High school lesson plans
Each lesson fits one 45-minute class: students do the lesson on civicladder.org (or from the key ideas below), then you run the activity. Standards are from the national C3 Framework.
How Power Is Organized
Three levels, three branches, and who actually fixes what.
1.1 Three levels of government
Objective: Students can explain federalism using the 10th Amendment and argue which level of government should handle a given issue.
Key ideas
- The U.S. has three main levels of government: federal (the whole country), state, and local (cities, towns, counties, school districts).
- Local government touches your day the most: streets, parks, trash pickup, zoning, local police, and public schools.
- Most people only follow federal politics, but local officials are the easiest to reach and often decide the issues you notice first.
Vocabulary
| federalism | A system that divides power between a national government and state governments. |
| enumerated powers | Powers the Constitution specifically lists for the federal government, like coining money. |
| reserved powers | Powers kept by the states or the people because the Constitution doesn't give them to the federal government. |
| concurrent powers | Powers both the federal and state governments have, like taxing and borrowing money. |
Activity Β· 30 min
Who should decide?
- Read the 10th Amendment aloud. Restate it in your own words in one sentence.
- In pairs, take an issue card: street speed limits, school start times, airport security, driving age, recycling rules, or printing money.
- Decide which level handles it now. Find a clue in the Constitution, or write "check your state" if it varies.
- Argue whether that level should handle it. One partner argues to keep it there; the other argues to move it.
- Share one card with the class. Vote on which argument used the best evidence, not which side you agree with.
Read
10th Amendment
The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.
https://constitution.congress.gov/constitution/amendment-10/
Discuss
- Why might the framers have left most everyday powers to the states instead of the national government?
- What is one benefit and one drawback of letting each state set its own rules on an issue like the driving age?
Write
In a short paragraph, pick one issue and argue which level of government should handle it. Use the 10th Amendment or another piece of evidence.
1.2 Three branches and checks
Objective: Students can trace a check between branches and explain judicial review using Marbury v. Madison.
Key ideas
- The legislative branch writes laws and approves budgets. At the city level, that's usually the council.
- The executive branch carries out laws. That's the president, a governor, or a mayor or city manager.
- The judicial branch interprets laws and settles disputes through the courts.
Vocabulary
| separation of powers | Dividing government into branches so no single group makes, enforces, and judges the law. |
| checks and balances | Tools each branch can use to limit the others. |
| veto | An executive's rejection of a bill passed by the legislature. |
| override | A legislature passing a bill again over a veto, usually with a supermajority. |
| judicial review | A court's power to decide whether a law or government action conflicts with the constitution. |
Activity Β· 30 min
Checks and balances relay
- Split into three groups: legislature, executive, and courts.
- The legislature drafts a one-sentence city curfew rule for people under 18 and votes on it.
- The executive signs or vetoes it and writes one sentence explaining why.
- If vetoed, the legislature tries to override with a two-thirds vote. Real override rules vary, so check your state or city.
- If it becomes law, a student challenges it. The court group decides whether it conflicts with a constitutional right and explains why.
- Debrief: Which branch had the most power this round? How could another branch push back?
Read
Marbury v. Madison (1803)
"It is emphatically the province and duty of the judicial department to say what the law is." Chief Justice John Marshall, explaining why courts can refuse to apply a law that conflicts with the Constitution.
https://www.law.cornell.edu/supremecourt/text/5/137
Discuss
- Judicial review lets judges overrule elected lawmakers. What is the strongest argument for that power, and the strongest concern about it?
- Which check do you think is used most often in your state or city? How could you find out?
Write
In 4 to 6 sentences, trace how one branch could check another on a real kind of decision, like a budget or a new rule. Name the tool it uses.
1.3 Who fixes what? (sorting game)
Objective: Students can sort public services by level of government and justify each choice with the Constitution or an official source.
Key ideas
- Knowing the right level saves you weeks. Writing your senator about a pothole won't get it filled.
