Program Curriculum

Table of Contents

 

 A Note to Our Educators ​

We ask that you review the Six Proven Practices to Civic Education PDF from our friends at the Civic Action Project​

All lessons and activities are sorted by grade level and Ohio's learning standards. Everything in red is either a document or link. All documents are labeled as PDF.

*All iCivics lessons require a login to access documents. You can create a free account here*

 3rd Grade

 

Teacher Guide for 3rd Grade Social Studies

 

​SS.3.8 - Communities may include diverse cultural groups.

SS.3.9 - Members of local communities have rights and responsibilities.

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SS.3.10 - Individuals make the community a better place by taking action to solve problems in a way that promotes the common good.

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SS.3.12 - Governments have authority to make and enforce laws.

  • Core Lessons 

    • How Local Government Works ​PDF - Source: Originated from Texas Department of Education 

      • this lesson focuses on the creation and enforcement of laws for local, state and national ​governments. It can also be used to cover standard 3.13

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SS.3.13​ - The structure of local governments may differ from one community to another.

 

 4th Grade

 

Teacher Guide for 4th Grade Social Studies

 

​SS.4.15 - Individuals have a variety of opportunities to act in and influence their state and national government. Citizens have both rights and responsibilities in Ohio and the United States.

 

SS.4.17 - Laws can protect rights, provide benefits, and assign responsibilities.

 

SS.4.18 - The U.S. Constitution establishes a system of limited government and protects citizens’ rights; five of these rights are addressed in the First Amendment.

SS.4.19 - A constitution is a written plan for government. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.​

 

 5th Grade

 

Teacher Guide for 5th Grade Social Studies

 

SS.5.11 - Individuals can better understand public issues by gathering, interpreting and checking information for accuracy from multiple sources. Data can be displayed graphically to effectively and efficiently communicate information.

 

 6th Grade

 

Teacher Guide for 6th Grade Social Studies

 

SS.6.9 - Different perspectives on a topic can be obtained from a variety of historic and contemporary sources and used to effectively communicate and defend a claim based on evidence. Sources should be examined for accuracy and credibility.

 

 7th Grade

 

Teacher Guide for 7th Grade Social Studies

 

SS.7.16 - Analyzing individual and group perspectives is essential to understanding historic and contemporary issues. Opportunities for civic engagement exist for students to connect real-world issues and events to classroom learning.

 

 8th Grade

 

Teacher Guide for 8th Grade Social Studies

 

SS.8.4 - The practice of race-based slavery led to the forced migration of Africans to the American colonies and contributed to colonial economic development. Their knowledge, skills and traditions were essential to the development of the colonies.

SS.8.12 - Disputes over the nature of federalism, complicated by economic developments in the United States, resulted in sectional issues, including slavery, which led to the American Civil War.

SS.8.14 - The Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of federal authority and lingering social and political differences.

SS.8.20 - Active participation in social and civic groups can lead to the attainment of individual and public goals.

SS.8.21 - Informed citizens understand how media and communication technology influences public opinion.

SS.8.22 - The U.S. Constitution established a federal republic, providing a framework for a national government with elected representatives, separation of powers, and checks and balances.

SS.8.23 - The U.S. Constitution protects citizens’ rights by limiting the powers of government.

 

American Government

 

Teacher Guide for American Government

 

AMG.9-12.1 - Opportunities for civic engagement within the structures of government are made possible through political and public policy processes.

AMG.9-12.2 - Political parties, interest groups, and the media provide opportunities for civic involvement through various means.

AMG.9-12.3 - Issues can be analyzed through the critical use of credible sources.

AMG.9-12.4 - The processes of persuasion, compromise, consensus building, and negotiation contribute to the democratic process.

AMG.9-12.7 - Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation, and informal practices.

AMG.9-12.9 - The constitutional amendments known collectively as the Reconstruction Amendments extended new constitutional protections to African Americans, though the struggle to fully achieve equality would continue.

AMG.9-12.10 - Constitutional amendments have provided for civil rights such as suffrage for disenfranchised groups.

AMG.9-12.11 - Constitutional amendments have altered provisions for the structure and functions of the federal government.

AMG.9-12.12 - Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities.

AMG.9-12.14 - In the United States, people have rights that protect them from undue governmental interference. Rights carry responsibilities that help define how people use their rights and that require respect for the rights of others.

AMG.9-12.15 - Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation.

AMG.9-12.16 - As a framework for the state, the Ohio Constitution has similarities and differences to the federal Constitution; it was changed in 1851 to address difficulties governing the state.

AMG.9-12.17 - Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities.

AMG.9-12.18 - A variety of entities within the three branches of government, at all levels, address public policy issues that arise in domestic and international affairs.

AMG.9-12.19 - Individuals and organizations play a role within federal, state, and local governments in helping to determine public (domestic and foreign) policy.

 

American History

 

Teacher Guide for American History

 

AMH.9-12.9 - The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions, laissez-faire policies toward big business, and violence toward supporters of organized labor.

AMH.9-12.10 - Immigration, internal migration and urbanization transformed American life.

AMH.9-12.11 - Continued settlement by Americans in the West intensified conflict with American Indians and reinforced the policy of the reservation system.

AMH.9-12.12 - Following Reconstruction, old political and social structures reemerged and racial discrimination was institutionalized.

AMH.9-12.13 - The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization, and political corruption.

AMH.9-12.18 - Movements such as the Harlem Renaissance, African-American migration, women’s suffrage, and Prohibition all contributed to social change.

