourth Amendment d. Prohibited restricting the right to vote based on race, color or previous condition of servitude. 7 Syllabus Voting Rights and Responsibilities Students are expected to complete all assignments before the beginning of the class for which they are assigned unless otherwise directed. Day One: Introduction to Unit Day Two: Black Voting Rights Readings: “Early Limits on Voting Rights,” Understanding American Government, p. 193 “Blacks and the Right to Vote,” Understanding American Government, pp. 193‐195 Research/Writing: In your journal, define terms 1‐4 as set forth in Section I of the Black Voting Rights and the Voting Rights Act Study Guide. Day Three: The Voting Rights Act Readings: “The Voting Rights Act and Redistricting,” Understanding American Government, pp. 195‐197 Lowenstein, “The Voting Rights Act of 1965,” The New American Democracy, 2nd ed. Boston: Addison Wesley Longman, Inc. (2001), p.165. Research/Writing: In your journal, define terms 1‐4 as set forth in Section III of the Black Voting Rights and the Voting Rights Act Study Guide. (Possible extension: you also may wish to introduce the students to The Redistricting Game at http://www.redistrictinggame.org and have them complete Mission 4: The Voting Rights Act.) Day Four: Women’s Suffrage Readings: “Women and the Right to Vote,” Understanding American Government, pp. 197‐198 Day Five: The Youth Vote Readings: “Young People and the Right to Vote,” Understanding American Government, p. 199 8 Research/Writing: Day Six: Readings: Day Seven: Research/Writing: Day Eight: Readings: Research/Writing: Day Nine: Readings: Days Ten­ Twelve: Research/Writing: “Great American Documents: The Twenty‐sixth Amendment,” Civics: Responsibilities and Citizenship. Glencoe: MacMillan/McGraw Hill (1992) Complete the Nixon Memorandum Study Guide. Voting Rights for Felons “Felons and the Right to Vote,” Understanding American Government, p. 199 “Should Felons Be Allowed to Vote? Pros and Cons by Category,” http://felonvoting.procon.org/ Voting Rights for Felons (cont’d) Prepare for class debate on restoring voting rights to felons. Voter Turnout History and Trends “Electoral Reform and New Threats to Voting,” Understanding American Government, pp. 199‐200 “Political Activism in the Nineteenth Century,” Understanding American Government, pp. 200‐201 “Progressive Reforms,” Understanding American Government, pp. 201‐202 “Who Votes?” Understanding American Government, pp. 202‐ 204 For next class, conduct survey of at least 5 eligible voters regarding voting behavior in last general election. Is Low Voter Turnout a Problem? “Is Low Turnout a Problem?,” The New American Democracy, pp. 183‐185 (to be read in class) Voter Turnout in DC Collection and analyze data regarding voter turnout in last DC general election; prepare summary of findings and recommendations for solutions to potential barriers to voting. (Work to be done primarily in class; homework as necessary for timely completion of assignment.) 9 Timeline: Voting Rights in the United States 1789
10 Study Guide: Black Voting Rights and the Voting Rights Act
“Blacks and the Right to Vote” (pp. 194-195 in Understanding American
Government)
I. In your journals, please define the following terms using your own words
(definitions are provided below in parentheses; may wish to remove these
before providing to students and have students research the definitions on
their own):
1.
Reconstruction: (The period after the Civil War and lasting until 1877
when black rights were secured by a northern military presence in the South and by
close monitoring of southern politics.)
2.
Literacy tests: (Tests used at polls ostensibly to confirm that voters
could read and write but actually used to deny the right to vote to blacks in the
South.)
3.
Grandfather clause: (A clause exempting from various voter eligibility
requirements those whose grandfathers had the right to vote before 1867.)
4.
Poll tax: (A tax imposed on voters as a requirement for voting. Used
in the South to prevent blacks from voting.)
II. Consider the questions below and record your answers in your journals.
a) What are some examples of requirements for voter eligibility imposed by states
prior to the Civil War? (Property ownership and membership in an established or
approved religion (i.e., not Judaism or Roman Catholicism)). What are some
reasons why the states might have imposed such requirements?
(Property ownership – belief that property owners had established a legitimate
interest in the community affairs, deserved a voice in public matters because they
paid taxes, and had sufficient resources to protect their independent-mindedness
and not manipulated by wealthier class.)
b) Why did Republicans withdraw their protection of voting rights for southern
blacks after 1876? (Northern public and political leaders lost interest or were tired
of the struggle; compromise reached over 1876 presidential election in which
southern Democrats agreed to support Hayes if northern troops would be
withdrawn from South and federal government would not interfere with southern
states’ handling of race matters.) What parallels can be drawn between that
situation and the current situation facing the United States in Iraq? (Public and
political support for war is waning as electorate loses interest in cause of
“democratizing” Iraq; Obama elected in part based upon pledge to withdraw U.S.
troops.)
