Participants will be able to compare and contrast the rights of a citizen from Do I Have A Right? with the responsibilities of a citizen in Responsibility Launcher.

Participants will simulate organizing and managing a campaign for change on a public issue at the local, state, and national level.

In Activate, players grow a movement. They are responsible for analyzing and selecting an agenda as well as managing the resources at their disposal. The objective of Activate is to teach young people how to engage the community and leaders around them to raise awareness and support for a cause that is important to them.

Students will draw connections between the process of choosing an elected official to vote for in Cast Your Vote and the work that elected officials do on behalf of their constituents in Represent Me.

Participants will be able to demonstrate understanding of the necessity of negotiation and compromise, as well as staying true to personal convictions, as they craft bills that will become laws.

Players navigate a simulation of law creation, working as a member of the House or Senate to craft a bill and pass it through Congress and get it signed by the President. While addressing an issue that is important to their constituents, players must keep their own values and the values of their party in mind.

Participants will be able to identify the key roles and powers held by the President of the United States.

In Executive Command, players can be President for four years! They try to accomplish goals while facing challenges and responsibilities along the way.

Participants will understand the following concepts: how judges make decisions, judicial review, the 1st Amendment.

In Supreme Decision, players help cast the deciding vote in a Supreme Court case. At stake is the suspension of Ben Brewer who wore his favor band t-shirt to school against dress policy. Players help the final Justice make up her mind and influence the outcome of the case!

Participants will be able to synthesize arguments for real Supreme Court cases.

In Argument Wars, players test their persuasive abilities by arguing a real Supreme Court case. Another lawyer will present the opposing side. The side that uses the strongest arguments wins!

Participants will be able to differentiate between federal and state court systems, as well as between the lower courts and appellate courts.

In Court Quest, players help guide people around the country to the correct court. They determine if a case falls under federal or state jurisdiction and then navigate the appellate system.

Participants will be able to differentiate between the powers of the three branches of government.

Branches of Power allows players to do something that no one else can: control all three branches of government! They have the power to write laws about issues they choose and have to negotiate the challenge of balancing all three branches.

Students learn about the status of citizenship in the United States. As a foundation for studying the rights and responsibilities of citizens, students learn what it means to be a citizen and how citizenship is obtained. Students also examine the dynamic nature of citizenship over time. 

Students explore the categories of rights and responsibilities held by United States citizens. By comparing and contrasting personal and political rights with social responsibilities and personal duties, students begin to see where rights and responsibilities meet, overlap, and even conflict. This lesson follows “Just the Facts,” and can be supplemented by playing Responsibility Launcher and Cast Your Vote. Note: This lesson contains a PowerPoint presentation (see Lesson Prep). 

Students create a graphic organizer that diagrams rights and responsibilities at our different levels of citizenship. Students will gain a deeper understanding of who they are as citizens of home, school, city, state, and nation and where their rights and responsibilities are derived from at each level. This lesson reinforcesResponsibility Launcher, and can be followed by “The Global You,” but may also be taught independently. Note: This lesson contains a PowerPoint presentation (see Lesson Prep). 

Students play international detective as they read accounts of international pollution issues. Students also complete an activity tracing wind patterns and discussing the paths of air pollution. These activities prepare students to identify the mindset of a global citizen and to define global citizenship. This lesson reinforces concepts from “Citizen Me” and can be followed by “Students Engage!” but can also be taught independently. Note: This lesson contains an optional PowerPoint presentation (see Lesson Prep). 

Students brainstorm a list of local problems and action steps that they might take to solve these problems. After analyzing the concept of problem/solution alignment, students select a problem of their own and create an action plan to solve the problem. Ultimately, students are left with a deeper understanding of action steps they can take to address problems in their communities. This lesson follows “The Global You” and precedes Activate, but can be taught independently. For a follow up lesson, see “Up for Debate.” 

Students develop an understanding of the key terms and roles associated with a traditional debate model. Students read through a debate script, identify the key arguments made on each side, and analyze the strength of each argument. This lesson follows Activism or “Students Engage!,” and can precede “A Trip Around the World,” or be taught independently. Note: This lesson contains a PowerPoint presentation (see Lesson Prep). 

