Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD What's a Bill? 1.42 MB Download Resource What is the Difference Between a Bill and a Law? What Bills Have Had Significant Impact on People in the United States? Why Do Some Bills Pass into Law and Others Do Not?   In 1976, Schoolhouse Rock! released “I’m Just a Bill,” an animated video with a catchy tune that educated students around the U.S. about bills. Since then, music has changed, graphics in videos have changed but the actual process of becoming a bill, and then a law, is not much different. Students’ understanding of the fundamentals of laws in the U.S. begins with understanding the difference between rules and laws and their pivotal relationship to bills.  About the Lesson Plan In this lesson, students will determine the differences between rules and laws, and will begin brainstorming and drafting a bill. Standard(s): D2.Civ.12.9-12 Objective(s): Explain the difference between rules and laws. Explain the role of a bill. Read bills. Draft a bill. Related Content

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Civics and the United States of America 477.47 KB Download Resource What Does it Mean to Be an “American”? What is Civics?   Young people are making their voices heard in public discussions, protests, social media posts and writing about current events, elections, policies and issues that they believe directly affect their lives and communities. This climate has heightened a call for comprehensive civic education, already emergent in a “politically divisive time,” so that young people are prepared with the knowledge and skills they need to be effective and engaged community members. Civics learning can turn high school classrooms into laboratories where students learn how to discuss complex civic issues from multiple perspectives and explore ideas for civic action. About the Lesson Plan In this lesson, students will begin by examining the many meanings of the word “American” and describing what goes into a successful, engaging, meaningful civics education. Standard(s): SS.IS.1.9-12 D2.Civ.7.9-12 CCSS.ELA-Literacy.SL.9-10.1.D Objective(s): Define the term “American” and reflect on the usage of the word, including its limitations and connotations. Define “Civics Education” and consider what goes into succeeding in a civics class. Related Content

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Creating a Brave Space 2.64 MB Download Resource What is My Role in Creating and Participating in a Brave Space for Myself and Others? Everyone wants a welcoming classroom where every student feels appreciated, supported and able to express their ideas. While creating a safe space has been the focus for a long time, we are now calling on educators and students to create “brave spaces.” These are spaces where everyone feels that they can contribute, that they will be heard and they are willing to challenge and be challenged. Conversations about current events, politics, race, among other topics can be difficult, but learning is likely to occur when the classroom is a brave space and everyone is willing to consider a new way of seeing things. The practice of establishing and maintaining a brave space in the classroom is one that can be reinforced and applies to learning beyond civics. About the Lesson Plan In this lesson, students will learn what a brave space is, and pledge an action towards creating and/or participating in a brave space classroom. Standard(s): CCSS.ELA-Literacy.CCRA.SL.1 CCSS.ELA-Literacy.CCRA.SL.2 Objective(s): Visualize what brave space means. Discuss the definition of brave space. Learn the brave space requirements. Pledge one action to creating and/or participating in a brave space. Related Content Tools and Strategies XX min read Moving from Safe Classrooms to Brave Classrooms Feb 4th, 2019

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Powers of Government 705.03 KB Download Resource Which Form of Government Has the Most Power? What are the Differences in Power Between Each Form of Government? Which Form of Government Has the Most Power to Address Equity and Social Justice Issues?   Aside from the separation of powers at the federal level, the U.S. Constitution also describes the power relationships between state and federal governments, how that power will be distributed, and the relationships between the states themselves. Local governments (municipalities in a city, town, county, village or borough) are granted their powers by the state and these powers vary from state to state. In addition, there are stipulations between the U.S. federal government and indigenous Native American tribes. Federally recognized tribes have sovereignty, meaning that tribal nations have the power to govern themselves and are considered independent sovereign nations apart from local, state or federal government. Just as the federal government relates to states as governments, it also deals with federally recognized tribes as governments, not as special interest groups, individuals or some other type of non-governmental entity. About the Lesson Plan In this lesson, students compare the kinds of power given to each form of government, the dependencies and relationships between the various levels of government, and where there is shared oversight. Besides understanding these structures and assigned powers, students will consider which form of government has the most power to address issues, including those of equity and social justice, in their communities and lives. This exploration encourages students to think critically about how and why power was allocated, and how it affects them and issues they care about. Standard(s): D2.Civ.1.9-12 Objective(s): Differentiate the powers held by each level of government. Explain which level of government has the most power in the lives of people in the United States. Related Content