11 III. In your journals, please define the following terms using your own words
(definitions are provided below in parentheses; may wish to remove these
before providing to students and have students research the definitions on
their own):
1.
White primary: (Primary elections in the South in which non-white voters
were prohibited from voting; invalidated by Supreme Court in 1944.)
2.
Voting Rights Act (VRA): (Made it illegal to interfere with anyone’s right
to vote; abolished literacy tests, sent voter registrars into counties where less than
50% of the voting age population was registered.)
3.
Gerrymandering: (Drawing voting district lines so as to minimize
representation of a particular sector of the voting population (usually a racial
minority).)
4.
Majority-minority district: (A congressional district whose boundaries
are drawn so that a minority group represents the majority of the voting age
population within the district.)
IV.
Consider the following question and record your answer in your
journal.
Given post-1994 election results, do you think racial gerrymandering should be
permitted? Why or why not? (Possible answers: Yes, because it permitted black
candidates to be voted into office so that southern blacks could have a voice in
Congress. No, because it creates districts with absurd boundaries and thus makes
efficient governance difficult.)
12 Nixon Memorandum Study Guide
This study guide is meant to be used in conjunction with students’ reading of
President Nixon’s memorandum to Bob Haldeman regarding youth voter
registration initiatives following the adoption of the 26th Amendment. The
memorandum can be accessed through the Nixon Library Archives at:
http://www.nixonlibrary.gov/virtuallibrary/documents/donated/072372_nixon.pd
f. 1.
Why did Nixon believe that non-college, blue collar and ethnic
youth might be more likely to support Republicans? What might these
groups have in common that would lead him to believe that?
2.
Why did Nixon want to make any effort to register youth voters
when it was expected that, at best, the youth vote would split 50-50
between Democrats and Republicans?
3.
At the end of the memo, Nixon maintains that the Republicans
should point out that they are concentrating on registering “all youth.”
Was this the case?
4.
Who did Nixon claim the McGovern supporters were trying to
register? Can you draw any parallels between the distinction Nixon
makes in his memo and the distinctions being made by some politicians
and pundits today? Explain.
13 Daily Instruction
DAY ONE – Introduction to Voting Rights and Responsibilities Unit
Objective: This lesson will introduce the unit on voting rights and responsibilities
and determine what students already know about suffrage in the United States.
Students will examine the concept of voting as a civic responsibility and explain
the importance of voter participation to the proper functioning of representational
democracy.
1.
Open class by writing the following question on the board:
“Is voting a right or a responsibility in the United States?” Ask students to
consider how they would respond to this question, and why.
2.
Once students have had a chance to reflect on the question, open the
question up for class discussion by asking students to share their thoughts.
Record students’ answers on the board. Follow-up questions may include:
•
•
•
•
What do we mean when we say that the United States is a
representational democracy?
Why is voting important in a representational democracy?
Is it more important for certain groups to vote than others? Why or
why not?
Are there groups that should not be given the right to vote? Why or
why not?
Write each question on the board as it is introduced; record students’
responses on the board as they discuss each question.
2.
Explain to students that in this unit, the class will be studying voting rights
and responsibilities in the United States. The unit will begin with an examination
of the expansion of voting rights from the time of the Constitution to the present
day, with an emphasis on the social and political factors leading to each
extension of rights and the impact of each extension on voting behavior. As the
unit progresses, the class will look at current debates over the voting rights of
felons, and at voter turnout trends and obstacles. The unit will culminate in a
group project in which eight groups of four students each will present their
findings about voter turnout in one of each of the eight wards of the District of
Columbia, as well as the group’s recommendations for improving voter turnout in
that ward. The groups’ findings and recommendations will be shared with the DC
Board of Elections.
3.
Next, tell the class that they will be taking a diagnostic assessment
(assessment is included among handouts, above) to help determine their
previous knowledge of some of the concepts that will be covered in the course of
the unit. The assessment consists of five multiple-choice questions and will not
14 be considered for grading purposes. Students should make an effort to answer
each question, but if a student does not know the answer to a question, the
student should not guess but instead should simply not answer the question.
4.