Students learn about the rights and responsibilities held by citizens in several countries around the world and compare them to the rights held by U.S. citizens.  Note: This lesson contains a PowerPoint presentation (see Lesson Prep).  We've recently updated this lesson!

This document will assist you in selecting community issues and preparing to use County Solutions with your students. The Public Policy flow chart is helpful in showing the ‘bigger picture’ and is used throughout the project.  

Students explore the many roles filled by their county government and the role of county governments in a federalist system. After a close examination of the county, students create their own fictional county! Students are familiarized with fun facts about county government and analyze the transition of county development through the lense of westward expansion. 

In the first of nine steps, students explore two county issues you have chosen. They vote to decide which issue the class will focus on for its “County Solutions” project.

Having chosen an issue for the project, students analyze two news articles about the issue. They apply the “5W + H” method in order to learn how to gather information from a news article. Using what they learn, they describe the current state of the chosen issue.

To begin thinking about possible solutions for the issue they read about in Step Two, students learn about the difference between individual, group, and government action. They analyze examples, then apply what they’ve learned by suggesting ways each type of actor could address the class’s chosen issue.

To increase their knowledge about both the chosen issue and the three types of actors they studied in Step Three, students examine three websites of governmental and non-governmental organizations that are involved with the chosen issue. They apply the “5W + H” method in order to learn how to navigate and gather information from a website. At the same time, they record and analyze new information about the class’s chosen issue.

Having built a foundation of knowledge about the chosen issue in Steps One through Four, students now learn the term “public policy.” Students identify government action and regulation as the two main ways the government works to solve problems. They analyze examples and evaluate the situations in which action and regulation are appropriate.

Building on the concepts of public policy, government action, and regulation from Step Five, students analyze real-world examples of government actions and regulations. Students get a taste of the wide variety of public policies that exist, and they learn how to evaluate a public policy idea for benefits and limitations.

Armed with knowledge about the chosen issue and about how public policy works from Steps One through Six, students brainstorm a public policy solution for the issue the class has been studying. Students use a “Thinking CAPS” method of organized brainstorming.

Students summarize their research and their proposed solution in one coherent document that describes what the issue is, what’s being done, and how the proposed public policy will help solve the problem.

Now that the research is done and students have articulated a proposed public policy solution for the chosen issue, they learn how to gather support. Students learn 12 different campaign and publicity strategies, then apply what they’ve learned by creating publicity materials to promote the class' public policy solution. This lesson may be done as a fictional exercise or to kick off a real-life campaign.

This lesson teaches the basics about the market economy, including the relationships between consumers and producers, supply and demand, and profit and incentive. Students learn six traits of a market economy, compare the market economy to other types of economies, identify opportunity costs, and much more. We recommend teaching this lesson before the other lessons in this unit.

This lesson uses the topic of cell phone service to illustrate how government and the economy are related. Students learn the difference between market, command, and mixed economies. Building on the idea of a mixed economy, the lesson discusses government limits on economic activity, including anti-trust laws, tariffs, and consumer protection. Having studied cell phone service as an example, students apply what they’ve learned by showing how the principles of a mixed economy work in the food production industry.

This lesson teaches the basics of taxes: what they are, who pays them, what kinds exist, and what they’re used for. Students learn how people’s income is taxed, how much revenue taxes generate, and how taxes and government services are related. Activities based on real life show students how to analyze a pay stub and how to calculate sales tax.

This lesson tackles a variety of topics related to government spending, including the federal budget, mandatory versus discretionary spending, and government debt. Students learn the difference between a surplus and deficit, the basics of federal budgeting, and the method the government uses to borrow money. They consider the complexities of deciding where the government’s money should go and compare those decisions to choices about personal budgeting. Finally, they work with actual federal spending figures from 2011 to see where the government’s money really goes.

This lesson presents a crash course in the relationship between money, banks, and lending in our economy. Students first learn the basics about money and banks. Then they then learn about banks’ role as lenders and find out why lending plays such a huge role in our economy. Students learn about the Federal Reserve, inflation, and the Fed’s role in regulating our economy. Finally, they learn the difference between loans that serve as investments and loans for things that decrease in value, as well as the ugly side of borrowing and lending.