Vocabulary
| enumerated powers | Powers the Constitution lists for Congress, mostly in Article I, Section 8. |
| reserved powers | Powers that stay with the states or the people under the 10th Amendment. |
| jurisdiction | The official authority to handle a certain kind of matter or a certain place. |
| intergovernmental | Involving more than one level of government, like a road paid for with federal and state money. |
Activity Β· 30 min
Sort it and prove it
- In groups of three, take 12 cards: pothole, passport, driver's license, mail, trash, army, building permit, minimum wage, interstate highway, voter registration, school lunch, state parks.
- Sort each card into Local, State, Federal, or Shared.
- For each Federal card, find a matching clause in Article I, Section 8 if there is one; if not, name the federal agency. For State or Local cards, write "reserved" or "check your state."
- Swap sorts with another group and challenge any card you would place differently.
- Settle each dispute with evidence from the Constitution or an official government website, not by a vote.
- As a class, list the Shared cards and say which level handles which part.
| A pothole on your street | β Local | β State | β Federal |
| Getting a driver's license | β Local | β State | β Federal |
| Applying for a passport | β Local | β State | β Federal |
| Weekly trash pickup | β Local | β State | β Federal |
| Mail delivery | β Local | β State | β Federal |
| State park hours | β Local | β State | β Federal |
Read
Article I, Section 8 (Enumerated Powers)
"The Congress shall have Power ... To coin Money ... To establish Post Offices and post Roads; ... To raise and support Armies ..." These clauses are part of the list of powers the Constitution gives Congress.
https://constitution.congress.gov/browse/article-1/section-8/
Discuss
- Which card caused the most disagreement in your group, and what evidence settled it?
- Why might a job like running elections or schools be split across levels instead of handled by just one?
Write
Pick one Shared card. In 3 to 5 sentences, explain what each level does and which office you would contact first about a problem with it.
Your Local Government
Councils, school boards, and how a public meeting runs.
2.1 Who's who in your town
Objective: Students can compare mayor-council and council-manager systems and argue which better serves a community.
Key ideas
- Your city or town council (sometimes called a board of aldermen or town board) passes local laws and the budget.
- A mayor or a hired city manager runs departments like public works, parks, and police.
- School boards are usually separate elected bodies that set school policy and approve the district budget.
- Counties handle things like courts, social services, and county roads.
Vocabulary
| charter | A city's founding document that sets up its government and powers, like a local constitution. |
| mayor-council | A system where an elected mayor runs city departments and the council makes laws. |
| council-manager | A system where the elected council hires a professional manager to run daily operations. |
| special district | A local government with one job, like water, fire protection, or transit. |
| ordinance | A law passed by a city, town, or county. |
Activity Β· 30 min
Design your city hall
- Using the lesson, draw a quick chart of who answers to whom in each system.
- Split the class: half argues for mayor-council, half for council-manager.
- Each side writes its two strongest arguments, such as a clear elected leader voters can hold responsible, or a trained manager hired for expertise.
- Hold a 10-minute debate: opening, rebuttal, and closing, one minute each per side.
- Switch sides: each student states the other team's best point in their own words.
- Look up your own city's official website or charter to find out which system it uses.
Read
Census Bureau: Government Organization Summary Report, 2022 & 2025
The U.S. Census Bureau counted 90,837 local governments in 2022 and 91,438 in 2025. It says the increase came largely from more special district governments.
https://www.census.gov/library/publications/2026/econ/govtorg2225.html
Discuss
- Which system makes it easier for residents to know who to hold responsible? Which might help day-to-day services run more smoothly?
- Why might a state allow many separate special districts instead of putting everything under one city or county government?
Write
Write a short paragraph: Which form of local government would you choose for a new town, and why? Include one weakness of your choice.
2.2 Following the money: local budgets
Objective: Students can explain where public school money comes from and argue for a spending priority at a mock budget hearing.
Key ideas
- Every year your city, county, and school district adopt a budget. It decides which problems actually get fixed.
- Money comes in from property taxes, sales taxes, state aid, and fees, and goes out to services, staff, and repairs.