At this point, students should remove everything from their desks other
than a pencil or pen and the diagnostic assessment should be distributed.
5.
Once students have finished the diagnostic assessment, the assessments
should be collected for review by the teacher before the next class.
6.
After the assessments have been collected, distribute the unit syllabus
and the Black Voting Rights Study Guide. Explain that the syllabus provides an
overview of the material to be covered each day and the homework assigned for
the next class.
• Note that homework assignments will occasionally require students to
access information on the Internet. Explain that arrangements can be
made to accommodate students who do not have access to the Internet at
home. Ask any student needing such accommodation to notify the
teacher as soon as possible so that necessary arrangements can be
made.
• Call student attention to the reading assignment for the next day (i.e., to
read pp. 193-195 in Understanding American Government (UAG) (If
another textbook is used in a particular jurisdiction, any reading covering
the history of the extension of voting rights to African Americans in the
United States may be substituted.)
7.
Further explain that over the course of the unit, the teacher will periodically
distribute study guides with questions and exercises that are intended to help
students focus on and assimilate key concepts in the reading and to prepare
them for the class discussion and activities in the next class. Accordingly, each
student will be expected to complete the exercises as directed and to come to
the next class prepared to discuss the study questions. Before dismissing class,
read through the study guide instructions with students to confirm their
understanding of what is required for the next class period (i.e., written definitions
in the students’ own words of the terms listed in Sec. I, items 1-4).
15 DAY TWO – Black Voting Rights
Objective: In this lesson, the class will examine the history of black voting rights
in the United States from Reconstruction until the Voting Rights Act of 1965.
After this lesson, students will be able to describe the social and political forces
that led to changes in black suffrage during that period.
1.
This class is based on the readings set forth on UAG pages 193-195, and
in particular on the section entitled, “Blacks and the Right to Vote” on pages 194195.
2.
Opening Question: “Article II, sec. 4 of the Constitution gives states the
power to regulate voting rights for all voters within their state. Based on your
study of the Constitution earlier this year, was that delegation of authority
appropriate given the country’s circumstances in 1789? Why or why not?”
(Write this question on the board and have students record their answers in their
class journals.)
3.
After students have finished writing their responses, project the wording of
Article II, sec. 4 on the board (“The times, places and manner of holding elections
for senators and representatives shall be prescribed in each state by the
legislature thereof.”)
4.
Ask students to share their explanations of why states were given the
authority to regulate voting rights when the concept of representative government
was so important to the founding fathers. Record responses on the board as the
class discusses them.
5.
Next, begin a class review of the reading material.
•
•
•
Confirm the students’ understanding of the Reconstruction period, and
explain key aspects of this period as necessary.
Ask the students to describe ways in which black votes were legally
suppressed in the South.
Review the ways in which Congress and the Supreme Court outlawed the
“legal” barriers to black voting over time.
 Supplement the reading by providing the names of the Supreme
Court cases and describing the holdings of each.
 Have students delineate milestone years in the evolution of black
suffrage on the timeline provided at the back of their syllabus.
6.
Once the material has been reviewed as a class, have students pair up to
work on the Black Voting Rights Study Guide. The partners should peer review
each other’s definitions of the terms set forth in Section I of the Study Guide,
16 suggesting revisions as appropriate, and work together to answer the questions
in Section II of the Guide.
7.
Close class by directing student attention to the syllabus, and the
homework assignment for the next class (i.e., readings on the Voting Rights Act;
define the terms set forth in Section III of the Study Guide).
17 DAY THREE – Voting Rights Act of 1965
Objective: In this lesson, the class will examine the Voting Rights Act of 1965.
After this lesson, students will be able to describe the factors that led to the
passage of the Act and the impact of the Act on voting rights today.
1.
This class is based on the readings, “The Voting Rights Act and
Redistricting,” pages 195-197 in UAG, and “The Voting Rights Act of 1965,” p.
165 in The New American Democracy.
2.
Open class by playing a video clip of Lyndon Johnson’s March 15, 1965
speech before Congress concerning the Voting Rights Act (available on YouTube
at http://www.youtube.com/watch?v=MxEauRq1WxQ). (5 mins.)
•
•
•
3.
Ask students to imagine that they are the members of Congress
being addressed by Johnson. What reactions do they have to the
speech?
Ask students why they think Johnson stated, “There is no Negro
problem. There is no Southern problem. There is no Northern
problem. There is only an American problem.”
Further ask students what reasons Johnson might have had for
invoking Viet Nam in his speech.
