This 12-minute video is useful for any lesson that introduces students to the Watergate scandal, and any lesson focused on the constitutional and political challenges that complicate the regulation of campaign contributions. After clarifying the connection between the Watergate break-in and subsequent campaign finance scandal, the video documents how campaign finance regulations created in the wake of Watergate would eventually be manipulated by donors seeking to convert money into political influence. The video helps students make the connection between the history of Watergate and current controversies surrounding campaign finance, and to see how, after decades of attempted reforms, the United States is once again experiencing the same unregulated flow of campaign cash that helped give rise to the issues in the 1970s.

This seven-minute video and accompanying lesson plan looks at how throughout the 1960’s and 70’s the second wave feminism movement worked to address gender inequality across the United States. While the movement had several important victories, the Equal Rights Amendment was not passed. Was the second wave feminist movement a success nonetheless?

Webinar from the Association of Wisconsin School Administrators (AWSA), July 2023, outlining considerations for district administrators to consider regarding the teaching of potentially contentious topics. AWSA is joined by Bob Butler, the WASB Associate Executive Director, Attorney Malina Piontek, and Joe Donovan from Donovan Group.

The process of redistricting, or redrawing congressional and state legislative boundaries, often becomes politicized. Drawing district lines to create partisan advantages and disadvantages is a tactic known as gerrymandering. Examine interactive resources to explore how changing district lines can affect the balance of partisan power, and evaluate criteria for drawing district lines.

This lesson features the history of political polling in the United States going back to the 19th century and the development and use of polling since then.

The presidential veto is a powerful tool, but just how powerful it is depends on political context, timing, and party alignment. We'll pull back the curtain on the origin of the veto, how it works, and discuss moments when vetoes have had a real impact on our history. And yes, we'll even find out what the deal is with that pen.

This lesson is set up like a Structured Academic Controversy (SAC). Students will explore both sides of the argument over whether to keep or abolish the Electoral College then write a response with what they believe is the best way to elect the president.

Voting in America is not always straightforward, nor is its impact always clear. In this episode, we give you the basic tools to vote on Election Day, including tips for avoiding the roadblocks.

And for those of you on the fence about exercising that enfranchisement, a word to the wise: your vote matters.

Anthony’s speech helps students understand the Constitution as a living document. She uses a variety of techniques of legal reasoning and interpretation to challenge other, exclusionary uses of the document. She bases an argument for change on an interpretation of a founding document.
Reconstruction is a challenging era for students to understand. Anthony’s speech captures the complexities of the Reconstruction Amendments and how they opened new avenues for disenfranchised groups to assert their rights. It also explores the interrelationship of the women’s suffragists with other movements. Anthony highlights the cultural, social, and political aspects of women’s struggle for equal rights. The speech does not simply assert women’s right to vote, but also more broadly addresses the subordinate position of women within the home and in other areas of public policy.

According to many scholars, modern liberal democracy has advanced in waves. But liberal democracy has also had its setbacks. Some argue that it is in trouble in the world today, and that the young millennial generation is losing faith in it.

Statue of Chief Justice John Marshall outside the West entrance of the Philadelphia Museum of Art.Photo caption
Statue of Chief Justice John Marshall outside the West entrance of the Philadelphia Museum of Art.

Flickr Creative Commons

"It is emphatically the province and duty of the judicial department to say what the law is."

—Chief Justice John Marshall, in Marbury v. Madison, 1803

Who was the most influential American of the founding era of the United States: George Washington, due to his military and political achievements? Thomas Jefferson, for the Declaration of Independence and the acquisition of the Louisiana Purchase? James Madison, for his "writing" of the Constitution and subsequent service in the House of Representatives, as Secretary of State, and President? Or might it be John Marshall, who served as Chief Justice of the U.S. Supreme Court for 34 years, longer than any other Chief Justice, and whose ground-breaking decisions still affect the lives of every American?

