Use the following NewsHour Classroom resources to examine King’s impact on civil rights and his ongoing legacy. Lessons include a deep dive anayisis of the “I have a dream” speech and the impact of Dr, King’s work on current evens

Students define the rule of law and then role play to discover what life would be without it. Analysis between the rule of law and founding documents will illustrate the factors and how they affect daily life.

This unit provides an introduction to Student Voices, focusing on the question of why so few
young people vote and why there is a need for young people to learn more about the political
process, issues, and candidates.

Spanish Version
https://cdn.annenbergclassroom.org/wp-content/uploads/Campaign-Curriculum_Spanish.pdf

This brief lesson and collection of primary sources look at the arrest of Susan B. Anthony following her casting her ballot in the 1872 Presidential election in her hometown of Rochester, New York. Documents include U.S vs. Susan B. Anthony, Indictment for Illegal Voting; U.S. vs. Susan B. Anthony, Exhibit B, a transcript of the hearing including examination of witnesses by the defense and prosecution attorneys, and Susan B. Anthony s testimony in her own defense; and U.S. vs. Susan B. Anthony, Record of Conviction. It also offers extension activities and links to additional primary sources.

In this game, students will play a voting simulation where they learn the importance of getting to know the candidates, their qualifications, experience, and what they stand for. The students will also be able to identify the issues that are most important to them and then evaluate the candidates on their stance on these issues. Multiple information sources are used to inform students about elections and candidates to make this a realistic simulation.

Instructor Notes: Teachers can assign this content to their students in iCivics account and then Clicking the Assign button on this activity. Teachers will then have the option to add a Class into iCivics OR Sync a roster from Google Classroom. This will allow teachers to see student's responses.

This simulation game also comes with teaching materials and an extension pack which allows additional teaching and learning opportunities beyond the game.

Students explore and articulate what they value, then examine how the value-based liberties and principles enshrined in the Declaration of Independence were moved into legal protections through the Bill of Rights. Using select current events, students learn how, and how well, our rights work to defend our wealth and wellbeing and to curb government abuse of power

Salem, Massachusetts in 1691 was the home of a Puritan community with a strict moral code. In addition to the difficulties of farming in a harsh climate with rough terrain, Salem faced economic and political unrest. In this community, a group of girls accused an Indian slave named Tituba of witchcraft. Tituba confessed under pressure from court officials, and her confession ignited a hunt for witches that left 19 men and women hanged, one man pressed to death, and over 150 more people in prison awaiting a trial. In this lesson, students will explore the characteristics of the Puritan community in Salem, learn about the Salem Witchcraft Trials, and try to understand how and why this event occurred.
What was life like in Puritan New England?
What were the causes and effects of the Salem Witch Trials?
To what extent do the historic records show that the accused were innocent until proven guilty?
Describe cultural practices of the majority in Puritan New England.
Create a timeline of the events of the Salem Witch Trials.
Analyze multiple interpretations of the Salem Witch Trials.
Construct a position on whether the trials were justified.

Use this PBS NewsHour lesson plan to help students understand the significance of Veterans Day and the meaning of sacrifice. Students will identify important veterans in their lives, examine an interactive timeline of military history and study issues facing veterans today

A growing city needs a new water source. The easiest and cheapest source is a river on federal land in a national park. Should the city be allowed to dam the river and use the water for its citizens? Or, should the valley remain protected for the use and enjoyment of all Americans?

In this online program, students assume the role of members of Congress. They hear testimony from both sides, weigh conflicting points of view and make a decision.

How will you vote?

This Webquest has students learn what a county is and explore the function, purpose, and services offered from their county's government.

Instructor Notes: Teachers can assign this content to their students in iCivics account and then Clicking the Assign button on this activity. Teachers will then have the option to add a Class into iCivics OR Sync a roster from Google Classroom. This will allow teachers to see student's responses. There are also Downloadable Resources available to support this learning activity.

The House and the Senate have mostly the same powers: they both propose and vote on bills that may become law. So why does the House have 435 members, and the Senate have 100? Why does legislation have to pass through both sides, and what kinds of power do each have individually? And finally: what role do you, as a voter, play in ensuring that Congress, and your Congressional delegation, is working in your best interests?

This episode features the opinions of former staffers from both chambers, Andrew Wilson and Justin LeBlanc, former member of the CA assembly, Cheryl Cook-Kallio, CNN political analyst, Bakari Sellers, and the inimitable political science professor from Farleigh Dickinson, Dan Cassino.

This webquest has students find out who represents them in federal , state and local levels of government and how they can contact them as an active, informed citizen.

Instructor Notes: Teachers can assign this content to their students in iCivics account and then Clicking the Assign button on this activity. Teachers will then have the option to add a Class into iCivics OR Sync a roster from Google Classroom. This will allow teachers to see student's responses. There are also Downloadable Resources available to support this learning activity.

We the People: The Citizen and the Constitution

This lesson introduces you to some of the basic ideas which were of great importance to the Founders. They used these ideas when they developed our government. You will learn why they thought we need a government in the first place. You will also learn how they believed governments should be created and what they ought to do.

Terms: Natural rights, Philosopher, Government, absolute power, state of nature, consent, social compact or social contract

The struggle to maintain rights to harvest and fish as defined through treaties with the US government is documented through six video stories from the Ojibwe/Anishinaabe/Chippewa tribes. In this collection, students will be able to explore answers to the question, "What motivates individuals or groups to work for change in society?"

The goal of this module is to provide resources and information about the history of women’s vote in the U.S. Looking at the women’s suffrage movement provides a framework for exploring the changing role of women in politics and society in the 19th and 20th centuries. The history of suffrage offers an opportunity to examine women’s roles at critical points in the nation’s history, and to think about the impact of women’s voting behavior on politics in our time.
Activities and discussion questions are designed to explore the changing role of women in society and in politics. The module includes ideas for developing lessons on women’s suffrage and integrating the issue of suffrage into lessons on US history and politics, and to consider the impact of full suffrage on politics and society today.

This unit from the Read.Inquire.Write project out of the University of Michigan examines an important geographical and socio-economic political question. Students investigate five unique sources to practice important disciplinary literacy skills within the context of a topic that has significant real world implications. The unit also features an authentic summative assessment task.

Read a review of standards alignment: https://docs.google.com/document/d/1TmEjnt7iYYDhYphhwyX_zcJT9cQST1tYG7ByOaPlVM8/edit#

Website Description:
(This lesson was formerly "Bill of Rights: You Mean I've Got Rights?") Students learn about the rights guaranteed by the Bill of Rights and other important constitutional amendments. First they consider what rights they believe are important, then they read and analyze the real text of each amendment. This lesson also helps students analyze the impact that the Bill of Rights has on their daily lives. Completing this lesson prepares students to play the game Do I Have a Right?
Got a 1:1 classroom? Download fillable PDF versions of this lesson's materials.

Student Learning Objectives:
Students will be able to…
*Describe the circumstances and debate that led to the Bill of Rights.
*Compare and contrast the positions of the Federalists and Anti-Federalists as to the Bill of Rights.
*Identify the rights granted by the Bill of Rights and key later amendments.
*Categorize rights in the Bill of Rights as individual freedoms, protection from government power, or rights of the accused.
*Predict what might happen if key rights were missing from the Constitution.