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\n\n16\nItems in Unit\n\n
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\n\"Standing\n\n
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\nStanding Up for Democracy\n

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\n\nFor Students\n\n6th - 12th\n
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\nThe mission of the Standing Up for Democracy unit is to bring about “a more humane, just, and compassionate society rooted in democratic values.” These 16 lessons, built on a foundation of mutual respect, tolerance, and participation,...\n
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\n\n7\nItems in Unit\n\n
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\n\"The\n\n
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\nThe Reconstruction Era and The Fragility of Democracy\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nSeven lessons examine the Reconstruction Era that followed the United States Civil War. The series of detailed lessons provide background information on the era, teaching strategies, videos, and primary source materials.\n
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\n\n8\nItems in Topic\n\n
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\n\"What\n\n
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\nWhat Makes Democracy Work?\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nEight lessons make up a collection designed to help high schoolers make sense of an election year. Class members learn about voting rights, the importance of a free press, and civic participation. The focus is on the 2020 presidential...\n
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\n\n11\nItems in Unit\n\n
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\n\"Looking\n\n
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\nLesson Planet Curated\n
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\nLooking Back Reaching Forward: Exploring the Promise of Brown v. Board of Education in Contemporary Times\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nA six-lesson unit commemorates the historic Supreme Court decision Brown V. Board of Education. High schoolers discuss key elements of the decision and examine documents detailing the history of school desegregation and the conditions...\n
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\n\n16\nItems in Unit\n\n
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\n\"Museum\n\n
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\nMuseum of Tolerance: Teaching Tolerance\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nHow do you teach classes to recognize and confront intolerance? To recognize their preconceptions and commit to change? The materials in this collection, prepared by the Museum of Tolerance, are designed to achieve these goals. Whether...\n
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\n\"Defining\n\n
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\nFacing History and Ourselves\n
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\nDefining Democracy\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nFor democracies, it is both the best and the worst of times. As part of a study of the challenges facing democracies, young political scientists seek first to define democracy, and then to consider the relationship between democracy and...\n
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\nMuseum of Tolerance\n
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\nThe Pursuit of Democracy and Diversity: The Trial of Pro-Social Injustice in Historical Documents and Accounts\n

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\nClass members investigate The Indian Removal Act of 1830, U.S. Theft of Mexican Territory Timeline, and President Abraham Lincoln’s letter to Horace Greeley, 1862, and then conduct a mock trial of each of these documents to determine...\n
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\n\"And\n\n
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\nMuseum of Tolerance\n
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\nAnd Justice for All? Slavery Not Just in the Past\n

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\nSlavery in India, Sudan, and Mauritania? What about in the United States? Groups research modern slavery in these four countries, collecting factual evidence (What), determine their feelings about this evidence (So what),...\n
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\n\"Claudette\n\n
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\nClaudette Colvin: Twice Toward Justice\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nUse the historical account of Claudette Colvin to study civil rights and connect past injustices to modern issues. As learners read, they examine chapter titles, record quotes, and participate in discussion. Next, they research...\n
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\n\"Adult\n\n
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\nAdult Criminal Justice System\n

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\n\nFor Teachers\n\n12th\n
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\nTwelfth graders examine the procedures and protections involved in processing an accused person through the criminal justice system. They view a Powerpoint presentation, conduct research, and write a paper describing a crime they have...\n
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\n\"We\n\n
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\nWe the People: The Citizen and the Constitution\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nRobert Coles’ The Story of Ruby Bridges forms the basis of this powerful cross-curricular study of civic education and civic responsibility. Class members consider how the book presents authority, responsibility, justice, and privacy.....\n
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\n\"Defining\n\n
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\nForeign Policy Research Institute\n
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\nDefining Democracy and Freedom\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nThis is a simple but effective introduction to democracy. It requires the class to generate working definitions of key terms (provided) and to determine the degree of democracy in various geographic locations today. After they conduct...\n
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\nThe Path of Justice: Selma and the Voting Rights Act\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nThe civil rights movement: An ongoing battle for change. The activity focuses on President Johnson's speech in response to the massacre at the Selma March. Academics study the speech, complete a hands-on-activity, and discuss President...\n
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\n\"Selecting\n\n
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\nSelecting a Chief Justice For The United States Supreme Court: The Senate Confirmation Hearings of Judge John Roberts, Jr.\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents review the procedures for selecting a new Supreme Court Justice. In groups, they determine which questions the nominee should be asked and practice asking the questions with a classmate. They watch the confirmation hearings...\n
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\n\"Juvenile\n\n
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\nDeliberating in a Democracy\n
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\nJuvenile Justice\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nPupils compare and contrast the legal system as it pertains to juvenile and adult crime and punishment. Incorporating primary documents, legal decisions, and video evidence, individuals form an argument debating the treatment of...\n
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\nCurated OER\n
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\nWhat Can You Find in the Cabinet? \n

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\n\nFor Teachers\n\n8th - 11th\n
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\nLooking in the cabinet can be fascinating! Examine the various departments of the Executive Cabinet in this group research project, which jigsaws so each small group has a different department and presents to the class. Groups create...\n
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\n\"Elizabethan\n\n
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\nElizabethan Monarchy\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders explain the difference between democracy and monarchy. They see how the Queen Elizabeth and her Privy Council ran England. They explain the different terms involved in the Elizabethan government.\n
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\n\"Taking\n\n
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\nFacing History and Ourselves\n
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\nTaking Ownership of the Law\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe work of building and maintaining a democracy is, in the words of Justice William Hastie, \"never finished.\" To better understand what Hastie sees as an ongoing building process, class members listen to a seven-minute podcast about two...\n
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Lesson Plan
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\n\"Where\n\n
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\nJudicial Branch of California\n
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\nWhere We Fit In: The Judicial Branch\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nAn interesting resource addresses the role of youth in civic participation and community events. It also explains the role of the justice system in creating boundaries and how citizens play a part in the judicial process.  Pupils...\n
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Instructional Video13:43
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\nPresident Kennedy 1961 Inaugural Address\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nThe strong, direct words of President John F. Kennedy's inaugural address provided a philosophical turning point to 20th century American democracy. For 13 poignant minutes, the 35th president cautioned his fellow citizens...\n
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\n\"With\n\n
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\nWith Liberty and Justice for All\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers examine the role of Supreme Court justices. In this judicial branch lesson plan, students consider the civil rights and civil liberties as they investigate Minersville School District v. Gobitis (1940) and West Virginia...\n
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\n\"Government\n\n
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\nGovernment\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nPerfect for a Christian or private school setting, this lesson has learners use their Bible to help them identify the purpose of the government. They examine specific Bible verses then use them to define the government and the...\n
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Instructional Video18:00
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\n\"On\n\n
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\nOn This Day: Constitution Day\n

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\n\nFor Students\n\n7th - 12th\n
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\nConstitution Day celebrates the evolving principles that guide our nation from 1789 all the way to today. The resource celebrates Constitution Day with an overview of the principles and laws that guide the government. Scholars see events...\n
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\n\"Considering\n\n
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\nBrown University\n
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\nConsidering the Role of Values in Public Policy\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nStrong opinions come from deeply held values. Young citizens explore the values that are most important to them in a class discussion and activity. As they prioritize a list of values cards that include freedom,...\n
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