The+Ballot+Box+Battle,+Reinforcing+Activity

__** Materials: **__ // The Ballot Box Battle // Chalkboard Chalk Voting Cards Student Journals

__** Objectives: **__ Students will be able to explain the various changes in voting laws in US history by participating in mock elections.

__** Procedures: **__ //Exploration:// The teacher will prepare two mock candidates who are running for office. The teacher can select a student to represent each of the candidates. The candidates should be radically different so students would be upset if their candidate lost. The students will read the book //The Ballot Box Battle//

//Development:// The students running for office will be allowed to speak one last time to their fellow classmates (voters). The teacher will explain to the class that there will be 3 different elections being held which will be taken place during different times in history. Each student will be assigned a profile about a person who is either a white male, black male, or female. To further expand the activity each voting card could have the persons interest on it so that it will influence how the student is supposed to vote. The teacher will pass out voting cards and explain that whoever gets the most votes in the end will win the election. __Election #1__ This election will be taken place in 1800, only white men will be allowed to vote in this election. The teacher will announce the winner of election 1 and write the results on the chalk board. __Election #2__ This election will take place in 1860, white and black men will be allowed to vote in this election. The teacher will announce the winner of election 2 and write the results on the chalk board. __Election #3__ This election will take place in 1920, white and black men and women will be allowed to vote in this election. The teacher will announce the winner of election 3 and write the results on the board. The teacher will explain that the winner of election #3 is actually the winner.

//Expansion:// Create a timeline in your class with the different voting developments. Discuss with the class: why is voting important? Have students reflect on why Elizabeth Caddy Stanton worked so hard to ensure that women had the right to vote. Why public goal was she trying to achieve? Have students think about the following questions in their reflection: How did you feel when you weren’t allowed to vote? How do you think that people in this time period felt? Do you think that it is important to vote? If you were old enough during the next election, would you vote?

__** Assessment: **__ The teacher will ask the students about the fairness of each election and which they think was most fair. The students will take a quiz that asks about the different times in history and how the different constitution amendments led up to the election process that we have today.

__** Suggested **__** __Extension Activities:__ ** The students could speak to their family members about their experiences in voting. The students could write in their journals about this mock vote and explain what it would have been like to live in another time period.

__** Additional References and Web Links: **__ Steins, R. (1994). //Our Elections.// The Millbrook Press: Brookfield,Connecticut. __ [] __ [] __ kids_voting.html __

__ **Other possible Ohio Standards:** __ Grade 4, Government Strand Roles and Systems of Government 20. A constitution is a written plan for government. democratic constitutions provide the framework for government in Ohio and the United Staes.