U.S. History & Government

270 Votes to Win: The Electoral College in the United States (HS)
In the first part of this lesson, students read, annotate, and discuss a text that provides background on the creation, functioning, and debates over the Electoral College. Then, they participate in a scenario in which they act as members of a presidential commission making recommendations on whether (or how) to change the way presidents are elected in the United States.

The Amendment Process ( MS/HS)
In this lesson, students examine Article V of the Constitution, which outlines how the Constitution can be changed, or amended. First, they complete an introductory reading about Article V, the history of the amendment process, and the political complexities that arise when groups try to amend the Constitution. Then, they simulate a meeting of the House Judiciary Committee in which members must decide on a proposed amendment to reform the U.S. Senate.

California v. Greenwood (MS lesson plan or HS lesson plan & student handouts ) - Moot Court - Due Process

• Google Slides presentation - California v. Greenwood: A Fourth Amendment Case (provides introduction, directions, and debriefing questions) HS 

• Middle school presentation Part I: Background on key individual rights and freedoms and how they’re protected by the Constitution, especially the Fourth, Fifth, Sixth, Eighth, and Fourteenth Amendments  MS 

• Middle school presentation Part II: Moot court activity examining a case of a police search that raised important questions about privacy MS

Chicago v. Morales  Moot Court (HS) - Equal Protection
First section of PowerPoint provides background on how laws are made, how power is divided among different branches and levels of government, and the protections (and limitations) of individual rights. Second section of PowerPoint helps to facilitate moot court activity examining a case of a controversial local law that was challenged by people in the community. 

‘Falsely Shouting Fire’: The Free Press and the Courts (MS/HS)
In this lesson, students learn about how the U.S. Supreme Court has interpreted freedom of expression, particularly freedom of the press, throughout the 20th century and into the early 21st century. First, students read about how the Supreme Court has interpreted and defined freedom of the press with its main rulings starting during World War I. Next, they work in small groups to evaluate three fact situations in which someone or some organization has violated a law that restricts First Amendment freedom of expression.

Note: This lesson is Part II of a two-part lesson sequence that began with Part I: Why We Have Freedom of the Press. Both Parts I and II may also be done independently of one another.

Gratz v. Bollinger  Moot Court (HS) - Equal Protection

• Part I: Background on slavery and racial discrimination in the U.S., including decisions and policies that extended both; explains constitutional amendments that were passed to address these abuses and inequality 
• Part II: Moot court activity examining a case of affirmative action in university admissions 

Hazelwood v. Kuhlmeier Moot Court (MS/HS) - Free Expression

• Part I: Background on free expression and how it’s protected by the Constitution, especially the First Amendment 
• Part II: Moot court activity examining a case of censorship of a high school newspaper 

John Peter Zenger and Freedom of the Press (HS)
This lesson begins with a quick primary source document activity. Next, students read an article about the trial of John Peter Zenger, a colonial-era case about freedom of the press, and learn how that case influenced later court decisions, including New York Times v. Sullivan. Finally, students take on the roles of partners in a law firm who have to determine how they will handle several hypothetical libel cases.

McCulloch v. Maryland (HS)
In this lesson, students begin by reading about the controversy that surrounded the Second Bank of the United States. Next, they examine the facts of the case and the constitutional issues raised in McCulloch v. Maryland, summarizing the arguments on both sides and weighing in on the Supreme Court's decision. Finally, they participate in a scenario in which they decide ― as constitutional scholars ― whether the Constitution's "necessary and proper" clause gives Congress the authority to enact hypothetical proposals.

The Progressive case  Moot Court (HS) - Freedom of the Press
Students explore various Supreme Court rulings on the public's right to know information about the government's actions (aka the right to know) and learn about the key concept of “prior restraint” through a background reading. Then they hold a moot court on The Progressive case, in which the government sought to stop a magazine from publishing an article on the hydrogen bomb.

Santa Fe Independent School District v. Jane Doe et al.  Moot Court (HS) - Establishment Couse
Students explore the scope and limits of the establishment clause of the First Amendment with a background reading followed by a moot court activity on the constitutional issue of student-led prayer at public school events.

Texas v. Johnson (HS)
This lesson gives students the opportunity to examine exceptions to the First Amendment right of free speech and consider whether these exceptions should exist. Using a reading about the case of Texas v. Johnson, students explore and explain the facts of this well-known flag-burning case and consider the differing judicial opinions it offers. Finally, they participate in a scenario as aides to a member of the Senate Judiciary Committee in order to make recommendations on whether or not to pass a proposed constitutional amendment banning flag burning.

