Format
1. The program begins with a discussion of the importance of voting and an interactive activity to illustrate how the right to vote has changed over time.
2. Students then learn about the different things a person can vote for and take part in voting for a mock referendum.
3. Next, students take on the role of members of a legislative body and debate whether or not a bill should become a law.
4. 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 Social Studies Frameworks
HIST 3.2 Compare life in specific historical time periods to life today.
HIST 3.4 Explain connections among historical contexts and people’s perspectives at the time.
HIST 4.1 Explain connections among historical contexts and people’s perspectives at the time.
HIST 5.5 Explain connections among historical contexts and people’s perspectives at the time.
CIV 3.1 Distinguish the responsibilities and powers of government officials at various levels and branches of government and in different times and places.
CIV 3.2 Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.
CIV 3.3 Explain how groups of people make rules to create responsibilities and protect freedoms.
CIV 3.4 Identify core civic virtues and democratic principles that guide government, society, and communities.
CIV 3.6 Explain how rules and laws change society and how people change rules and laws.
CIV 5.1 Explain how groups of people make rules to create responsibilities and protect freedoms.
CIV 5.2 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
CIV 5.3 Identify core civic virtues and democratic principles that guide government, society, and communities.
CIV 5.4 Explain how policies are developed to address public problems.