Citizens at Last - Teacher Directions

by Carol Schlenk

Introduction 

This lesson was designed for use by elementary, middle, or high school students who have viewed the exhibit, “Citizens at Last”. It’s purpose is to help students understand that there are ways, other than voting and running for political office, to make strong political statements.  This activity can be completed in one or two class periods. Included in the lesson are a lesson focus, a student activity (which includesdrawing and writing components), vocabulary, extension activities and TEKS. 

Directions for the Teacher

1. Activity Overview

In this lesson, students discuss the importance of political action and will create a bumper sticker to supporta woman’s issue or organization of their choice. 

2. Lesson Focus

The most obvious ways to bring about political change are to either vote for a desired candidate or issue, or to actually run for political office oneself. However, there is a whole spectrum of ways to be politically active.Supporting a political party, volunteering to work for a candidate in his or her political campaign, displaying a political sign in your yard or a bumper sticker on your vehicle are all ways to support a political issue, candidate or organization.

MADD (Mothers Against Drunk Drivers) was founded by a small group of California women after a 13-year-old girl was killed by a drunk hit-and-run driver.One of the chief ways MADD has gained support for their cause has been getting informed drivers to display M.A.D.D. bumper stickers on their vehicles.Since the group was formed, MADD has been instrumental in getting Texas laws changed to hold drunk drivers more responsible for their actions. 

3. Vocabulary

suffrage - right to vote

political - related to government or public affairs 

issues - subjects of concern

4. Extension Activities

*Have students conduct a survey of women voters of different ages to try and determine whether women's political attitudes have changed over time.

Students should interview at least 4 women in the following age groups:

18-25          26-35          36-50         51-70        Over 70

Students should ask the following questions, and any others they might find appropriate for their survey:

a)Have you ever voted for a candidate or issue in a political election?

b)Have you ever run for political office, done volunteer work to support a               political candidate, issue or organization?

c)Would you elect a woman president of the United States if you supported her       policies?  Why or why not?

d)In your lifetime, what has changed most for women? 

*Have students collect newspaper or magazine articles about women political candidates or women’s issues.Make a classroom bulletin board collage of these pictures after having each student present a short synopsis of his or her article to the class. 

*Tell your class you’re going to let them make some important decisions about their school, but only the girls get to participate in the decision-making process. Have students each write a short response to this situation.Have students share their responses aloud. Then ask student’s if they would feel differently if only the boys were allowed to make the decisions. Share responses, asking students to defend what they’ve written. 

*Have students draw a political cartoon dealing with an important woman’s issue. 

*Conduct student research (using the library, internet, etc.) to find out about current women’s issues and female political personalities.Have student’s create 1-2 page reports on their research and share them with the class. 

*Have students call or write to one of the following organizations for more information:

a) Texas League of Women Voters

b) Mothers Against Drunk Drivers

c) Texas Women’s Political Caucus 

*Arrange to have one of your community’s prominent political women speak to your class about her job and issues.Possibilities are female school board members, city, county or state elected officials, political party officials, etc.

5.  Texas Essential Knowledge and Skills (TEKS)

The following TEKS apply to seventh grade.  Similar TEKS exist for elementary and high school grades.

Social Studies

History

7.1 Understanding historical points of reference in Texas history.

7.7 Understand how individuals, events, and issues shaped the history of Texas during the 20th century.

Citizenship

7.17 Understand the importance of the expression of different points of view in a democratic society.

Social Studies Skills

7.21 Apply critical-thinking skills to organize and use information from a variety of sources.

7.22 Communicate in written and visual forms.

English Language Arts and Reading

Reading / Vocabulary development

7.9 Acquire an extensive vocabulary through reading

Writing / Grammar / Usage

7.17 Apply standard grammar and usage to communicate clearly and effectively in writing.

Viewing / Representing / Production

7.24 Produce visual images, messages, and meanings that communicate with others.

Fine Arts

7.2 Creative Expression