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Supreme Court and the Right to Marry 758.02 KB Download Resource What Were the Multiple Perspectives of the Justices of the U.S. Supreme Court Based on During the Repeal of DOMA? According to the Supreme Court Decision, Who Has the Right to Marry? What Assurances Do We Have that the Justices of the U.S. Supreme Court are Able to Be Non-partisan and Avoid Bias When Deciding a Case?   The Judicial branch of the U.S. government is headed by the Supreme Court. This court analyzes and judges cases that impact the entire nation. Justices of the U.S. Supreme Court are nominated by the President and confirmed by the Senate which allows the Justices to focus on cases, rather than on campaigning to get elected. It is a life-time appointment and Justices are expected to serve until retirement, death or they are found to be unfit for the position. Justices of the U.S. Supreme Court are expected to be non-partisan even though they are nominated by the President and confirmed by the Senate. Understanding how the Supreme Court reacts to and judges cases is key to understanding many of the laws that the U.S. has today. About the Lesson Plan In this lesson, students will analyze the repeal of the Defense of Marriage Act (DOMA). They will do this by reading the multiple perspectives found on the Supreme Court of the United States and by analyzing the history of DOMA and marriage equality in the United States. Standard(s): D2.Civ.12.9-12 CCSS.ELA-Literacy.RH.9-10.3 Objective(s): Understand how the Justices of the U.S. Supreme Court engage in discourse to decide cases and interpret the law. Analyze the multiple perspectives of the Justices of the U.S. Supreme Court. Create a timeline of DOMA and its repeal. Explain who has the right to marry according to the Supreme Court of the United States. Related Content

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD What a Black Man Wants: The 15th Amendment and the Right to Vote 871.09 KB Download Resource What is the 15th Amendment to the U.S. Constitution? What was Frederick Douglass’s Argument for Why Black Men Should Have the Right to Vote?   During the Reconstruction Era after the Civil War, large questions loomed about the futures of four million formerly enslaved people. The 15th Amendment, one of three crucial amendments passed in the immediate wake of the Civil War, was essential to securing voting rights for African-American men. One of the most outspoken proponents of the 15th Amendment was Frederick Douglass, a national leader of the abolitionist movement after escaping slavery, who worked diligently through writings and speeches to ensure that voting could not be denied based on race. About the Lesson Plan In this lesson, students will analyze Douglass’s speech, "What the Black Man Wants," and his argument for why Black men should have the right to vote. They will then create their own artistic argument from his speech by using a method of poetry called blackout or erasure poetry. Standard(s): D2.Civ.2.9-12 Objective(s): Describe the 15th Amendment and how it addresses voting rights. Analyze the Douglass’ speech, “What the Black Man Wants.” Create a black out poem based on one of the themes of “What the Black Man Wants.” Related Content

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Human Rights 1.29 MB Download Resource What are Human Rights? What is the Universal Declaration of Human Rights?   In 1946, in the immediate aftermath of World War II, with hopes of preventing future atrocities, an international committee with varied legal and cultural backgrounds began to draft the Universal Declaration of Human Rights (UDHR). The UDHR was proclaimed by the new United Nations General Assembly in 1948. This document contains 30 Articles that set a standard for core human rights to be protected in all nations and apply to all people around the world. This Declaration was the first of its kind and has been translated into 500 different languages. About the Lesson Plan In this lesson, students will discover what Universal Human Rights are and make connections to their own communities and experiences. Standard(s): D2.Civ.12.9-12 Objective(s): Explain what human rights are. Analyze the Universal Declaration of Human Rights. Related Content