U.S. v. Nixon (HS)
In this lesson, students read a background on the Watergate scandal and President Nixon's resignation, with emphasis on the struggle between Nixon and the special prosecutor that led to the Supreme Court case. Students then examine the arguments presented to the court and how it decided the case. Finally, they participate in a scenario as legal advisors to the president in which they evaluate whether the president can validly claim executive privilege in three cases.

What Is an Independent Judiciary? (HS)
In this lesson, students learn about the independence of the judicial branch of government. First, students read and discuss an article on the role and principles of an independent judiciary, including what this means or looks like at the federal, state, and local levels. Then, they participate in a scenario in which they act as voters deciding whether or not to recall judges.

Why We Have Freedom of the Press (MS/HS)
In this lesson, students learn about the historical context for the First Amendment’s guarantee of freedom of the press. First, students read about the historical background for a free press in medieval Europe, England, and England’s American colonies in the 18th century. Next, they work in small groups to determine if several hypothetical situations are proper uses of prior restraint.

Note: This lesson is Part I of a two-part lesson sequence that continues with Part II: ‘Falsely Shouting Fire’: The Free Press and the Courts. Both Parts I and II may also be done independently of one another.

Winner-Take-All: The Two-Party System (HS)
In this lesson, students learn about the U.S. two-party election system in history and in practice today. First, students complete a reading on the two-party system, as well as the "third parties" that have arisen within that system and what role they play. Next, students review the party convention system. Finally, students simulate a meeting of delegates at a third-party convention, drafting their own platform for what their political party would stand for.

Current Events

Conspiracy Theories Past and Present (HS)   
In this lesson, students learn how to identify conspiracy theories and to distinguish them from other questions about history or current events. First, students discuss a hypothetical conspiracy theory. Next, students complete a thorough reading about historical and contemporary conspiracy theories as well as ways to identify frequently used logical fallacies by conspiracy theorists. Finally, students take on the roles of federal investigators determining if a set of facts amounts to a conspiracy theory.

Does the First Amendment Allow Restrictions On Hate? (HS)
In this lesson, students read an article outlining trends in hate crimes, Supreme Court decisions on laws established to challenge these crimes, and current federal legislation on the issue. Then, they simulate a legislative session on a proposed hate crime law, taking on the roles of lawmakers. 

Guns and School Safety: What Is the Best Way Forward? (HS)
In this lesson, students read an article on the background to the current crisis posed by mass shootings at schools, as well as proposed solutions from across the political spectrum. Next, students participate in a simulation activity in which they act as state legislators trying to design the most effective policy for reduction of gun-violence in their state. 

• Guns and School Safety: What Is the Best Way Forward? (MS) 
  This version of the student reading was abridged and adapted by Aniela Lopez, Middle School ELA Teacher at Elizabeth Learning Center in Cudahy, CA. 

Police and the Use of Force (MS) 
This lesson focuses on the issue of police use of force in field situations. After a brief focus activity, students read and discuss a reading that describes laws and rules affecting the types and level of force, including deadly force. Then, in a paired activity, students take the role of police officers, review guidelines, and apply them to hypothetical cases. Finally, in a debriefing discussion, students compare their responses to the situations.

Policing the Police (MS/HS)  
In this lesson, students focus on issues of police discipline. First, in a reading and discussion, students learn about the processes many police departments use to investigate citizen complaints about misconduct and for disciplining officers. Then, in a simulation activity, students take the role of members of a police board of rights to make decisions about a hypothetical case.

What Caused the Great Depression and Why Did Recovery Take So Long? (HS) 
Students read an article describing the causes of the Great Depression and President Franklin D. Roosevelt’s recovery efforts. Students then take on the roles of advisors to President Roosevelt, who have been asked to make recommendations to him on how to address a range of policy issues. 

What Should the U.S. Do About North Korea’s Nuclear Weapons? (HS) 
Based on the same background text as the CivCon about North Korea, students now take on the roles of foreign policy expert witnesses who have been called to testify before a U.S. Senate Foreign Relations subcommittee about how to deal with the North Korean nuclear threat. Witnesses must persuade the subcommittee to adopt one of the policy options outlined in the text.