Begin class discussion of readings on the Voting Rights Act.
•
•
•
•
Ask students to identify the major provisions of the original Act
(abolished use of literacy tests, sent federal voter registrars to
under-registered areas, required federal approval of changes in
election procedures unless state could demonstrate 10 year record
of non-discrimination) and its later expansions (covers more states
and minorities, requires bilingual ballots in counties where 5% or
more of population does not speak English).
Explain the meaning and origins of the term “gerrymandering.”
Ask students to explain the effect of creating majority-minority
districts had on the partisan composition of some southern states
(Redistricting of black voters to create new majority black districts
left former districts with a Republican majority.)
Have students add the Voting Rights Act to their timelines.
4.
Once the reading assignment material has been reviewed as a class,
have students pair up to finish work on the Black Voting Rights and the Voting
Rights Act Study Guide. The partners should peer review each other’s
definitions of the terms set forth in Section III of the Study Guide, suggesting
18 revisions as appropriate, and work together to develop an answer to the question
in Section IV of the Guide. Explain to students that their journals will be collected
at the end of class. Students who have not completed the Study Guide by the
end of class may finish their responses as homework and turn them in at the
beginning of the next class.
7.
Close class by directing student attention to the syllabus, and the
homework assignment for the next class (i.e., read pp. 197-198 in UAG).
8.
Collect journals as students exit class.
(Possible extension: you may wish to introduce the students to The Redistricting
Game at http://www.redistrictinggame.org and have them complete Mission 4:
The Voting Rights Act.)
19 DAY FOUR – Women’s Suffrage
Objective: In this lesson, the class will examine the history of women’s suffrage
in the United States. After this lesson, students will be able to explain the
significance of the contributions of four leaders of the suffragist movement.
1.
This class is based on the readings, “Women and the Right to Vote,”
pages 197-198 in UAG, and pages 166-167 from Fiorina and Peterson, “A Brief
History of Franchise in the United States,” The New American Democracy, 2nd
ed., Boston: Addison Wesley Longman, Inc. (2001). 2.
As students enter classroom, project the image of a session from the
National Women’s Suffrage Association in 1880 (from the History Channel’s
“Suffrage and the Women Behind It” slideshow).
3.
Return student journals and collect Black Voting Rights and the Voting
Rights Ace Study Guide responses from those who completed their responses as
homework.
4.
Write the following question on the board: “Why did it take until 1920 for
women to be granted suffrage in the United States?” Ask students to share
some of the reasons discussed in the UAG reading and record their responses
on the board.
• Follow up by asking students why they think Western states were more
open to granting women suffrage rights.
• Point out to students that one factor that garnered support for women’s
suffrage was women’s contributions during WWI.
5.
Direct students’ attention to the last paragraph in the UAG reading, which
mentions the National Women’s Party’s picketing of the White House in 1917.
Play the History Channel’s video clip about Lucy Burns’ hunger strike for
students to further illustrate what happened to the picketers. (2 mins.)
• Probe student reactions to the video. Why do students think the warden
felt justified in torturing Ms. Burns?
• Is the right to vote important enough to submit to torture in order to get it?
6.
List the following women’s suffrage leaders on the board: Elizabeth Cady
Stanton, Susan B. Anthony, Alice Paul, Carrie Chapman Catt. Each student
should select one leader about whom to learn more. Using laptops to access
such resources as The National Women’s History Project (www.nwhp.org) and
the Susan B. Anthony Center for Women’s Leadership
(http://www.rochester.edu/SBA), students will spend the remainder of the class
researching these leaders and recording their findings in their journals.
20 •
•
•
Students should research and record such basic biographical
information as the leader’s dates of birth and death, marital status
and career (if any).
Students also should describe the leader’s contribution to the
suffragist cause and the significance of that contribution (i.e., why
are these women still honored today).
Based on what they have learned about their leader, ask students
to describe what they think their leader would be involved in or
passionate about were they alive today.
Students who do not complete this exercise in class may finish their research as
homework.
7.
Close class by having students add the 19th Amendment to their voting
rights timeline.
21 DAY FIVE: Youth Voting Rights
Objective: This lesson will explore the 26th Amendment. After this lesson,
students will be able to describe the social and political factors that led to the
adoption of the amendment.
1.
This class is based on “Young People and the Right to Vote,” page 199 of
UAG.
2.
Opening question (write on board and have students record responses in
their journals): “The 26th Amendment, granting 18 year olds the right to vote, was
the fastest passing constitutional amendment. Why do you think it was ratified so
quickly?”
