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Subject

Social Studies (NYS K-12 Framework Common Core)

Instructions

• Have your students divide into groups of three to five.
• Give each group a set of suffrage sequence cards.
• Explain to the groups that they need to put the cards in chronological order. Allow an adequate amount of time for the groups to order the cards.
• When it seems like all, or most, of the groups have finished, call the game and provide each group with an answer key handout.
• Go over the correct sequencing as a class.

Duration

20-25 minutes

Vote Quote

“Vote as an individual; lemmings end up falling off cliffs.” –Pierre S. du Pont

Get Ready

• Copy and cut a set of U.S. Suffrage Timeline Cards for each group of three to five students.
• Copy a U.S. Suffrage Timeline Cards with Dates handout sheet for each group.
• See “The Right to Vote” in the Appendix.

Materials

U.S. Suffrage Timeline Cards handout; U.S. Suffrage Timeline Cards with Dates handout

U.S. Suffrage Timeline Cards

U.S. Suffrage Timeline Cards with Dates

Discussion Questions

• Do you think we will ever need to add new cards to this game? If yes, what makes you think so?
• Who still cannot vote? Should they be able to vote? Why or why not?
• Why do people want the right to vote?
• Why did it take so long for some groups to gain the right to vote?
• Do you know what each group did to gain the right to vote? How could you find out?

Description

Kids Voting USA’s classroom materials are designed to aid teachers in addressing civic learning objectives. The activities are short and engaging and they foster group discussion and the use of critical-thinking skills.

Objective:
Students order and examine the history of voting rights to gain a better understanding of the right to vote.

More

Assign students to discover and report what various populations did to gain the right to vote.

Additional Information

Click on the link below for a summary of Kids Voting USA classroom activities.

Kids Voting Summary.pdf

Related Academic Standards

New York State

SS.7.5.c While the Constitution provides a formal process for change through amendments, the Constitution can respond to change in other ways. The New York State Constitution changed over time with changes in the early 19th century making it more democratic.

SS.8.1.b Freed African Americans created new lives for themselves in the absence of slavery. Constitutional amendments and federal legislation sought to expand the rights and protect the citizenship of African Americans.

SS.8.1.b.1 Students will examine the Reconstruction amendments (13th, 14th, and 15th) in terms of the rights and protections provided to African Americans.

SS.8.2.e.5 Students will examine state and federal government responses to reform efforts including the passage of the 17th amendment, child labor and minimum wage laws, antitrust legislation, and food and drug regulations.

SS.8.4.e.1 Students will investigate the efforts of women suffragists and explain the historical significance of the 19th amendment.

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