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Young People in the Civil Rights Movement 5.07 MB Download Resource How Were Youth Involved in the Civil Rights Movement? Throughout history, young people have stepped up and into leadership roles during different civil rights and social movements. This was never more evident than in the Civil Rights Movement, where young people were on the frontlines of the Montgomery bus boycotts, Freedom Rides and sit-ins. Given that student activism is on the rise again across the U.S., understanding how those young voices were able to be heard and make change will prepare today’s students to continue that legacy. About the Lesson Plan In this lesson, students will learn about two young activists and the contributions they made to the Civil Rights Movement. Standard(s): D2.Civ.2.9-12 Objective(s): Analyze photographs of youth activists during the Civil Rights Movement. Describe the lives of Ruby Bridges and Stokely Carmichael. Teach each other about youth activists during the Civil Rights Movement. Related Content Backgrounder XX min read Civil Rights Movement Jan 13th, 2017

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Implicit Bias 259.55 KB Download Resource What is Bias? What is Implicit Bias? In What Ways Could Bias Have an Impact on Your Civic Participation?   The U.S. Constitution embodies ideals of equal opportunity and fair treatment for all and is reinforced by laws like the Civil Rights Act and Title IX. Yet, marginalized people who have experienced discrimination and unfair treatment historically, continue to do so in the present day. The current surge of stories in the news and social media seem to indicate that racism, sexism and other forms of bias and discrimination are becoming more pervasive. Why? In part, it’s because people discriminate based on factors they’re not even aware of, implicit biases. Understanding bias and discrimination is integral to civics education because it relates to our civil rights. Our institutions, from schools to law enforcement to the court systems, need to treat its people fairly. In order to do so, it is crucial that we understand our own implicit biases. About the Lesson Plan In this lesson, students explore implicit bias and self-reflect about situations in which they have experienced or encountered everyday type of bias. Standard(s): CCSS.ELA-Literacy.CCRA.R.2 CCSS.ELA-Literacy.CCRA.SL.1 Objective(s): Understand what implicit and explicit bias are and provide examples. Reflect on situations in which they have experienced everyday bias, either as a target or a witness. Differentiate between implicit and explicit bias. Related Content Tools and Strategies XX min read Implicit Bias (HS) Apr 23rd, 2021 Lesson Plan XX min read When Perception and Reality Collide: Implicit Bias and Race Apr 6th, 2017

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Dialogue vs. Debate: Philosophical Chairs 152.53 KB Download Resource How is Dialogue Different than Debate? Technology is enabling students to be increasingly aware of news and current events. Along with this increased awareness, we see more and more students becoming actively engaged in conversations around hot-button topics. While students often talk in digital spaces about current events that concern them, they also continue the conversation in person. When disagreements happen in those conversations, what do our students do? Bret Stephens, a journalist and author, wrote a piece for The New York Times arguing that we no longer know how to disagree with each other. He notes that in order for a democracy to prevail, its occupants must disagree and do so in a productive fashion. About the Lesson Plan During this lesson, students will gain skills for engaging in civil discourse while creating brave spaces for themselves, and those around them. Standard(s): D2.Civ.7.9-12 Objective(s): Develop skills for engaging in civil discourse on a debatable topic. Cite evidence from an article to inform their position. Reflect critically on their performance, and their peers’ performance, during the Philosophical Chairs dialogue. Related Content

