After completing the lessons in this unit, students will be able to:
* Summarize relevant portions of the Constitution on presidential election procedures.
* Explain why the election of 1824 was decided in the House of Representatives.
* Cite examples from presidential campaign materials from 1824.
* Explain how John Quincy Adams won election in 1824.
* Take a stand, supported by evidence, on whether or not there was a “corrupt bargain” between Henry Clay and John Quincy Adams.
At the end of this lesson students will be able to:
* Describe some of Barack Obama’s credentials, values, and political ideals
* Understand the connection between the Civil Rights Movement and the election of Barack Obama to be President of the United States
* Discuss the importance of the Voting Rights Act of 1965
* Appreciate the importance of perspective in viewing and analyzing the significance of an historical event
# Students research the history of U.S. voting rights to identify consistencies and inconsistencies between expressed political traditions and ideals and actual practices.
# Children describe and analyze why voting rights and responsibilities are important to the individual, family, community, workplace, state, and nation.
# Students investigate famous suffragists, such as Susan B. Anthony, then create “wanted” posters and profiles.
# Students become familiar with historic and contemporary issues connected to voting rights around the world.
# Students research the voting rights history of their country. Students compare information about voting rights in at least three countries to gain a global understanding of the topic.
# Students assemble an interactive chart on voting practices in different countries.
# Students identify how and when their country’s leaders are chosen.
# Students research information about their country’s leaders, past and present.
# Students record their knowledge about one leader with symbols and written descriptions.
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