- The operating budget covers day-to-day costs. The capital budget covers big one-time projects like new roads or buildings.
- Budget hearings are open to the public. Asking for something before the budget is adopted works far better than after.
Vocabulary
| revenue | Money a government takes in, from taxes, fees, state or federal aid, and other sources. |
| appropriation | Money a legislature or council officially sets aside for a specific purpose. |
| operating budget | The part of a budget that pays for day-to-day costs like salaries and supplies. |
| capital budget | The part of a budget for big, long-lasting projects like buildings or roads. |
| trade-off | Giving up one thing to get another when resources are limited. |
Activity Β· 30 min
Mock budget hearing
- In groups, get a pretend $10 million city budget with five lines: police, parks, roads, library, and youth programs.
- The council needs $500,000 for emergency repairs. Decide what to cut, or what tax or fee to raise.
- Write a one-minute public comment defending your group's choice.
- A student panel acts as the council. It hears each comment and asks each group one question.
- The council votes and explains its decision using the comments it heard.
- Debrief: Who gained and who lost under the final budget?
Read
Census Bureau: public school finances, fiscal year 2024
In FY 2024, states provided 45.2% of public school system funding, local sources 43.2%, and the federal government 11.6%. Current spending per pupil was $17,619, not adjusted for inflation.
https://www.census.gov/newsroom/press-releases/2026/school-system-finances.html
Discuss
- Local sources pay a big share of school costs. What is one argument that this is fair, and one argument that it isn't?
- Why does speaking up before a budget is adopted work better than after?
Write
Write a 5 to 7 sentence public comment asking your school board or council to fund one priority. Say what you would cut or how it could be paid for.
2.3 How a public meeting works
Objective: Students can run a mock council meeting with an agenda, public comment, and motions, and explain why open meetings laws exist.
Key ideas
- Agendas are posted before the meeting. Read it to see what's being decided.
- Most councils and school boards set aside time for public comment. Check the rules for signing up and time limits.
- Decisions happen by motion: one member moves, another seconds, they discuss, then vote.
- Minutes record what happened and are public afterward.
Vocabulary
| agenda | The official list of items a public body will discuss or vote on, posted before the meeting. |
| quorum | The minimum number of members who must be present for a body to do official business. |
| motion | A formal proposal by a member for the body to take an action. |
| executive session | A closed part of a meeting, allowed only for reasons the law lists. |
| minutes | The official written record of what a body did at a meeting. |
Activity Β· 30 min
Mock council meeting
- Assign roles: a chair, four council members, a clerk, and residents. Residents sign up for public comment.
- The clerk posts a three-item agenda, for example a skate park location, longer library hours, and a new crosswalk.
- The chair calls the meeting to order, the clerk confirms a quorum, and each resident gets one minute for public comment.
- For each item, one member makes a motion, another seconds, members discuss, and they vote.
- The clerk writes short minutes: who moved, who seconded, and the vote count.
- Debrief: Did any public comment change a vote? What would have made it more persuasive?
Read
New York Open Meetings Law, Section 100 (one state's example)
"It is essential to the maintenance of a democratic society that the public business be performed in an open and public manner and that the citizens of this state be fully aware of and able to observe the performance of public officials ..." This is New York's law. Every state has its own, so check your state.
https://opengovernment.ny.gov/system/files/documents/2026/05/oml-text-052926_0.pdf
Discuss
- Why might the law allow closed sessions for lawsuits or personnel matters? What could go wrong if those exceptions were too broad?
- In your mock meeting, did following procedure make the decisions fairer, or just slower? Explain.
Write
In a short paragraph, explain how an open meetings law protects residents. Use one example from your mock meeting.
Making Your Voice Count
Contacting officials and speaking at public comment.
3.1 Contacting an official
Objective: Students can write a clear, respectful letter to the right official that uses evidence and makes one specific ask.
Key ideas
- Start with the official who represents where you live. Your vote is their job security.
- Lead with who you are and where you live, then make one clear, specific ask.
- A short personal story or local example is more convincing than a long argument.
- Be respectful and brief. Then follow up if you don't hear back.