Students grasp the nuances of diplomacy through this interactive lesson. They are called to decide which diplomacy tools work best in different situations. Students will develop an understanding of negotiation, sanctions, and other elements used in diplomatic relationships.

Countries often work together to solve problems and fall into conflict when problems cannot be resolved. After learning about motivations and conditions that lead to action (or inaction), students analyze examples of international conflict and cooperation.

Economic, cultural, and military influence are all critical in developing spheres of influence. Students explore international authority by following a Cold War case study, which will encourage better understanding of international persuasion.

Students compare the basic structure of several different international organizations before categorizing their work. Students also examine the local and global impact of international organizations.

Public sphere, public agenda, public opinion, public policy… What’s the difference? Students discover the relationship between these concepts and how they influence the issues we all discuss and care about. 

What is the media? What does it do? Students examine the types and roles of the media by taking on the role of newsmaker and agenda setter. 

The role of interest groups in politics and government is a hot topic in the media today. This lesson uses the battle over school lunch ingredients to illustrate how interest groups and lobbying affect public policy. Take a side in the battle, create an interest group, and try to influence public policy. 

Examine the seven forms of propaganda found in advertising and politics. Discover the persuasive methods behind the messaging we see every day and gain skills to effectively identify and counter them. A classroom gallery walk challenges students to detect the propaganda techniques at work and evaluate their effectiveness. 

In One Big Party?, students learn about the many roles of political parties. After taking a broad picture look at the different hats parties wear, students take a quick look at the impact of political party systems. On day two, guide students through the impact of the two major political parties in the United States. From examining the political spectrum to analyzing their own stances on several current issues, students will walk away understanding the complexity of the two-party system. 

Take a peek into the electoral process- from party primaries to the general election. Students will learn the distinctions between the popular vote and the Electoral College, and exercise their critical reasoning skills to analyze the differences between the presidential and congressional elections. Students will also contrast the various nomination processes and learn about the role of party conventions in American politics.

In this lesson, students evaluate hypothetical candidates by establishing and applying their own criteria for selecting public officials. Through a variety of activities, students assess candidates based on their qualifications, experience, campaign speeches and campaign materials. Students track campaign promises, explore voting records and evaluate the legitimacy of information resources. The role of the media, fundraising and opinion polls in the electoral process is also discussed.

Covering everything from rederendums to recalls, this lesson takes students to the voting booth and explains what they might see on a typical ballot. Students will discover how voters have the opportunity to initiate change in state and local government. 

In this three-day simulation lesson, students explain the steps taken from party formation to national election. Harnessing skills gained from the Electoral Process lesson, students will act out the campaigning and voting process by simulating a real election in their own classroom.

Explore the evolution of voting rights in the Unites States through an interactive PowerPoint presentation highlighting landmark changes. Following the presentation and class discussion, students apply the new knowledge of voting legislation to individual scenarios through a class activity. 

Students learn how the American colonists grew used to governing themselves and became increasingly unhappy with British policies toward the colonies. Students follow the development of those policies to see why the colonists ultimately declared independence from Britain in order to establish their own government. Finally, students analyze the Declaration of Independence to see how it addressed the colonists' concerns. As an extension, students look at primary sources to see how the colonists' reaction to the Stamp Act was being reported in London.

Students learn how the U.S. Constitution came to exist by looking at the tensions and differences of opinion that existed among early American states and citizens. Students learn about the Articles of Confederation, why the first “constitution” didn’t work, and how compromise led to the Constitution.

Note: this lesson includes an optional PowerPoint presentation (see Lesson Prep below).

American colonists had some strong ideas about what they wanted in a government. These ideas surface in colonial documents, and eventually became a part of the founding documents like the Declaration of Independence and Constitution. But where did they come from?  This lesson looks at the Magna Carta, Mayflower Compact, English Bill of Rights, Cato’s Letters and Common Sense. 

Directions for Democracy has been updated and replaced by Anatomy of the Constitution. 

