National elections offer great opportunities to introduce students to our electoral process and the issues currently facing our nation. The lessons and resources in this section are designed to reach students in all grade levels. Below, you will find some lesson plans and resources you can use to explore voting-related issues in your classroom.

Please note that some lessons include handouts that are .pdfs; you may need to download Adobe's free Acrobat Reader in order to view them.

Grades 3 - 5

Grades 6 - 8

Grades 9 - 12

• Historic Election quiz - Have your students take this quiz and test their knowledge of past elections! The ten question quiz also includes an explanation of the answers to give your students additional background information.



• Ask your students to research and compare different forms of voting technology. Then ask students to find out what type of voting technology is used in your community. Good sources for local voting information are the Secretary of State's office for your state and your county or municipal government. What are the benefits of the voting technology used in your community? What are the drawbacks? Do your students think your community should adopt a new voting technology?



One of the newest forms of voting technology, direct recording electronic (DRE) voting, has provoked controversy. A good introduction to the controversy is the Century Foundation's Issue Brief, "Understanding the Debate over Electronic Voting Machines" (available online at www.tcf.org/publications/electionreform/VotingMachine.pdf).
• Have your class read through the Issue Brief, then divide them into small groups of 4-6 students. Ask each small group to list the pros and cons of DRE voting. Half of the small groups should then identify what they think are the three strongest arguments for DRE voting, while the other half should identify what they think are the strongest arguments against DRE voting. Each group should be prepared to defend their choice of arguments.
• Have each group appoint a representative. Ask the representative for each group in favor of DRE voting to present the group's arguments to the class, then ask representatives of the groups against DRE voting to do the same. Conclude the activity by asking the class to vote on whether they think the benefits of DRE voting outweigh the drawbacks.


• Tell your students to imagine that they have been asked to advise the governor of the state on a new proposal to permit Internet voting in the state. Among the issues the governor wants your students to address are:
1. Can a system of Internet voting be developed that will conform to the requirements of the Help America Vote Act of 2002 (HAVA)?
2. Are there any security risks associated with Internet voting? If so, how might these be addressed?
3. Do you think there are any drawbacks to allowing people to vote from their home instead of coming to a community polling place to cast their vote?
4. Are there any other issues the governor and state legislature should be aware of when considering Internet voting?
• Provide students with some background information on Internet voting. A two-page summary of HAVA's requirements is available on the Common Cause website at http://www.commoncause.org/states/ER-billsummary.pdf. A short report on the issues surrounding Internet voting, prepared by the Congressional Research Service, is available at http://fpc.state.gov/documents/organization/22714.pdf.
• Divide the students into working groups of 8-10 students each. Within each group, 2-3 students should be assigned to focus on each of the questions posed by the governor. After researching their question, students should share and discuss their findings with other members of the group. The group as a whole should then prepare a final report to the governor that addresses each of the four questions posed and offers a final recommendation on whether the state should pursue Internet voting at this time. Finally, the groups should present their reports and recommendations to the class.


• Ask students to read "The Real Story on Election Day = You" written by Mary G. Wilson, President of the League of Women Voters of the United States. Use the article as a platform to discuss with your students opportunities for them to get involved with the 2008 elections. Possibilities include:

• Holding a voter registration drive at your school. Invite a local county official (or other appropriate representative from the State Board of Elections or Secretary of State) to preside over the registration on a selected date. Students should create posters, brochures, and other materials to encourage their peers to register to vote.
• Similarly, students can volunteer to work on a voter registration initiative in their community. A number of organizations actively seek the participation of young people in voter registration drives.

• Serving as an election official at a local polling place. More than 30 states allow young people under the age of 18 to serve as election workers. A listing of those states and additional information is provided by the National Association of Secretaries of State.
• Conducting a town hall meeting simulation. On a local level, students can explore negotiation, decision-making, and the power of one voter’s voice by discussing proposed legislation. For a firsthand look at town hall meetings, check your local city hall’s calendar of events and arrange a field trip for your students.
• o Setting up a mock election at your school. Even if your students are not old enough to vote officially, a mock election enables them to learn about the election process firsthand. For more information, visit the National Student/Parent Mock Election website at www.nationalmockelection.org.