Vocabulary
| constituent | A person who lives in the area an official represents. |
| petition | To ask the government to take action or fix a problem; also a signed request. |
| redress of grievances | Fixing a wrong or a complaint. The First Amendment protects the right to ask for it. |
| caseworker | A staff member in an official's office who helps residents with problems involving government agencies. |
Activity Β· 30 min
Letter to an official
- Pick a local or state issue the class cares about and decide which official has power over it.
- Look up that official on an official government website and note the best way to contact them.
- Draft a letter: who you are and your town or neighborhood (never your home address), the issue, one piece of evidence, one short story, and one specific ask.
- Trade drafts with a partner. Check: Can the official say yes or no to the ask? Is the tone respectful?
- Revise. Your teacher reviews every letter before anything is sent. Send it only with your teacher's OK, or keep it as practice.
Read
First Amendment: the Petition Clause
"Congress shall make no law ... abridging ... the right of the people ... to petition the Government for a redress of grievances." This clause protects your right to ask government to act.
https://constitution.congress.gov/constitution/amendment-1/
Discuss
- Is a personal letter from one constituent or a petition with 1,000 signatures more persuasive? Make the case for each.
- Why might an official respond differently to a constituent than to someone from another state?
Write
Write the opening and the ask of your letter in 4 to 5 sentences. Then explain in one sentence why you chose that official.
3.2 Speaking at public comment
Objective: Students can deliver a structured public comment and argue both sides of a local issue in a timed hearing.
Key ideas
- Sign up early. Many bodies limit comments to around two to three minutes.
- Structure it: your name and neighborhood, the issue, a fact or story, your specific ask, thank you.
- Bring a written version to hand in so your full point is on the record.
- Bring friends. A row of people who care is a message on its own.
Vocabulary
| public comment | Time in a public meeting when residents can speak to the officials. |
| testimony | A formal statement given to a committee or board, in person or in writing. |
| rebuttal | A response that answers the other side's argument. |
| stakeholder | A person or group affected by a decision. |
| grievance | A complaint about something seen as wrong or unfair. |
Activity Β· 30 min
Two-sided hearing
- Pick a local issue with real arguments on both sides, such as later school start times or a phone ban during class.
- Assign half the class to support and half to oppose, no matter what each student personally thinks.
- Each student writes a 60-second comment: name and neighborhood, the issue, one fact or story, one ask, and thank you.
- Hold the hearing with about four speakers per side. Alternate for and against, and have a timekeeper stop each one at 60 seconds.
- A student board sums up the strongest point from each side, then votes.
- Debrief: Which comments were most persuasive, and why?
Read
Declaration of Independence (1776)
"In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury."
https://www.archives.gov/founding-docs/declaration-transcript
Discuss
- Why did the Declaration's authors think it mattered that their petitions had been ignored?
- Did arguing a side you disagree with change how you see the issue? Why might officials value hearing both sides?
Write
Write a 60-second comment for the side you actually support. Then write one sentence that answers the other side's best point.
3.3 How a state bill becomes law
Objective: Students can move a bill through a mock legislature and explain where the public can influence the process.
Key ideas
- A legislator introduces a bill, and it's assigned to a committee.
- The committee may hold a hearing where the public can testify, then votes on whether to advance it. Most bills never make it out of committee.
- If it passes the full chamber, it goes through the same steps in the other chamber. Nebraska is the exception, with a single chamber.
- The governor signs it into law or vetoes it. The legislature can override a veto with a supermajority.
Vocabulary
| bill | A proposed law that a legislature considers. |
| committee | A small group of lawmakers that studies bills on one subject and decides which ones move forward. |
| hearing | A committee meeting where the public and experts can testify about a bill. |
| supermajority | A required vote larger than a simple majority, such as two-thirds. |
| line-item veto | A power many governors have to reject parts of a spending bill while signing the rest. |
Activity Β· 30 min
Mock legislature
- Split into two chambers, each with one committee. Choose a student bill, such as requiring a civics course to graduate.