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Amending the Constitution 437.1 KB Download Resource What is an Amendment? How Does the Constitution Affect People Other than the Founding Fathers and Who They Represented at the Time? Should the Constitution be Easier to Amend?   Imagine! The United States of America is still referencing the same Constitution that was written on September 17, 1787. What did the Constitution do for people who were not wealthy, white and male? What freedoms were left out from the original document? The Founding Fathers “recognized that, for a government to function well, the ground rules should be stable. But they also understood that the people will need to change those ground rules as new challenges and problems surface with the passage of time” (Posner, 2014). While there haven’t been any amendments that have passed since 1992, many challenges and problems have come up since 1787. Understanding the amendment process is vital to understanding not only how a constitutional democracy works, but also aids in being an active community member. About the Lesson Plan In this lesson, students will learn about how the Constitution affected persons who were not of the same demographics as the Founding Fathers. They will also discuss the ease and difficulty of making amendments to the Constitution. Standard(s): D2.Civ.3.9-12 D2.Civ4.9-12 Objective(s): Learn the process of amending the Constitution. Understand the reactions of ordinary Americans to the Constitution. Discuss justifications for how easy or difficult it is to make amendments to the Constitution. Related Content

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Entering the United States 998.1 KB Download Resource What are Ways to Enter the United States with Documentation? What are the Experiences of those with Green Cards?   Against the backdrop of the recent refugee crisis and the overall increase in immigration, people have asked how one enters the United States with documentation. One way is to apply for a Green Card which leads to formal naturalization and citizenship in the United States if the application is approved. Gaining Green Card status depends on a number of different factors. About the Lesson Plan Students will learn the various ways people enter the U.S. and will hear first-hand accounts of those with Green Card status. Standard(s): D2.Civ.13.9-12 Objective(s): Explain visas, refugees, asylum seekers, naturalization to citizenship and Green Cards. Analyze different experiences of people in the United States with Green Card.   Related Content

Civics Lessons Click to enlarge Image viewer GRADE LEVEL: High School SOD Anti-Immigrant Sentiment 1.01 MB Download Resource What are Anti-immigrant Bias (Xenophobia), Nativism and Nationalism? What are Historical and Current Immigration Policies? How Do Anti-immigrant Sentiments Impact Immigration Policy?   Immigration is a recurring topic in the current events cycle, and has been throughout this nation’s history. While immigration has been a central feature of America’s growth, it has also been a divisive topic, with differing views of how to approach immigration policy. Both supporters and opponents of more open immigration policies point to various aspects of our history to back up their respective cases. Today, many discussions about immigration surface anti-immigrant bias,* nativism and nationalism; all terms that describe prejudice against those who were not born in this country. Anti-immigrant sentiment and expressions of anti-immigrant bias have had a significant impact on immigration policy and the daily lives of those whose lives are touched in some way by immigration. About the Lesson Plan In this lesson, students will learn about historical and current immigration policies and how anti-immigrant bias, nativism and nationalism have impacted these policies in the United States. Standard(s): D2.Civ.3.9-12 Objective(s): Define anti-immigrant bias (xenophobia), nativism and nationalism. Discuss the evolution of anti-immigrant policies in U.S. history. Connect previous immigration policies to current immigration policies. Related Content Lesson Plan XX min read Huddled Mass or Second Class? Challenging Anti-Immigrant Bias in the U.S. May 15th, 2017 Lesson Plan XX min read The 'Muslim Ban' and the Power of Protest Feb 3rd, 2017 Tools and Strategies XX min read Mini-Lesson: What is Anti-Immigrant Bias? Mar 17th, 2022

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Adding Up the Points 241.45 KB Download Resource What is Merit-based Immigration Policy, and How Might it Impact Various People? Should the U.S. Adopt Merit-Based Immigration Policy?   In 2017, President Trump announced the Reforming American Immigration for Strong Employment (RAISE) Act that would move immigration policy in the U.S. to be more like Canada and Australia. According to the Trump administration, the merit-based, or point-based, policy would protect small U.S. businesses and would create a safer nation. When this act was introduced, many people asked what merit-based immigration policy is and how it works. About the Lesson Plan In this lesson, students will learn about merit-based immigration while calculating their points based on Trump’s RAISE Act. Students will also write a persuasive essay based on merit-based immigration policy. Standard(s): D2.Civ.13.9-12 Objective(s): Understand merit-based immigration policy. Identify the pros and cons of a merit-based or family-based immigration policy. Outline a persuasive essay based on merit-based immigration policy. Related Content

