Format
1. The program begins with an introductory discussion of the significance of voting.
2. Students participate in an interactive activity to illustrate how the right to vote has changed over time.
3. Students then briefly review the different things a person can vote for in their different communities.
4. Students then hold their own election as they vote in a mock referendum. This includes watching a historic video about the voting process.
5. Next, students take on the role of members of a legislative body and debate whether or not a bill should become a law. They hold a vote as the legislature to determine if the bill should pass.
6. The program concludes with a review of the topics covered and time for questions and answers.
Objectives
Students will be able to:
1. Describe how the question of who has been allowed to vote has changed over time.
2. Differentiate between the types of voting done by private citizens and by government officials.
3. Explain the importance of voting to a democratic society.
Standards Alignment
National Standards
CCSS.ELA-LITERACY.3.RI.10 -- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.3.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.3.SL.2 -- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.3.SL.3 -- Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
CCSS.ELA-LITERACY.4.RI.10 -- By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.4.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.4.SL.2 -- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.4.SL.3 -- Identify the reasons and evidence a speaker provides to support particular points.
CCSS.ELA-LITERACY.5.RI.10 -- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.5.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.5.SL.2 -- Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.5.SL.3 -- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
State Standards
Connecticut Elementary Social Studies Standards
3.His.3.a Generate questions about individuals and groups who represented communities committed to change in Connecticut.
3.Civ.1.a Identify the responsibilities and powers of government officials at the state and local level.
3.Civ.2.a Explain how democracy relies on the responsible participation of individuals and groups within school, local, and state communities.
3.Civ.6.a Describe how people benefit from and face challenges working together in various settings to address problems.
3.Civ.12.a Explain how people influence rules and laws in Connecticut and how rules and laws influence people.
3.Civ.13.a Describe how Connecticut laws address public needs and concerns.
4.Civ.6.a Describe ways in which people throughout United States regions benefit from and are challenged by working through government and voluntary organizations to address issues related to United States founding ideals.
4.Civ.12.a Explain how people have worked and are working to change laws related to communities, inclusive of religion, ethnicity, and gender, within and across United States regions.
4.Civ.14.a Illustrate historical and contemporary examples of individuals and groups effecting change in a region.
5.Civ.4.b Explain how rules were established at the end of the American Revolution by identifying laws that promoted and limited personal liberties.
5.Civ.10.b Identify the contributing factors that underlie multiple and varied points of view about school, community, and civic issues.
5.Civ.14.a Illustrate how individuals and groups in the Revolutionary Era and today have and can effect change.