- A sponsor introduces the bill. The first committee holds a five-minute hearing with testimony for and against.
- The committee may amend the bill, then votes to advance it or let it die.
- The full chamber debates and votes, then sends it to the second chamber, which repeats the steps.
- A student governor signs or vetoes it with a written reason. If vetoed, both chambers try a two-thirds override.
- Debrief: At which step did the public have the most influence?
Read
U.S. Constitution, Article I, Section 7
"Every Bill which shall have passed the House of Representatives and the Senate, shall, before it become a Law, be presented to the President of the United States; If he approve he shall sign it ..." Many state constitutions set up a similar path for the governor.
https://constitution.congress.gov/browse/article-1/section-7/
Discuss
- Most bills die in committee. Is that a useful filter, or does it give a few lawmakers too much power? Argue both sides.
- Why might a constitution require more than a simple majority to override a veto?
Write
Write a 4 to 6 sentence memo to a classmate explaining when and how they could testify on a state bill that matters to them.
Rights & Records
The First Amendment, public records, and documenting what you see.
4.1 Your First Amendment freedoms
Objective: Students can apply the Tinker standard to a school speech scenario and argue both sides of a close case.
Key ideas
- The First Amendment protects religion, speech, press, peaceful assembly, and petitioning the government.
- It limits what government can do. A private company or social platform is not bound by it in the same way.
- Petitioning, which includes writing letters and speaking at meetings, is itself a protected right.
Vocabulary
| symbolic speech | Expressing a message through actions or symbols, like an armband, instead of words. |
| substantial disruption | The Tinker test: schools may limit student speech that would seriously interfere with school. |
| viewpoint discrimination | Treating speech differently because of the opinion it expresses. |
| holding | The legal rule a court decides in a case. |
| precedent | An earlier court decision that guides how later, similar cases are decided. |
Activity Β· 30 min
Was it protected?
- Read the Tinker excerpt and the lesson. Underline the test the Court used.
- In pairs, take a scenario card: a T-shirt with a political slogan, a student walkout during class, a petition passed around at lunch, or a protest sign at a school game.
- One partner argues the speech is protected under Tinker; the other argues the school could limit it. Use the facts on the card.
- Switch roles and argue the other side for one minute.
- Share with the class. Name the facts that would change the answer.
Read
Tinker v. Des Moines Independent Community School District (1969)
"It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." The Supreme Court (7β2), protecting students' silent armband protest.
https://www.law.cornell.edu/supremecourt/text/393/503
Discuss
- Why did the Court treat silent armbands differently from conduct that disrupts class?
- Should students have the same speech rights at school that adults have on a public sidewalk? Give the strongest argument on each side.
Write
Pick one scenario. In a paragraph, apply the Tinker test and reach a conclusion. Name one fact that, if changed, would flip your answer.
4.2 Public records requests
Objective: Students can draft a public records request under the right law and explain how exemptions balance openness and privacy.
Key ideas
- The federal Freedom of Information Act (FOIA) covers federal agencies. Every state has its own public records law for state and local agencies, such as New York's FOIL.
- You usually don't need to say why you want the records.
- Be specific: the department, the topic, and a date range.
- Agencies have legal deadlines to respond. Fees may apply for copies.
Vocabulary
| FOIA | The Freedom of Information Act, the federal law for requesting records from federal agencies. |
| exemption | A reason the law allows an agency to withhold a record or part of it. |
| redaction | Blacking out protected information in a record before it is released. |
| appeal | Asking a higher authority to review a denied request. |
| public record | Information a government body creates or keeps while doing public business. |
Activity Β· 30 min
Request and respond
- As a class, choose a real local question, such as how many crosswalk safety complaints the city received last year.
- Find your state's public records law and the agency's records contact on an official website.
- In pairs, draft a request: the law you're using, the specific records, a date range, and the format you want.
- Swap with another pair acting as the agency. They decide what to release, what to redact, and which exemption justifies it.
- Debrief: Where should the line be between public access and personal privacy?