This lesson introduces the Constitution of the United States. Students will interpret the intentions of the Preamble, explain the organization of the U.S. government, and identify the rights protected in the Bill of Rights.

This lesson gives an article-by-article overview of the structure and function of the U.S. Constitution. Students learn about the duties and powers of the three branches, the amendment process and role of the Constitution as the supreme law of the land. Anatomy of the Constitution now includes content previously covered by the lesson Directions for Democracy.

If you’ve seen one constitution, have you seen them all?  Compare and contrast the provisions of the U.S. Constitution alongside the state constitutions of Florida and Virginia. Find common ways in which state constitutions differ from (and are similar to) the U.S. Constitution, and take a closer look at your own state constitution.  

Students learn about the rights guaranteed by the Bill of Rights and other important constitutional amendments. First they consider what rights they believe are important, then they read and analyze the real text of each amendment. This lesson also helps students analyze the impact that the Bill of Rights has on their daily lives. Completing this lesson prepares students to play the game Do I Have a Right?

Students learn that the rights in the Bill of Rights have no exact definition and are open to interpretation (by the Supreme Court, of course).  Students look at real-life cases involving the 8th and 5th amendments and see whether they come to the same conclusion about each case as the Supreme Court did.

Note: this lesson includes two optional PowerPoint presentations (see Lesson Prep below).

Need to teach the judicial branch in a hurry? In this lesson, students learn the basics of our judicial system, including the functions of the trial court, the Court of Appeals, and the Supreme Court. Students learn how a case moves up through these levels and discover that these courts exist on both the state and federal levels.

Students explore the distinctions between the federal and state judicial systems. Hypothetical litigants Freddy Federal and State Court Sam (two fish friends hailing from Hawaii) help students understand that our country has two separate legal systems and what the differences are between them. Students learn the basic structure of each system and how each one operates.

Where do laws come from? This lesson teaches students about the sources, types and unique systems of law that exist in the American judicial system. Students are given the opportunity to compare and contrast civil and criminal law, follow the origin of laws from the Constitution down through to local ordinances, and peek into the judicial legal system.

Students participate in a scripted fictional trial based on a real case in which the producers of James Bond films sued Honda for creating an ad that looked way too much like a James Bond movie. After the "trial," students examine evidence and play the role of jurors.  Students apply real copyright law to simulate the process courts use in applying law to fact and arrive at a "verdict." This is a two-day lesson.

Here, iCivics presents a judicial variation of the classic card game "Go Fish!" Students use a write-on courtroom game board and play with cards that show the people involved in a trial--such as judges, court staff, attorneys, and litigants--and each of those peoples' roles. By trying to match people and roles to make pairs, students learn what trial participants do both in court and out of court.

Students learn what happens in appellate-level courts and how those courts operate differently from the trial courts most people are familiar with from watching television. By following the case of a real middle school girl who was strip searched at school, students find out what happens when someone takes a case all the way to the Supreme Court. Through this case, students learn about the structure of the federal court system and the way appellate courts decide cases.

Students learn that the rights in the Bill of Rights have no exact definition and are open to interpretation (by the Supreme Court, of course).  Students look at real-life cases involving the 8th and 5th amendments and see whether they come to the same conclusion about each case as the Supreme Court did.

Note: this lesson includes two optional PowerPoint presentations (see Lesson Prep below).

After playing Supreme Decisionwith your class, use this lesson to reinforce the concepts students learned by playing the game.  In this lesson, students compare Ben Brewer’s fictional case in “Supreme Decision” with a real-life case involving a student.  They also look at a variety of historic landmark cases to understand why precedents and judicial review are important in peoples’ everyday lives.

Students learn about the landmark case McCulloch v. Maryland, in which the Supreme Court clarified what kinds of actions Congress can take under the “necessary and proper” clause. Students find out what events led to this case, look at some examples of what “necessary and proper” could include, and examine the relationship between state and federal power under the Supremacy Clause.

Students learn about the three branches of government and find out how the three branches interact with each another. Through the process of creating a healthy school lunch menu, students role-play each branch’s responsibility in the law-making process.

Students learn how citizens can influence the government. They find out that citizens can play a role in each of the three branches and learn how to target the right governmental official with their concerns.