3.
Once students have recorded their responses in their journals, ask for a
volunteer to read the passage, “Young People and the Right to Vote” on page
199 of UAG, to the class and have students discuss the following.
•
•
•
If some states already granted suffrage rights to 19 year olds, why
was there such a strong push to expand voting rights to 18 year
olds? What was significant about that one year’s difference?
(Rising public turmoil over Viet Nam War; 18 year olds subject to
draft.)
Does anything about the arguments in favor of expanding voting
rights to 18 year olds remind the class of Johnson’s speech to
Congress in favor of the Voting Rights Act of 1965. (Argument that
young people who are old enough to die for their country are old
enough to vote echoes Johnson’s invocation of the service of black
soldiers in the Viet Nam War as support for granting suffrage rights
to blacks.)
Why was the fact that young people were better educated than in
the past deemed significant for passage of the amendment if
education and even literacy is not a requirement for voting?
(Continuing concern over educated electorate; deemed important
for voter independence.)
4.
Play video clip of Nixon signing the 26th Amendment
(http://nixon.archives.gov/themuseum/exhibits/2010/resources/26AmendShort20
10.m4v) (approximately 2 minutes).
5.
Have students add the 26th Amendment to their timeline.
6.
Next, distribute handout of private memorandum from Nixon describing his
plans to direct his 1972 campaign efforts to new voters who were not enrolled in
college rather than those who were.
22 7.
Have students group in pairs to review memorandum and attached study
guide. Each student pair should reflect on the strategy outlined by Nixon and
note answers to the following questions from the study guide in their journals:
•
•
•
•
Why did Nixon believe that non-college, blue collar and ethnic
youth might be more likely to support Republicans? What might
these groups have in common that would lead him to believe that?
Why did Nixon want to make any effort to register youth voters
when it was expected that, at best, the youth vote would split 50-50
between Democrats and Republicans?
At the end of the memo, Nixon maintains that the Republicans
should point out that they are concentrating on registering “all
youth.” Was this the case? Why or why not?
Who did Nixon claim the McGovern supporters were trying to
register? Can you draw any parallels between the distinction
Nixon makes in his memo and the distinctions being made by
some politicians and pundits today? Explain.
8.
If time permits, have students regroup as a class to share and discuss
their answers to the study questions.
9.
Remind students of the opening question and ask for their thoughts. Tell
students that the amendment was proposed in March of 1971 and ratified just
three months later, in July of 1971. Explain that the main reason it was ratified
so quickly was because there was a presidential election to be held the following
year, and the states were racing against the clock to finalize the amendment with
sufficient time for them to change their ballots and voter registration materials in
advance of the election.
10.
Close class by directing students’ attention to the syllabus and the
assignment for the next class (i.e., Felons and the Right to Vote,” UAG, page
199, and “Should Felons Be Allowed to Vote?,” http://felonvoting.procon.org/.)
Remind students to see the teacher if they do not have Internet access outside of
school and anticipate difficulty accessing the second article.
23 DAY SIX: Voting Rights for Felons
Objective: In this lesson, students will examine voting rights for felons in the
United States. After this lesson, students will be able to explain the arguments
for and against restoring felons’ franchise rights.
1.
This lesson is based upon “Felons and the Right to Vote,” UAG, page 199,
and the material posted at http://felonvoting.procon.org/.
2.
Opening question (write question on board; have students write their
responses in their journals): “How do you think other countries would view the
United States’ current approach to voting rights for felons? Explain.”
3.
After students have finished writing their responses to the opening
question, distribute copies of the article “McDonnell Outpacing Democrats in
Restoring Va. Felons’ Voting Rights.” Briefly summarize the article, and tell the
class that they will be assuming the role of Virginia legislators faced with the
issue of whether to vote to amend the Virginia constitution to automatically
restore felons’ voting rights.
In preparation, tell the class that Prof. Elizabeth Hull groups the
arguments in favor of disenfranchising felons into three categories:
 Pragmatic arguments (disenfranchisement as deterrent or
retribution);
 Principled arguments (disenfranchisement as consistent with notion
of community’s to define its identity); and
 Philosophical (disenfranchisement as reflection of civic
republicanism or stemming from social contract).
Students will be similarly grouped (those promoting or opposing
pragmatic, principled or philosophical arguments in favor of
restoring felons voting rights)
•
•
4.
Next, divide students into the six groups described above.
•
•
•
•
Each group should have at least three students.
