Students will be debating on election issues and looking at the Republican stance vs. the Democratic stance. Students will then vote on which side the stand on for each issue. Remix made to make it easier to understand.

This is as a study game to help students better identify and internalize definitions and explanations of key political parties, concepts, and people from the late 18th and early 19th centuries in the United States.

This article gives a summary of how the media plays a role in elections and in policymaking. In particular it looks at the basics and the functions of the media, media effects and bias, and how the media covers on political campaigns and the government.

This article gives a summary of how the media plays a role in elections and in policymaking. In particular it looks at the basics and the functions of the media, media effects and bias, and how the media covers on political campaigns and the government. Remix made to make it easier to understand.

Students will complete an IDM (Inquiry Design Model) Lesson to guide them through the social and political discrimination, segregation, and violence against African Americans during the “Jim Crow Era.” They will evaluate the effectiveness of the Reconstruction Amendments based on three supporting questions that help guide them to constructing and providing evidence for a final argument that addresses the compelling question.

The students will see the reasons why the Constitution of the United States was written by examining the Preamble of the Constitution. The graphic organizer will help the students see the purposes of the United States government as stated in the Preamble.

This activity is designed to be a review of the key principles (themes) of the US Constitution and should be done after an examination of the US Constitution.  It includes brief fictional scenarios describing government policies/actions where students are supposed to identify which principles are illustrated in the scenario.  It may be initially used as an exit ticket after a direct instruction lesson on Constitutional principles; but debriefing the scenarios should be a group or whole class discussion where students explain their answers to each item.

For a quarter century, the federal government provided funding for cities large and small to raze "blighted" or "slum" neighborhoods. Though improved housing opportunities was the ostensible goal, over time, cities used federal funds to stimulate commercial and industrial redevelopment. Through these programs, cities displaced hundreds of thousands of families from their homes and neighborhoods. Renewing Inequality visualizes those displacements and urban renewal more generally.

Students will view a whole group video about responsibility and we will discuss being responsible with various things such as information, technology, and classroom items (the sensory items) We will also discuss taking turns and sharing, etc. Students will then be split into 5 groups and rotate through various sensory items. These items include a calm down corner, stretchy fidget strings, pop it squeeze balls, multi colored quiet fidget toys, and slow rising squishy balls. Throughout these rotations, the teacher will remind students of the responsible behaviors expected.   

A worksheet activity companion to themint.org's virtual spending challenge and what kind of spender are you quiz.

The purpose of this lesson is to help students understand the U.S. foreign policy toward the Soviet Union during the Cold War. It focuses on spying and includes the Rosenbergs, Alger Hiss, and U-2 Pilot Francis Gary Powers.  Students will analyze primary and secondary sources while working in groups and individually.   

Students will examine the life of Crispus Attucks and/or James Lafayette. They will explore how both men were able to fight for their freedom as enslaved, or formerly enslaved people. Students will analyze primary and secondary sources to learn more about the life and journey of  both of these men, as well as their impact on historical events.

This three-day lesson is intended to guide students through the difficult history topic of lynching through the Billie Holliday song “Strange Fruit.”

Using a self-paced lesson, the students will be able to compare the three branches of government and explain how each branch depends on the other to provide governance to the United States. Remix made to make it easier to understand.

Using a self-paced lesson, the students will be able to compare the three branches of government and explain how each branch depends on the other to provide governance to the United States. Remix made to make it easier to understand.

Using a self-paced lesson, the students will be able to compare the three branches of government and explain how each branch depends on the other to provide governance to the United States. Remix made to make it easier to understand.

Students learn about Virginia major population centers during three different historical periods. They will practice using grids and cardinal directions to locate places, analyze change over time, and discuss topics such as the census (source of data), distribution of resources in the state, and implications of changes in population for political representation at various levels of
government.

This is a description of voting on a national level. It will Identify ways the U.S. government has promoted voter rights and registration. It will also analyze the factors that typically affect a voter’s decision.

This is part of a series of lessons commissioned by the Democracy Project at the University of Virginia centered around the podcast Democracy in Danger.Democracy in Danger  lessons share some basic characteristics.   In each of these inquiries, the explicit or implicit question is, “What should we do about .. “ because that is an essential question we must ask of all of our citizens.   Additionally,  Democracy in Danger lessons  will lead students through a problem analysis characterized by the 4A approach (assses the problem, analyze the causes and effects of the problem, address  potential solutions to the problem, act on a potential solution.   We hope to make this type of problem analysis process a routine that young people can transfer to any new challenge that we face in our democracy and that it will pave the way for healthy deliberation with their fellow students, to collaboratively act together, and to forge healthy civic friendships that will strengthen our democracy. 

This is a description of voting on a national level. It will Identify ways the U.S. government has promoted voter rights and registration. It will also analyze the factors that typically affect a voter’s decision.
*Remixed to include questions (and answer key) to reinforce students' understanding of the text.