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. Remix made to make it easier to understand.
Students will learn about The Water Walker, Josephine Mandamin, and discuss and research topics related to the protection of our water sources. Students will then take their research and consider how advancements in technology over the past 50 years (specifically transportation and and business (shipping, manufacturing) have impacted the local water supplies.This lesson was created through a partnership between CodeVA and the Virginia Tribal Education Consortium (VTEC).
After explaining the Declaration of Independence to students, this is an extension activity for students to complete using the actual Declaration. Students will look through the copy of the document (with phrases highlighted) for answers to a set of questions about the contents, issues, and people involved with the Declaration of Independence. I also include a typed version of the Declaration of Independence for students that have trouble finding/reading cursive print so that they can still look through and see the exact contents of the document. This helps them to analyze this document as more than just a piece of historic paper or a history lesson, but see the thoughts, issues, and clarity this document presents in starting our country.
This learning experience explores one of the tenets and demonstrations of citizenship by exploring the legacy of voting in the United States, including who was allowed to vote, and who was not, as well as actions for students to take when they recognize unfairness.
Students will compare and contrast four petitions (primary sources) in favor of woman suffrage to identify reasons why women wanted the right to vote.
This is a class discussion. Students will need to read the paper beforehand. Once students have read the paper and picked partners, the class will need to create two circles, one inner circle that is made of four chairs or desks, then an outer circle that is made with all the other chairs or desks. Three students will need to sit in the inner circle and the rest of the class sitting in the outer circle. The three students will begin to discuss whatever they want about the paper. Students that are sitting on the outer circle may join the inner circle at any time to contribute to the conversation, however there has to be an open seat so one student will have to leave. This process will continue till everyone has contributed to the conversation. Students that are on the outside circle will be responsible to keep track of what their partner says. This way students can not check out during the activity.