Within each group, one student will act as the scribe (recording the
group’s arguments), and one student will act as the group’s
spokesperson (presenting the group’s arguments to the class). The
other students will assist with the research and development of the
group’s arguments.
The students may divide the spokesperson’s duties amongst
themselves if they wish to have more than one person responsible
for addressing the class.
Students should cite the sources of any information they use in
support of their arguments.
24 5.
Allow students to spend the rest of the class developing their arguments in
support of their group’s position. Explain that the groups should come to class
the next day prepared to debate their position.
25 DAY SEVEN: Voting Rights for Felons (continued)
Objective: In this lesson, students will continue examining state approaches to
voting rights for felons and explain the arguments for and against extending the
franchise to felons.
1.
Before students arrive, divide the desks into two large groups that face
each other. Within each group, further separate the desks into three groups.
Place a sign on each group of desks identifying the group to sit there (e.g.,
pragmatists in favor of enfranchisement, philosophers against enfranchisement,
etc.)
2.
On the board, draw a graphic organizer with two columns labeled
“Arguments For Enfranchisement” and “Arguments Against Enfranchisement.”
3.
As students arrive, have them sit at the desks assigned to their group.
Tell students that they will have five minutes to review their arguments and
prepare for the debate.
4.
After five minutes have passed, tell the students that the debate is to
begin. Review the format of a debate with the class, and remind students that:
•
•
•
They are to argue only their group’s position;
To save any rebuttal until their opponents have finished their
arguments; and
Arguments should be informative and not personal.
5.
Recruit a volunteer to keep track of the arguments presented using the
organizer on the board.
6.
Begin the debate by calling on the pragmatists in favor of enfranchisement
to present their arguments, followed by the pragmatists who oppose it. Allow
each side one opportunity to rebut their opponents’ arguments after their
opponents have finished. Explain that additional time for rebuttal will be granted
if time permits once each group has had a chance to present its arguments.
7.
Once each group has presented its arguments and rebutted its opponents,
summarize as a class the arguments reflected on the board. Then, have the
students resume their roles as individual Virginia legislators and vote as to
whether, based on the arguments presented, they would favor amending the
Virginia constitution. Have the student who recorded the arguments on the board
tally the votes and report the outcome.
8.
Close class by reminding students that they should read UAG pp. 199-204
for class tomorrow. (Assure students that pp. 199 and 204 are only partial
pages, and that sections indicated are short.)
26 DAY EIGHT: Voter Turnout
Objective: In this lesson, students will examine American voter turnout relative to
that in other countries, and explore various explanations for American turnout
levels.
1.
This lesson is based on “Why Turnout Is Low,” UAG, pp. 204-207.
(Readings assigned as homework were selected to provide background for
today’s activity but will not be directly assessed.)
2.
As students enter the classroom, have projected on the board a graph
depicting voter turnout in selected states in 2004 and 2008 (Fig. 1 on p. 203 of
UAG).
3.
Opening activity: Have students examine the graph described above. As
a class, brainstorm factors that could account for the disparity (or lack thereof) in
turnout among the states depicted, as well as for the difference in turnout within
individual states in the two years depicted. Note student ideas on the board.
4.
Explain to students that turnout among American voters is typically well
below that in most other countries. Project on the board the table depicting
average turnout in foreign democracies (New American Democracy at 171).
•
•
Solicit student opinions as to what might account for this disparity
Explain how the US Bureau of the Census calculates turnout and
how that approach lowers American turnout relative to other
countries
 Illustrate with examples of how US officials treat frivolous votes
and French tradition of casting ballots disparaging all candidates
5.
Inform students that they will now read about various explanations for why
American turnout is low. Direct students to read “Why Turnout Is Low” on pp.
204-207 of UAG.
•
•
Students should take notes in their journal as they read regarding the
eight general explanations for low turnout in the United States, including
examples of each.
Students may work with a partner if they wish.
6.
Direct student attention once more to the graph depicting voter turnout in
selected states in 2004 and 2008 (Fig. 1 on p. 203 of UAG). Looking once more
at the states and years depicted, does anything in the reading suggest additional
possible explanations for the turnout reflected in the graph?
7.
As homework, have students interview at least five persons who were
eligible to vote in the November 2010 general election as to whether or not they
voted in that election and why. Students should record the interview responses
27 in their journals, and report their results during the next class period. Tell
students that the journals will be collected for review at the end of that class.