Read
Freedom of Information Act, 5 U.S.C. Β§ 552(a)(3)(A)
"... each agency, upon any request for records which (i) reasonably describes such records and (ii) is made in accordance with published rules ..., shall make the records promptly available to any person."
https://www.law.cornell.edu/uscode/text/5/552
Discuss
- Some say records requests are vital for accountability; others say they cost agencies time and money. How should a law balance those concerns?
- Why might the law not require you to say why you want records?
Write
Write a complete one-paragraph records request to a real local agency. Name the law, and explain in one sentence why it's specific enough. Leave out your home address; your teacher reviews it before anything is sent.
4.3 Documenting what you see
Objective: Students can write an accurate incident record and explain how courts and state laws shape the right to record in public.
Key ideas
- Write notes as soon as possible: date, time, exact location, who was involved, and what happened in order.
- Keep original photos and videos unedited. Share copies.
- Many federal courts have recognized a right to record police performing their duties in public, but audio-recording laws and distance rules vary by state. Learn yours.
- Stay calm, keep a safe distance, and never interfere with officials doing their jobs.
Vocabulary
| primary source | A firsthand record made at the time, like notes, photos, or video. |
| eyewitness account | A description of an event by someone who saw it happen. |
| metadata | Hidden details saved with a photo or video, like the date, time, and sometimes location. |
| consent law | A state law about whether everyone in a conversation must agree before it is recorded. |
| chain of custody | A record of who has held evidence and when, which helps show it hasn't been changed. |
Activity Β· 30 min
Same event, different records
- Watch a short scene your teacher stages in class, such as a one-minute dispute over a lost backpack.
- Right away, write a record: date, time, place, who was there, and what happened in order.
- In groups of four, compare records. Mark the facts everyone agrees on and the details that differ.
- Discuss why accounts differ and which details are facts versus opinions.
- Revise your record to separate what you saw from what you think it meant.
- Look up your state's audio-recording rule from an official or reputable legal source and note one thing it says.
Read
Irizarry v. Yehia (10th Cir. 2022)
"... we conclude there is a First Amendment right to film the police performing their duties in public." The court notes the right is subject to reasonable time, place, and manner limits. This ruling binds only the Tenth Circuit (CO, KS, NM, OK, UT, WY); check your state.
https://www.ca10.uscourts.gov/sites/ca10/files/opinions/010110708555.pdf
Discuss
- Why do eyewitness accounts of the same event differ, and what does that mean for how we use them?
- How should the right to record be balanced with people's privacy and officers' ability to do their jobs safely?
Write
Write a five-line record of an everyday event you saw today. Then write one sentence on how you kept it factual.
Organize & Lead
Voting, elections, and running your own campaign for change.
5.1 Voting and local elections
Objective: Students can explain how the 26th Amendment came about and debate both sides of a question about the voting age.
Key ideas
- The 26th Amendment set the voting age at 18 for all elections.
- Many states let you pre-register at 16 or 17 so you're ready on your 18th birthday.
- Local elections often have much lower turnout than presidential ones, so each vote carries more weight.
- In places dominated by one party, the primary is often where the real choice happens.
Vocabulary
| amendment | A formal change or addition to a constitution. |
| ratification | Formal approval. A U.S. constitutional amendment needs approval from three-fourths of the states. |
| suffrage | The right to vote. |
| pre-registration | Signing up to vote before you turn 18, where your state allows it. |
| turnout | The share of eligible voters who actually vote in an election. |
Activity Β· 30 min
Four-corners debate: the voting age
- Read the 26th Amendment and the history above. Note that the states ratified it about 100 days after Congress proposed it.
- Pose the question: Should 16- and 17-year-olds be allowed to vote in local elections?
- In groups, list the strongest arguments on each side, such as building voting habits and a stake in schools, or maturity and independence from parents.
- Move to a corner: strongly agree, agree, disagree, or strongly disagree. Each corner shares its best reason.
- Anyone may move if a reason changed their mind. Explain what convinced you.
- Look up your state's pre-registration age on your official state election website.
