| Liberty and Civility: Rules for Citizens in a Democratic Society | Liberty and Civility: Rules for Citizens in a Democratic Society | loc-civility-franomalley.jpg | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/loc-civility-franomalley.jpg | Fran O’Malley (Institute for Public Administration, University of Delaware) Taylor Domenici (Heritage) | Civics Standard Two 4-5b | Students will examine George Washington’s Rules of Civility in preparation for learning how and why citizens in a free society are expected to exercise personal civility. Students then apply what they have learned to examples of incivility that are humorously illustrated in “Ricky Rude” comic strips. | <p><a target="_blank" href="http://www.loc.gov/exhibits/treasures/tr11a.html#obj49">1. George Washington’s “Rules of Civility & Decent Behaviour in Company and Conversation”</a></p> | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/Forms/DispForm.aspx?ID=5 | |
| Executive Orders, Acts and Proclamations: A Dynamic Process | Executive Orders, Acts and Proclamations: A Dynamic Process | loc-executive-orders-acts-and-proclamations-a-dynamic-process_scottbacon.jpg | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/loc-executive-orders-acts-and-proclamations-a-dynamic-process_scottbacon.jpg | Scott Bacon (Mount Pleasant High School) | Civics Standard Two 9-12b | Students are introduced to the concept of the dynamic process of government through the use of executive orders, acts and proclamations over time. The big idea of the lesson is that, as the needs and desires of people change over time, Presidents have used their power to try and meet those needs. | <p><a href="http://memory.loc.gov/cgi-bin/ampage?collId=mgw8&fileName=mgw8a/gwpage001.db&recNum=131" target="_blank">1. George Washington’s Thanks-giving Proclamation</a></p> | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/Forms/DispForm.aspx?ID=4 | |
| Faction and Democracy | Faction and Democracy | loc-faction-and-democracy_mikefeldman.jpg | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/loc-faction-and-democracy_mikefeldman.jpg | Michael Feldman (Smyrna School District) | Civics Standard Two 9-12a | The focus of this lesson is on understanding the inevitability of factions in a democracy and the extent to which they affect the competition for power in a democratic system of government. Students will explore three primary source documents to gain an understanding of the challenges factions presented for our founders during the infant stages of American constitutional democracy. | <p><a href="http://www.loc.gov/rr/program/bib/ourdocs/farewell.html" target="_blank">1. George Washington’s Farewell Address </a></p><p><a href="http://www.loc.gov/exhibits/jefferson/jefffed.html" target="_blank">2. Thomas Jefferson’s First Inaugural Address </a></p> | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/Forms/DispForm.aspx?ID=10 | |
| The Formation of Political Parties | The Formation of Political Parties | loc-formation-political-parties_erinsullivan.jpg | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/loc-formation-political-parties_erinsullivan.jpg | Erin Sullivan (Cab Calloway School of the Arts) | Civics Standard Two 9-12a | Students will work in small groups to investigate a case study centering around the question “Why do political parties form?” Students will then have an opportunity to compare case studies in search of generalizations. | <p><a href="http://hdl.loc.gov/loc.pnp/cph.3b50339" target="_blank">1. “Grand Democratic Free Soil Banner”</a></p><p><a href="http://www.loc.gov/pictures/resource/pga.01400/" target="_blank">2. “People's Party Candidates for President and Vice President, 1892” Campaign Poster</a></p><p><a href="http://www.loc.gov/pictures/item/2008661753/" target="_blank">3. “King Andrew the First” Lithograph</a></p> | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/Forms/DispForm.aspx?ID=7 | |
| “Set in Their Ways” — Why Political Parties Rise and Fall | “Set in Their Ways” — Why Political Parties Rise and Fall | loc-set-in-their-ways_franomalley.jpg | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/loc-set-in-their-ways_franomalley.jpg | Fran O’Malley (Institute for Public Administration, University of Delaware) | Civics Standard Two 9-12a | Students will engage in a case study of the Progressive or “Bull Moose” Party to explore reasons why political parties emerge and collapse. The lesson focuses on reasons for the demise of political parties. | <p><a href="http://www.loc.gov/pictures/item/2011648985/" target="_blank">1. Puck Magazine’s “<em>Set in Their Ways</em>”<strong> </strong></a></p> | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/Forms/DispForm.aspx?ID=2 | |
| Considering the Need for Political Parties | Considering the Need for Political Parties | loc-two-party-system_timhein.jpg | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/loc-two-party-system_timhein.jpg | Tim Hein (William Penn High School) | Civics Standard Two 9-12a | Students will analyze the goals, roles, principles, and purposes of political parties in the United States. They will then examine George Washington’s Farewell Address to consider the President’s views of parties. Finally, students will develop arguments around the question: To what extent are political parties necessary in the United States today? | <p><a href="https://archive.org/details/washingtonsfarew02wash" target="_blank">1. George Washington’s Farewell Address </a></p> | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/Forms/DispForm.aspx?ID=6 | |
| Who Gets the Vote? | Who Gets the Vote? | loc-who-gets-the-vote_christinagallo.jpg | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/loc-who-gets-the-vote_christinagallo.jpg | Christina Gallo (Lake Forest School District) | Civics Standard Two 9-12a | Students will examine the Constitution to identify what it originally states about the right to vote and then examine primary source documents to understand how the right to vote has been interpreted and expanded over time. Specific areas of focus will be the expansion of the electorate with the addition of the 15th, 19th, and 24th amendments. Students are asked to consider why these changes were necessary and if there are currently other groups that are being excluded from the right to vote. | <p><a href="http://lcweb2.loc.gov/ammem/amlaw/ac001/lawpres.html" target="_blank">1. United States Constitution, Article V</a></p> | https://www.bidenschool.udel.edu/ipa/LOCLessonPlans/Forms/DispForm.aspx?ID=3 | |