•
Review criteria for voter eligibility in DC:
 Citizen of US, 18 by date of election
 Residing in DC for at least 30 consecutive days immediately
before the election
 Not currently imprisoned for a felony conviction
 Not declared legally incompetent by a court
 Doesn’t claim a voting residence outside of DC
•
Students should not indicate subject’s name, but should note subject’s:
 Age
 Gender
 Race
 Level of education
 Approximate class of income (e.g., lower, middle or upper class)
•
In addition, students should note:
 If the subject did not vote in the election, the reason(s) for not
voting
 If the subject did vote in the election, whether there is/are any
particular factor(s) or circumstance(s) that would have
prevented them from voting
•
Students should not interview a subject who has been interviewed by
another student for this survey
28 DAY NINE: Is Low Voter Turnout a Problem?
Objective: In this lesson, students will explore arguments as to why low voter
turnout in the United States is or is not a problem.
1.
This lesson is based on “Is Low Voter Turnout a Problem?” New American
Democracy, pp. 183-185.
2.
Project on the board the graph reflecting group differences in turnout in
the 1996 election (Figure 6.7 in New American Democracy, p. 182).
3.
Open class by directing students’ attention to graph described above and
ask them to share their survey results with the class. Remind students not to
reveal the identities of their subjects.
•
•
Are the students’ survey results consistent with the data reflected in
the graph? How so or how not?
Were the students surprised by any of their results?
4.
Explain to students that they will be exploring arguments as to why low
voter turnout is or is not a problem. Have students turn to “Is Low Voter Turnout
a Problem?” in New American Democracy, pp. 183-185.
5.
Instruct students to partner with another student for this exercise. One
student will be responsible for arguments in support of the proposition that low
turnout is a problem, and the other student will be responsible for arguments in
support of the proposition that low turnout is not a problem.
•
•
Students should read the portion of the article relevant to their position
and take notes in their journal on the main points presented in support of
that position.
Once each partner has finished reading and taking notes on his or her
position, the partners will take turns presenting their position to each other.
The students should critique each other’s arguments and decide whether
they agree or disagree with the conclusions of the authors.
6.
Reconvene the class as a whole group and ask the students which
arguments they found particularly compelling. Did anything in the article change
the opinions they had at the beginning of class?
7.
Before dismissing class, collect students’ journals for review.
29 DAYS TEN-TWELVE: Voter Turnout in DC (summative assessment)
Objective: This three-day lesson is designed to stimulate student learning about
factors affecting voter turnout, as well as sources of information about voting
districts and local rules governing voter registration and voting. Students will
quantitatively and qualitatively analyze voter turnout data from the DC Board of
Elections and Ethics (“BOEE”) for the last general election and will use such data
to identify potential barriers to voter turnout in various wards and will recommend
possible solutions to overcome such barriers. At the end of this lesson, students
will be able to retrieve and interpret voting and demographic data from public and
private sources, identify obstacles to voter turnout, and explain ways in which
such obstacles may be removed.
Inquiry Question: Why do some voters not exercise their right to vote? Does it
matter if there is a low voter turnout within a particular area? What can be done
to increase voter participation?
Materials Needed:
Operation Increase the Turnout handout
Descriptions of special commissioner roles (Ward Pollster, Ward Demographer,
Ward Registrar, Ward Precinct Mapper)
Rubric
Exemplar
Laptops/PCs for Internet research
Eight slips of paper, each with a different DC voting ward written on it
Acknowledgment: This assessment has been adapted from an activity
proposed in Isaac, Katherine. Civics for Democracy: A Journey for Teachers and
Students. Washington, DC: Essential Books: 1992.
Procedures for implementation:
Day One:
1.
Explain to the class that for the next three days, they each will assume the
role of a commissioner appointed by the mayor to study the problem of low voter
turnout in the city and to recommend potential solutions to increase turnout.
2.
Each student will be assigned to a “special commission” tasked with
analyzing data and making recommendations specific to one of the city’s eight
wards. Within each special commission, one student will serve as the Ward
Precinct Mapper, one will serve as the Ward Registrar, one will serve as the
Ward Demographer and one will serve as the Ward Pollster. Each commission
will receive a packet of information describing their assignment and the
responsibilities of each commissioner.
30 •
•
•
The teacher will determine the members of each commission,
adjusting the composition of the commission as necessary given
class size and as desirable taking such factors as student abilities
into account.
Within each commission, students may choose which role to
assume, provided that each commission has a Ward Precinct
Mapper, Registrar, Demographer and Pollster.