Read
26th Amendment, Section 1 (1971)
"The right of citizens of the United States, who are eighteen years of age or older, to vote shall not be denied or abridged by the United States or by any State on account of age."
https://constitution.congress.gov/constitution/amendment-26/
Discuss
- Was the argument that people old enough to be drafted should be able to vote convincing? Why or why not?
- Local elections often have low turnout. What would actually make more young people vote?
Write
Write a paragraph taking a position on the local voting age question. Answer the strongest argument from the other side.
5.2 Running a campaign for change
Objective: Students can analyze the tactics of the women's suffrage movement and plan a campaign with a goal, decision-maker, and timeline.
Key ideas
- Name the problem, a specific goal, and the person or body that can make it happen.
- Find allies: neighbors, student groups, local organizations.
- Choose tactics that match the decision-maker: letters, public comment, petitions, local media.
- Time it to the calendar, like a budget vote or a board meeting.
Vocabulary
| suffrage | The right to vote. |
| coalition | A group of organizations or people working together toward a shared goal. |
| tactic | A specific action used to reach a goal, like a petition or testimony. |
| decision-maker | The person or body with the power to give a campaign what it wants. |
| lobbying | Trying to persuade lawmakers or officials to act a certain way. |
Activity Β· 30 min
From suffrage to your school
- Read the 19th Amendment and the National Archives summary of the suffrage campaign.
- In groups, list the suffragists' tactics and the decision-maker each one aimed at: voters, state lawmakers, Congress, or courts.
- Pick a school or local issue. Write the problem, a specific goal, and the person or body that can decide it.
- Choose three tactics that fit that decision-maker and explain why.
- Build a six-week timeline that lines up with a real meeting or budget date.
- Present your plan in two minutes. Classmates each ask one tough question.
Read
National Archives: 19th Amendment
"The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex." The National Archives page gives the full text and the history of the campaign to pass it.
https://www.archives.gov/milestone-documents/19th-amendment
Discuss
- Why did suffragists work at both the state and federal levels? What did each path offer?
- Which tactics tend to persuade decision-makers today, and which might backfire? Why?
Write
Write a short campaign plan: problem, goal, decision-maker, three tactics, and one date that matters. Explain why your first tactic comes first.
5.3 Spotting misinformation
Objective: Students can use lateral reading to check a civic claim and trace it back to an original government document.
Key ideas
- Pause when a post makes you angry or scared. That reaction is exactly what misleading content is designed to trigger.
- Check who made it by searching the source in a new tab, instead of only reading what the post says about itself.
- Look for the original: the meeting agenda, the bill text, the minutes, or your election office's website.
- Check the date. Old stories and old rules get reshared as if they're new.
Vocabulary
| misinformation | False or misleading information, shared whether or not the person knows it's wrong. |
| disinformation | False information spread on purpose to mislead. |
| lateral reading | Checking a source by opening new tabs to see what other reliable sources say about it. |
| primary source | The original document, like a meeting agenda, bill text, or official notice. |
| context | The surrounding facts, such as date and place, that shape what a claim really means. |
Activity Β· 30 min
Trace it to the source
- Your teacher gives each group a made-up practice claim, such as "The council voted to close the library" or "The registration deadline moved."
- Stop: write down your first reaction and what might make you want to share it.
- Investigate the source in a new tab. Who published it, and what do other reliable sources say about them?
- Find the original: the agenda, minutes, bill text, or election office page. Note the date.
- Rate the claim as accurate, missing context, outdated, or false, and cite your evidence.
- Share how long it took and which step mattered most.
Read
Pew Research Center: Many Americans Say Made-Up News Is a Critical Problem That Needs To Be Fixed (2019)
A national survey of U.S. adults on how they view and respond to made-up news, including how many check facts themselves and who they think should fix the problem.
Discuss
- In the survey, more Americans said journalists should be mainly responsible for reducing made-up news than government or tech companies. Who do you think should be, and why?
- Why is going to the original document more reliable than reading what others say about it?
Write
In a short paragraph, explain step by step how you checked one claim and what the original source actually said.