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School What is “Hashtag Activism”? In What Ways Does “Hashtag Activism” Help and Hinder Social Movements?   #MeToo, #BlackLivesMatter, #IceBucketChallenge, #ThisIsOurLane and so many other hashtags are appearing on Twitter and various social media sites. With every hashtag posted, webs of content are created and individual voices are connected. For some people, their activism begins and ends with the use of a hashtag. For others, using a hashtag is just the beginning of their activism. As we learn about and watch people create new businesses, launch organizational events and organize protests, hashtags are an increasingly popular way to promote and involve others. It is no longer a question of whether a hashtag should be included in a civic activity, but rather how to best market the hashtag so it will be used widely. Hashtags can help raise awareness, connect people and focus content and actions. But are they really a form of activism? Can true, measurable change come from simply using a hashtag in a post? Are you participating in a civic movement by using the hashtag and not going out into the community? About the Lesson Plan In this lesson, students will learn about the benefits and drawbacks of hashtag activism while developing their own position on its effectiveness. Standard(s): D2.Civ.10.9-12 Objective(s): Explain hashtag activism. Analyze hashtag activism’s ability to create change in communities. Virtual Classroom Option Click here for the student-facing version of this lesson using the Sutori platform, a collaborative instruction and presentation tool for the classroom. Use the "share" feature for each activity to easily add to your Google classroom or other online platform. Related Content Tools and Strategies XX min read #Activism (HS) Apr 20th, 2021

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD What is an Algorithm? 2.15 MB Download Resource What is an Algorithm? How are Algorithms Being Used in Our Daily Lives? How Could Biased Algorithms Impact Political Institutions?   Algorithms are quickly replacing human judgment in many aspects of our lives. Algorithms started out as a way of making predictions, decisions and recommendations about products and entertainment by online service providers such as Amazon, Spotify, Google, Netflix and Facebook. Today, algorithms are being used to predict and determine such life altering assessments as your criminal status, your credit score, your health and even your future success as an employee or student. Consider the following: Is the algorithm always reliable when it predicts human behavior? Is it ethical to use an algorithm to make a critical decision about another person’s life, especially when you can’t see or understand the factors being considered? About the Lesson Plan In this introductory lesson, students will learn what algorithms are, how they work and how they impact our daily lives. Standard(s): D2.Civ.10.9-12 D4.5.9-12 Objective(s): Explain what an algorithm is and how algorithms impact our lives. Explore the costs and benefits of using algorithms. Related Content

Click to enlarge Image viewer GRADE LEVEL: High SchoolCOMMON CORE STANDARDS: Reading, Writing, Speaking and Listening, LanguageSEL STANDARDS*: Self-Awareness, Social Awareness, Relationship Skills, Responsible Decision-Making CEC Should Corporations Speak Out on Voter Suppression Laws and Other Injustices 213.9 KB Download Resource Georgia's Restrictive Voting Law (SB 202) In March 2021, the Georgia State Legislature passed a major law (SB 202) that restricts and suppresses voting across the state. Democrats, voting rights groups and other advocates criticized and condemned the law, saying it limits voting rights and it unfairly targets voters of color. They called on and pressured corporations, especially those based in Georgia, to speak out about the new law. While some of these corporations had an initial tepid response, after the law passed and pressure mounted, Coca Cola, Delta, Major League Baseball and others released statements condemning the law.  About the Lesson Plan This lesson provides an opportunity for students to learn about Georgia’s new voting laws and the corporations who spoke out about it, explore their own opinions about corporate responsibility to speak out and reflect on how they can influence corporations and others to take action on issues of social injustice. Learning Objectives: Students will learn about Georgia’s new voting law and the companies who have spoken out against it. Students will reflect on their opinions and perspectives about the role corporations and other powerful entities should play in speaking out on social justice issues. Students will explore their role as influencers and plan actions they can take to influence powerful entities to take a stand about social justice issues. Related Content Lesson Plan XX min read Athletes and Activism Jan 13th, 2016 Lesson Plan XX min read Believe in Something: Nike, Kaepernick and Social Change Sep 13th, 2018 Tools and Strategies XX min read What is Voter Suppression? Mar 18th, 2021 Tools and Strategies XX min read 10 Ways Youth Can Engage in Activism Jan 17th, 2017 Lesson Plan XX min read Game Changer: Kyle Korver Speaks Truth on Privilege Apr 17th, 2019 Lesson Plan XX min read Lonnie Chavis of 'This Is Us' Writes about Racism Jul 26th, 2020 Tools and Strategies XX min read Helping Students Make Sense of News Stories about Bias and Injustice Nov 17th, 2014 Tools and Strategies XX min read Sports and Social Justice Sep 3rd, 2020