The ward each commission will work on will be assigned randomly
as follows:
o A representative from each group shall randomly select a
slip of paper from a container. Each slip of paper shall have
the name of a DC voting ward on it (e.g., “Ward 8”). The
ward identified on the slip of paper shall be the ward that the
group shall focus its research and analysis on for purposes
of this activity.
3.
At this point, the teacher should assign each student to a special
commission and instruct the commissioners to move their desks together in order
to start work.
4.
Once the special commissions have assembled, distribute a packet to
each commission comprised of three copies of the “Operation Increase the
Turnout” memorandum (one for each commissioner), and one copy of the job
description for each commissioner (i.e., the Ward Precinct Mapper, Registrar and
Pollster). The packet shall also include a rubric indicating the various points on
which the student’s performance will be graded.
5.
As a class, review the “Operation Increase the Turnout” memorandum,
each of the job descriptions, and the rubric. Check student understanding of
their assigned tasks and of all special vocabulary used in the documents, (e.g.,
“precinct,” “poll,” etc.)
6.
Explain that some of the analysis, such as assessing the availability of
public transportation to get to a polling place, will require the commissioners to
access data about metro train stations and metro bus routes and stops. This is
especially critical for the Ward Precinct Mappers, but may be useful for all of the
commissioners in identifying potential barriers to voting and recommending
possible solutions.
• Project the WMATA web site on the board and, using the Precinct 1 as an
example, model how students may use the trip planner feature to identify
metro and bus options convenient to a particular address.
7.
At this point, the special commissions should be ready to begin work. The
students shall negotiate among themselves as to who will assume each role, and
then begin work on their assigned tasks.
31 •
•
Students shall collect the data from the District of Columbia Board
of Elections and Ethics (www.dcboee.org) and NeighborhoodInfo
DC (www.neighborhoodinfodc.org). Other reliable sources may be
used as approved by the teacher.
One class period shall be devoted to data collection. If a
commissioner has not collected all of his or her required data by the
end of class, the research shall be completed as a homework
assignment.
Day Two:
1.
At the start of class, survey the class as a whole regarding any questions
they may have or difficulties they may have encountered in collecting their
assigned data. Encourage students to share their experiences with the class so
that the students may learn from and possibly assist one another.
2.
Inform the class that at this point, the commissioners should have
completed their collection of all required data, whether in class during the last
class period or overnight as homework. Explain that today, the commissioners
will review their collected data and share their findings with the other
commissioners on their special commission.
3.
Further explain that the special commission will then work collaboratively
to analyze the data presented and try to make inferences from it as to why voter
turnout might be low in that ward and what types of approach might be effective
at increasing turnout. After discussing such inferences and suggested
approaches, the special commission will formulate at least three
recommendations to the mayor regarding how to increase voter turnout within the
commission’s assigned ward.
4.
Check to make sure the students understand what they will be doing
today within their special commissions. Once all questions have been
addressed, direct students to reassemble in their special commissions to
continue working.
5.
Shortly before the end of class, have the students reconvene as a whole
class to report on their progress. Remind students that they are to begin
presenting their findings and recommendations in the next class period, and
encourage any students who are not yet ready to present to complete any
remaining preparations for their presentation as homework.
32 Day Three:
1.
At the start of class, survey the class once again, this time regarding any
questions they may have or difficulties they may have encountered in preparing
their data for presentation.
2.
After addressing all issues that are raised, permit students to reconvene
for several minutes in their special commission groupings for any last minute
preparations for their presentations.
3.
Next, assume the role of the mayor and begin calling on the special
commissions to present their findings and recommendations to you and to the
rest of the commissioners.
•
•
•
Each special commission shall have five minutes to present their
findings and recommendations.
The presentation shall include such information as the data
collected regarding voter registration and turnout and voter
demographics within the group’s assigned ward, the sources used
by the group to collect data, any anomalies identified by the group,
possible barriers to voting identified by the group, and
recommendations proposed by the group to increase voter
registration and turnout within the assigned ward.
Remind students that each special commission must submit a
copy of its findings and recommendations to the teacher, attaching
a copy of the results of the commissioners’ individual data
collection and analysis.
4.
After each group has made its presentation, the class will discuss
reactions to the groups’ findings and presentations, including any unexpected
findings, proposed solutions that could be applied in other wards, and ways
individual members of the class may encourage voter registration and
participation in their own neighborhoods.
5.
The groups will have an opportunity to make any final revisions to their
findings and recommendations after the class discussion before submitting them
to the teacher. The teacher will send a copy of each group’s findings and
recommendations to the DC Board of Elections and Ethics for their consideration. 33