Program Guide: Is the Battle for VOTING RIGHTS Over?

Program Provider		Vanderbilt University Virtual School
Contact Information		Jan Zanetis jan.zanetis@vanderbilt.edu 110 21st Ave., Suite 850 Nashville, TN 37203 Phone: (615) 343-8848 Fax: (615) 343-1145
Program Title		Is the Battle for VOTING RIGHTS Over?
Target Audience		Education: Grade(s): 6, 7, 8, 9, 10, 11, 12
Primary Disciplines		Community Interests, Social Studies/History
Program Description		It took 81 years for African Americans, 132 years for women, and 183 years for 18 to 20 year-olds to gain the constitutional right to vote. The movement to abolish slavery paved the way for the women's rights movement in America. Concerned with the ideals of moral, social and political rights for all human beings, women began to organize for the first time and speak out against the injustices of their day. As abolitionists they first won the right to speak in public, and began to evolve a philosophy of their place in society and of their basic rights. For a quarter of a century the two movements, to free the slave and liberate the women, nourished and strengthened one another. Yet, from the late 1800s through the 1900s barriers to voting included literacy tests, whites-only primaries, and poll taxes. The fight for voting rights has overcome discrimination based on race, gender, age, geography and economic class. In every corner of the United States, constitutional voting rights have been enforced by laws, court decisions and even military force. Debates about punch card ballots and electronic voting, redistricting, the Electoral College and campaign financing continue to challenge the nation and force changes in the political system that drives America?s democratic republic. Is the battle for voting rights over?
Program Format		The videoconference will be a 20-25 minute presentation and may include visuals or audiovisuals to enhance the presentation. This will be followed by an interactive 10-15 minute question/answer session with students.
Objectives		Students will Read and compare the 15th Amendment (gave Black MEN the right to vote) and the 19th Amendment (allowing women the right to vote) Research historical struggles for voting rights. Analyze why the 15th and 19th amendments passed at each point in America's history Identify historical figures who helped lead others in the voting rights movement. Identify tactics used to prevent certain Americans from voting (late 1800s through the 1900s barriers to voting included literacy tests, whites-only primaries, and poll taxes) Explain the significance of the Voting Rights Act of 1965 Consider the effects of discrimination Develop a plan to involve young voters in the election process. *Explore future of voting rights
Vocabulary Words & Definitions		election, current events, president, disenfranchised electoral process literacy tests poll taxes voting barriers
Participant Preparation		Students should have SOME familiarity with this subject. Teacher should brainstorm with students before the videoconference and ask students to prepare some sample questions to ask presenter during the interactive question/answer session. Discuss: Why some people, including 18-30 year olds, might feel "disenfranchised," and not included in the electoral process?
Suggestions for Pre Program Activities		Ask students to research the following historical figures: Medgar Evers, Elizabeth Cady Stanton and Susan B. Anthony. Discuss with students about these people and their knowledge of voting rights. Discuss with students: 1) What role did each of these persons play in securing voting rights for those who were denied? 2) What were some of the restrictions that kept many Americans from voting? 3) What group of people was allowed to vote in the newly formed United States of America? 4) Why do you believe that these persons were given that right? 5) If you were alive during the struggle for voting rights, would you have considered the right to vote important?
Suggestions for Post Program Activities		Class Discussion as a reflection on Videoconference: 1)What reasons can you give for the decline of young voters at the polls? 2) What do you think of the campaign to attract young voters? 3) Would this effort encourage you to vote if you were an eligible, yet apathetic voter? 4) Why do you think many high schools are involved in the campaign to "get out the youth vote"? Do you agree or disagree with the reasoning? Explain. Students may create a timeline of the history of America and the struggles for voting rights as well as human rights struggles.