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Digital Curation Project 658.43 KB Download Resource How Has the Media Responded to My Social Justice Issue? Our current world offers a seemingly endless stream of media, from news stories to blog posts, Instagram feeds to social media memes, and more. Some media from news sites is fact-based straight reporting or opinion pieces advocating a particular point of view. Other pieces are thought provoking nonfiction informing us about our own communities, or places on the other side of the world. In many cases, visual images convey the story or offer different perspective(s). About the Lesson Plan This lesson has students curate a digital storyboard relating to a social justice issue they have already studied or are interested in. Students will select from a variety of media sources that have covered their issue, and address how that issue has been covered, including how perspective and bias are seen in various sources on the selected issue. Standard(s): D2.Civ.10.9-12 Objective(s): Identify a social justice issue and decide how to position it. Apply visual and media literacy skills to select digital assets that support their social justice issue. Curate a digital collection that conveys their framing for their social justice issue. Related Content

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD Felony Disenfranchisement 526.89 KB Download Resource On What Grounds, If Any, Should an Adult U.S. Citizen Be Prevented from Voting? Should There Be Felony Disenfranchisement Laws?   During the 2018 midterm elections, Florida voted on whether to allow those who have been incarcerated to gain back their right to vote. Florida was one of a handful of states that did not allow previous felons to have their voting rights restored following completion of their prison sentences. Various states have different laws in place for felony disenfranchisement and only two states allow those who are still incarcerated to vote. This means that there is a large group of the U.S. population who are unable to vote. This can impact elections and local laws in a variety of ways. About the Lesson Plan In this lesson, students will participate in a Philosophical Chairs dialogue about whether felony disenfranchisement should remain intact. Standard(s): D2.Civ.2.9-12 Objective(s): Discuss the pros and cons of felony disenfranchisement. Related Content

Civics Lesson Click to enlarge Image viewer GRADE LEVEL: High School SOD What is the Electoral College? 218.81 KB Download Resource What is the Electoral College? How is the Electoral College Democratic or Not? In the 2016 U.S. Presidential election, President Donald Trump won even though he did not win the popular vote. Why? He won the Electoral College vote. In other moments in U.S. History, the presidential candidate who won the popular vote was not elected, as the other candidate won via the Electoral College (including George W. Bush in 2000). These election results have led to an increasing number of people calling for an end to the Electoral College. And yet, despite rising interest in dismantling the Electoral College, the historic precedent, and the lingering questions and concerns about its potential replacement, have allowed it to endure. About the Lesson Plan In this lesson, students will learn about the Electoral College and its origins, as well as the more contemporary movement advocating for the National Popular Vote and the interstate compact that would support it. Standard(s): D2.Civ2.9-12 Objective(s): Explain the rationale for having the Electoral College. Explain the rationale for dismantling the Electoral College. Prepare for a Philosophical Chair dialogue on whether the Electoral College should be eliminated. Related Content Lesson Plan XX min read Should We Keep the Electoral College? Oct 2nd, 2020 Tools and Strategies XX min read What is the Electoral College and Why Is it Controversial? Oct 8th, 2020