A class project that involved three sixth-grade classes in holding a mock presidential election is described. Students manned registration booths, held rallies, made speeches to explain the issues, and actually voted. (RM)

Describes how cumulative voting works in corporations, where stockholders voting for boards of directors can split their votes among the number of shares they own. Maintains that this approach is being proposed in political elections as a means to provide minority representation. Presents an example of the procedure. (CFR)

Discusses challenges facing secondary social studies teachers in attempting to develop in learning disabled students an awareness of civic rights and responsibilities. Summarizes research on adolescents with learning problems into demands of work habits, knowledge acquisition, and expression. Describes the strategies intervention model for…

The meaning of the Constitution is reflected in its preamble, which lists the reasons for framing the Constitution; but, in turn, the rights of the people are either not mentioned or relegated to some tangential concern. The first three articles of the Constitution reveal that "we the people" is determined by the states as well as the crucial…

Maintains that the expansion of voting rights to African Americans and women is an appropriate topic for Social Studies courses. Discusses suffrage in New York state between 1848 and 1920. Includes a table depicting the women's suffrage campaign in New York state and a list of other resources on the topic. (CFR)

Asserts that the United States has a long, sad history of discrimination against minority rights. Discusses the origins and history of minority inclusion or affirmative action programs. Includes a special report on the "English Only" movement. (CFR)

Provides a chronological overview of the struggle for women's suffrage in the United States. Describes the role of individual women and women's organizations in the struggle. Includes primary sources, teacher resources, and a political cartoon. (CFR)

Describes the work of Alice Paul in her 49-year struggle to pass the Equal Rights Amendment. Discusses the differences between her proposed language for the amendment, drafted in 1922, and what she considered the flawed language of the amendment that passed Congress in 1972. Includes a legislative chronology for the Equal Rights Amendment. (CFR)

An Illinois school system won a bond issue election with a 30-day marketing campaign. Helpful marketing practices include identification of the target audience and finding the best medium to reach the audience. (MLF)

A voter education package was developed to aid institutional personnel in educating the residents from state mental health facilities in the methods of registering to vote, developing the necessary skills in the voting process, and the use of the voting machine. The curriculum was taught to 38 residents in the Harrisburg State Hospital who had…

Presents a chronology of important dates and events in the struggle for women's rights and women's suffrage. Begins in 1648 with the first call for women's suffrage in Maryland and concludes in 1920 with the passage of the 19th Amendment by Tennessee. (CFR)

Maintains that between 1848 and 1920 when the 19th Amendment was ratified, women repeatedly petitioned both state and federal governments for the right to vote. Presents a lesson plan on a women's suffrage petition submitted to Congress in 1869. Includes the background of the petition, the petition's text, and suggested teaching activities. (CFR)

Describes learning activities to be used in conjunction with a facsimile of the 92nd Congress's joint resolution passing the 26th Amendment extending the voting franchise to 18-year-olds. These activities include document analysis, time lines, class discussions, and storytelling. Briefly reviews the amendment process. (MJP)

Maintains that, even though women leaders have been added to the secondary-school social studies curriculum, the differences among them in style, personality, and tactics have not been included. Compares and contrasts the background and social action methods of Susan B. Anthony and Elizabeth Cady Stanton. (CFR)

A Colorado school district attracted over 2,000 volunteers to work on a winning campaign for a mill increase to make up for a $7 million shortfall in state funds. Offers 10 key lessons along with pointers for putting them to work in other school districts. (MLF)