This lesson is designed to help students understand Marshall's strategy in issuing his decision, the significance of the concept of judicial review, and the lasting significance of this watershed case.
What is the proper role of the Supreme Court regarding laws passed by Congress and state legislatures?
How has the establishment of judicial review shaped the power of the Supreme Court in U.S. history?
To what extent does the Supreme Court establish laws?
Explain the role and responsibilities of the Supreme Court with regard to interpreting the U.S. Constitution.
Analyze the competing perspectives that resulted in the Marbury v. Madison case.
Evaluate the lasting significance of Marbury v. Madison and judicial review.
Evaluate the nature of how a system of checks and balances has functioned and changed over time.

This lesson supports young people as they design, create, and implement their own voter preregistration campaigns. Students will consider some reflection questions, learn more about voting as they consider what to include in their campaigns, study examples of past voter registration campaigns, and apply what they’ve learned to create campaigns that engage current and future voters to participate in the democratic process. First, help students reflect on the role of voting in the democratic process, using questions that connect to their prior knowledge about voting. Then, through the series of worksheets that follow, have students learn relevant vocabulary, analyze challenges voters face today, examine past successful voting campaigns, and create their new campaigns. After students launch their campaigns, consider creating a way for the class to track their success as a group.

Students will investigate where candidates stand on student debt and social security. Then, they determine which candidate they will endorse for president.

After wearing black armbands to school in protest of the Vietnam War, three students -- two of them siblings -- were suspended by the Des Moines Independent Community School District for disrupting learning. The parents of the children sued the school for violating the children's right to free speech. The landmark Supreme Court Case Tinker v. Des Moines determined it was a First Amendment violation for public schools to punish students for expressing themselves in certain circumstances. This lesson uses expert analysis, perspectives from the Tinkers, oral arguments, and archival video to explore the case and the legacy of the ruling.

Today Dr. Martin Luther King Jr. is publicly revered across the nation, a symbol of civil and human rights worthy of a memorial holiday. Federal and state legislatures have agreed to honor this man. But that agreement took awhile. The final state to acquiesce, New Hampshire, resisted the holiday until 1999. The story of that resistance reveals a public sentiment about King and the Black Freedom Struggle that is far from the reverence of today. This is the story of how a man becomes a national symbol, and the fight to make that so.

Fear of factionalism and political parties was deeply rooted in Anglo-American political culture before the American Revolution. Leaders such as George Washington and Thomas Jefferson hoped their new government, founded on the Constitution, would be motivated instead by a common intent, a unity. Though dominant, these sentiments were not held by all Americans. A delegate to the Massachusetts ratifying convention, for example, asserted that “competition of interest…between those persons who are in and those who are out office, will ever form one important check to the abuse of power in our representatives.” (Quoted in Hofstader, p. 36) Hamilton argued from a slightly different perspective in Federalist #70: “In the legislature, promptitude of decision is oftener an evil than a benefit. The differences of opinion, and the jarrings of parties in that department of the government, though they may sometimes obstruct salutary plans, yet often promote deliberation and circumspection, and serve to check excesses in the majority.”
What were the key positions of the parties?
How important to the parties' positions were their basic attitudes toward constitutional interpretation?
Which positions of either party resonate in the politics of today?
Summarize the key positions of the Federalists and Democratic-Republicans.
Evaluate the contributions of a political party system to the advancement of democracy in the U.S.

This six-minute video takes students “behind the stage” at political party conventions by interviewing the convention manager and speechwriting team who launched Barack Obama’s national political career by choosing him to make the keynote speech at the 2004 Democratic National Convention. Deconstructing how conventions function as a complex messaging operations involving the coordination of hundreds of speakers, the video provides students with insight into one of the most important moments in modern American politics, and would be useful in any sequence of lessons focused on the election of presidents or modern campaigning methods.

This 12-minute video and lesson plan explore the September 11 terrorist attacks, which occurred 20 years ago, before any of today’s K-12 students were born. How can we examine the events of that day and the aftermath as historians would? This activity asks students to examine primary sources, pose questions for investigation and gather additional narratives from this time period.

This and lesson plan and accompanying video enables students to examine the experiences of Muslims and Arab Americans following the terrorist attacks of 9/11. Students will investigate an example of prosecution of Arab immigrants living in Detroit, Michigan. Students will choose from among other primary source materials to describe particular experiences and generalize about the broader experiences of Muslims and Arab Americans.