This feature outlines the context of The Seneca Falls Convention of 1848 which produced the "Declaration of Sentiments," a CCSS exemplar for grades 11 CCR. This document made a bold argument, modeled on the language and logic of the Declaration of Independence that American women should be given civil and political rights equal to those of American men, including the right to vote.

Americans elect a president through the state-by-state mechanism of the Electoral College rather than direct nationwide popular vote. Today, all but two states award all of their electoral votes to the statewide winner.

This collection uses primary sources to explore Fannie Lou Hamer and the civil rights movement in rural Mississippi. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This collection uses primary sources to explore the Fifteenth Amendment. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.

Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.

In this collection, you will find film clips and learning resources designed to engage students with primary sources found in the film. These curriculum resources were written by Rodney Robinson, the 2019 National Teacher of the Year and a 20-year veteran of Richmond Public Schools. For a PDF version of the guide, with extension activities, visit vpm.org/monuments.

How the Monuments Came Down is a production of Field Studio, in association with VPM.

How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.

Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.

In this collection, you will find film clips and learning resources designed to engage students with primary sources found in the film. These curriculum resources were written by Rodney Robinson, the 2019 National Teacher of the Year and a 20-year veteran of Richmond Public Schools. For a PDF version of the guide, with extension activities, visit vpm.org/monuments.

How the Monuments Came Down is a production of Field Studio, in association with VPM.

Did changes in state constitutions tend to affect the voting population? In this lesson, students discuss the general trend in the first half of the 19th century to extend the right to vote to more white males.

The rivalry between the Federalists and Republicans in the early days of the American Republic was bitter. What were the key positions of the parties? How important to the parties' positions were their basic attitudes toward constitutional interpretation (Federalists, broad interpretation / Democratic-Republicans, strict interpretation)? Which positions of either party resonate in the politics of today?

The goal of this video lesson is to teach students about new and exciting ways of holding an election that they may not be aware of. Students will learn three different methods of voting: plurality, instant runoff, and the Borda count. They will be led through a voting experiment in which they will see the weakness of plurality when there are three or more candidates. This lesson will show that not every voting system is perfect, and that each has its strengths and weaknesses. It will also promote thought, discussion, and understanding of the various methods of voting.

Even though this is a book on Texas Government, there are chapters on Federalism (Division of Powers between Federal and State Government) and Political Participation (Voting, Elections, Public Opinion, The Media, Political Parties, Interest Groups) that are aligned with Virginia's Standards.

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.

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 research archival material to examine nineteenth and early twentieth century arguments for and against women's suffrage.

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.

This lesson focuses on women who are too often overlooked when teaching about the "foremothers" of the movements for suffrage and women's equality in U.S. history. Grounded in the critical inquiry question "Who's missing?" and in the interest of bringing more perspectives to who the suffrage movement included, this resource will help to ensure that students learn about some of the lesser-known activists who, like Elizabeth Cady Stanton and Susan B. Anthony, participated in the formative years of the Women's Rights Movement.

Students will compare and contrast four petitions in favor of woman suffrage to identify reasons why women wanted the right to vote.

Students will compare and contrast four petitions (primary sources) in favor of woman suffrage to identify reasons why women wanted the right to vote.

Students analyze archival cartoons, posters, magazine humor, newspaper articles and poems that reflect the deeply entrenched attitudes and beliefs the early crusaders for women's rights had to overcome.