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AMH.9-12.21 - United States policy and mobilization of its economic and military resources during World War II affected American society. Despite mistreatment, marginalized groups played important roles in the war effort while continuing to protest unfair treatment.

AMH.9-12.24 - The Second Red Scare and McCarthyism reflected Cold War fears in American society.

AMH.9-12.27 - Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights.

​AMH.9-12.30 - Political debates focused on the extent of the role of government in the economy, environmental protection, social welfare, and national security.

 

Election Season Activities 

 

Know your vote, know the issues PDF - Source: The League of Women Voters of Ohio Education Fund

Hosting a presidential debate PDF - Source: The League of Women Voters of Ohio Education Fund

You can find more lesson plans and election prep materials on the Mock Election page.

 

Classroom Community Projects ​

 

Kids voting Ohio is partnered with several organizations that offer project-based learning programs in Ohio. We encourage our educators to implement these programs in their classrooms as they create opportunities for students to engage civically and implement change in their communities. For a full list and overview of the programs visit Project-Based Learning Opportunities.​

 

Middle School Civility Project ​

Brought to you by the Chief Justice Moyer Fund and the Ohio Center for Law Related Education. These lessons and activities are designed to help students to gain knowledge and skills to start a Service Learning Project in their school or community. Students will document research, guest speaker notes, field trip notes. Students/classes that use these lessons are strongly encouraged to utilize OCLRE's  Youth For Justice Program to showcase the work they have done to benefit the community. Support resources are included where appropriate and further references are also given.

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The Civility Project includes lessons & lesson plans, definitions, student resources, student worksheets & activities, and a guide to the critical educational outcomes from the Josephson Institute. These are the included lessons: 

  1. What is Civility? How do you demonstrate civility?

  2. Acts of Civility around School

  3. Citizens’ Rights and Responsibilities

  4. Communication

  5. Conflict Resolution

  6. A Visit to the Court House (Judge’s Chambers)

  7. Pulling it all together: Now What? Service Learning

Download the Civility Project Teacher Guide​

High School Civic Action Project

Brought to you by the Civic Action Project (CAP). CAP is a free project-based learning program for civics and government. Think of it as a culmination of students’ social studies education, a chance for them to apply what they have learned to the real world and impact an issue that matters to them.

From the CAP curriculum, you will first teach three lessons that are tied to government/civics content. These lessons provide content that students will need to start their own CAP projects. Once students start working on their own CAP issues, you will teach two more lessons that focus on policy analysis.

CAP lessons, resources and civic project materials are free for all educators. For full access sign up HERE. 

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***The Civic Action Project Lessons are aligned with Ohio Academic Content Standards for the American Government Course

 

High School (middle school version available on the CAP website)

  • Core Lessons:

    • ​Lesson 1: A Different Kind of Government Course - HS Standards: AMG.9-12.19 & AMG.9-12.14

      • ​introduces students to the Civic Action Project (CAP) as a practicum for their government course. To help students understand CAP’s rationale, they first discuss why government is a required course and then brainstorm knowledge, skills, attitudes, and actions of effective, productive citizens.

    • Lesson 2: Introduction to Public Policy - HS Standards: AMG.9-12.1, AMG.9-12.17 & AMG.9-12.19

      • ​introduces the link between policy and problems. First, students read and discuss a short article defining policy. Then they discuss policy and its connection to problems. Next, in small groups, they do a newspaper search to find examples of public policy.

    • Lesson 3: Problems, Policy, and Civic Actions - HS Standards: AMG.9-12.1, AMG.9-12.17 & AMG.9-12.19

      • ​gives students further background in problems, policy, and civic action to prepare them for CAP. Students analyze problems in terms of causes and effects. Next, they explore how policy can be linked to problems. Finally, they list possible civic actions that can be taken when working on a problem. At the end of Lesson 3, the CAP Proposal from the Planner is assigned. Students will propose an issue they want to work on and convince their teacher that this issue is worthy of a CAP project. This launches the project-based learning component of CAP.

    • Lesson 4: Introducing Policy Analysis - HS Standards: AMG.9-12.1, AMG.9-12.3, AMG.9-12.18 & AMG.9-12.19

      • ​helps students develop a deeper understanding of public policy and the interaction between government and citizens in making policy. They look at case studies and are introduced to policy analysis.

    • Lesson 5: Policymaking in the Three Branches of Government - HS Standards: AMG.9-12.1, AMG.9-12.3, AMG.9-12.7, AMG.9-12.11, AMG.9-12.12, AMG.9-12.18 & AMG.9-12.19

      • ​introduces students to executive, legislative, and judicial policymaking and to policy evaluation. First, students discuss how policy can be made by each of the branches. Then they read about and discuss how the Chicago City Council passed an ordinance to suppress gang activity and how each branch of government was involved in the policy.

      • OPTION A: Students are introduced to GRADE, a policy-analysis rubric and apply it to the gang ordinance.

      • OPTION B: Students use the civil conversation strategy to analyze the Chicago gang ordinance.

  • Supplemental Lessons

  • AP American Government Lessons

 

Textbooks

 

Know Your Ohio Government 10th Edition. The definitive guide for Ohioans who want to learn how to influence government policies. Brought to you by the League of Women Voters of Ohio. Available in English and Spanish. 

Government in Action by Dr. David Naylor and Dr. Bruce Smith. Government in Action is a project of the Ohio Center for Law-Related Education.