Supplemental Resources		Web Sites: 1) VOTING RIGHTS ACT of 1965 http://www.usdoj.gov/crt/voting/intro/intro_b.htm 2) Women's Suffrage http://www.pbs.org/onewoman/suffrage.html Computers with Internet Access Reference books and books on United States HIstory
National Standards to which this program aligns		National Council for the Social Studies X. Civic Ideals and Practices Students recognize the rights and responsibilities of citizens in identifying societal needs, setting directions for public policies and working to support both individual dignity and the common good. They learn by experience how to participate in community service and political activities and how to use the democratic process to influence public policy. Grades 6-8 Civics Standard 9- Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy. Benchmarks: Understands how certain values are fundamental to American public life; Knows that constitutional government is a fundamental principle of American democracy Civics Standard 20- Understands the roles of political parties, campaigns, elections, and associations and groups in American politics. Benchmarks: Understands the role of political parties; Knows the various kinds of elections; Understands the ways in which individuals can participate in political parties, campaigns, and elections Civics Standard 27- Understands how certain character traits enhance citizens' ability to fulfill personal and civic responsibilities. Benchmarks: Understands the importance for individuals and society of commonly held civic responsibilities such as paying taxes, being informed and attentive to public issues, monitoring political leaders and governmental agencies and taking appropriate action if their adherence to constitutional principles is lacking, deciding whether and how to vote, participating in civic groups, performing public service, serving as a juror, and serving in the armed forces; Understands the meaning of civic responsibilities as distinguished from personal responsibilities, and understands contemporary issues that involve civic responsibilities Civics Standard 28- Understands how participation in civic and political life can help citizens attain individual and public goals. Benchmarks: Understands how participation in civic and political life can help bring about the attainment of individual and public goals; Understands the importance of both political and social participation and what distinguishes one from the other and knows opportunities for both political and social participation in the local community; Understands how Americans can use the following means to monitor and influence politics and government at local, state, and national levels: joining political parties, interest groups, and other organizations that attempt to influence public policy and elections, voting, taking part in peaceful demonstrations, circulating and signing petitions; Understands why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy and communicating that knowledge to others is a form a political participation Civics Standard 29- Understands the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy. Benchmarks: Understands the functions of political leadership and why leadership is a vital necessity in a constitutional democracy; Knows personal qualities necessary for political leadership, and understands ethical dilemmas that might confront political leaders; Knows opportunities for political leadership in the student's own school, community, state, and the nation; and understands the importance of individuals working cooperatively with their elected leaders; Understands why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy and communicating that knowledge to others is an important form of participation, and understands the argument that constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry Language Arts Standard 7- Demonstrates competence in the general skills and strategies for reading a variety of informational texts. Benchmarks: Applies reading skills and strategies to a variety of informational texts; Knows the defining characteristics of a variety of informational texts; Summarizes and paraphrases complex, explicit hierarchic structures in informational texts; Uses new information to adjust and extend personal knowledge base; Identifies techniques used to convey viewpoint (e.g., word choice, language structure, context); Seeks peer help to understand information; Draws conclusions and makes inferences based on explicit and implicit information in texts; Differentiates between fact and opinion in informational texts Grades 9-12 Civics Standard 9- Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy. Benchmarks: Understands how the institutions of government reflect fundamental values and principles; Understands the significance of fundamental values and principles for the individual and society Civics Standard 20- Understands the roles of political parties, campaigns, elections, and associations and groups in American politics. Benchmarks: Knows the origins and development of the two party system in the United States, and understands the role of third parties; Understands how and why American political parties differ from ideological parties in other countries; Understands how political parties are involved in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders, and understands why political parties in the United States are weaker today than they have been at times in the past; Understands the significance of campaigns and elections in the American political system, and knows current criticisms of campaigns and proposals for their reform Civics Standard 27- Understands how certain character traits enhance citizens' ability to fulfill personal and civic responsibilities. Benchmarks: Understands the importance for individuals and society of fulfilling civic responsibilities such as assuming leadership when appropriate, registering to vote, and voting knowledgeably on candidates and issues; Understands whether and when moral obligations or constitutional principles require one to refuse to assume certain civic responsibilities Civics Standard 28- Understands how participation in civic and political life can help citizens attain individual and public goals. Benchmarks: Understands how individual participation in the political process relates to the realization of the fundamental values of American constitutional democracy; Knows the many ways citizens can participate in the political process at local, state, and national levels, and understands the usefulness of other forms of political participation in influencing public policy; Understands the importance of voting as a form of political participation Civics Standard 29- Understands the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy. Benchmark: Understands why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy, and communicating that knowledge to others are important forms of participation, and understands the argument that constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry
Cancellation Policy		The full fee will be charged to sites which cancel with less than 48 hours notice unless there is a school closing due to snow or weather emergencies.
Is video taping allowed?		No
Video Taping Notes		Videotaping is NOT allowed. Streaming Video is available for all Vanderbilt Virtual School Videoconferences.

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