Week 9: Elections and Voting
How the People Choose
You've spent the last four weeks learning how government is built — the Constitution, three branches, lawmaking, and checks and balances.
But here's a question nobody has answered yet: Who decides who gets to be in those branches?
The President doesn't inherit the job. Members of Congress aren't appointed by a king. Judges don't just show up.
The people choose. Through elections.
Remember Mental Model #3 — Power Flows from the People? Elections are how that power flows. Voting is the mechanism that turns "We the People" from a slogan into a reality.
The big idea:
In a democracy, elections are how ordinary people decide who leads, what government does, and how power is shared. The right to vote is the most direct way citizens control their government.
- You do not need to teach every bullet on the page. Use the learning goal and one or two activities for the session you are teaching today.
- If time is short, teach one guided session well and leave the rest for later. The lessons are designed to stretch across the week.
- The independent session works best after the learner has already explored the main idea with you once.
Teacher Preparation
- Prepare two fictional candidate profiles for the mock election (see Session 1, Activity 3).
- Have blank paper for "ballots" and a box or hat for collecting them.
- Bookmark Ben's Guide to the U.S. Government — Voting & Elections for background.
- Bookmark iCivics: "Cast Your Vote" for a free voting-related game (optional extension).
- Review the voting rights timeline in Session 2 so you can tell the story confidently.
- Prepare a visual timer for sessions.
Elections are where civic literacy becomes personal. This week's lesson should feel empowering, not procedural. The student should leave thinking: "Someday I'll get to do this — and it actually matters." Keep the tone forward-looking and participatory. Remember: strictly nonpartisan. Use fictional candidates. Focus on the process, not any party or real candidate.
Guided Session 1
Why We Vote
Learning Goal
By the end of this session, the student can:
- explain why elections exist and what problem they solve
- identify the different levels of government where elections happen
- participate in a mock election and evaluate the experience
Activities
1. The Problem Elections Solve (10 minutes)
Start with a thought experiment:
"Imagine a community where the leader just picks themselves. Nobody voted. Nobody was asked. The leader says: 'I'm in charge now.' What could go wrong?"
Let the student brainstorm problems:
- The leader might only help their friends
- Nobody agreed to follow them
- There's no way to remove them if they do a bad job
- It contradicts everything we learned about shared power
Then ask:
"OK — so how SHOULD a community pick its leader?"
Guide toward: The people should choose, through a fair vote. This is what elections do.
Connect to Week 2:
"Remember the Island Challenge? When your island community disagreed about rules, you voted. Real elections work the same way — just at a much bigger scale."
Connect to Week 8:
"You learned that checks and balances prevent any one branch from getting too powerful. Elections are another check — if a leader does a bad job, the people can vote them out."
2. What Are We Voting For? (8 minutes)
Elections happen at every level of government. Walk through who gets elected:
| Level | Who We Elect | What They Do |
|---|---|---|
| Local | Mayor, city council, school board | Run your town; manage schools, parks, roads |
| State | Governor, state legislators | Set state laws; manage highways, state parks, colleges |
| Federal | President, U.S. senators, U.S. representatives | Lead the country; make national laws; represent your state |
Ask:
"Which of these elections do you think affects your daily life the most?"
Many students guess the President — guide them toward the insight that local elections often affect daily life more directly (school policies, road repairs, park hours). They'll explore this more in the next unit on local government.
Also note:
"Not everything is decided by electing a person. Sometimes voters get to vote directly on an issue — like whether to build a new library or raise a tax. That's called a referendum."
3. Mock Election: Vote for Mayor (12 minutes)
Run a simple mock election with two fictional candidates for mayor of a made-up town.
Candidate A — Jordan Park:
- Wants to build a new community park and playground
- Plans to add more after-school programs
- Would pay for it by reducing road repair spending
Candidate B — Riley Chen:
- Wants to fix roads and sidewalks across town
- Plans to add better streetlights for safety
- Would pay for it by reducing spending on new parks
Each candidate gives a 1-minute "speech" (the caregiver reads both, or two students present them, or the student reads one and the caregiver reads the other).
Then hold the vote:
- Each voter writes their choice on a blank ballot (secret ballot — no one sees your vote)
- Collect ballots in a box or hat
- Count the votes together
- Announce the winner
Debrief:
"Was this fair? Did both candidates get a chance to explain their ideas?"
"What did you base your decision on — the candidate's personality or their plan?"
"What if someone who didn't vote disagrees with the result? Does the election still count?"
Key insight: Elections depend on a powerful custom: accepting the results — even if your candidate loses. This is called the peaceful transfer of power, and it is one of the most important features of a democracy. This is not enforced by a single law — it is a norm that democracies must actively protect. When people stop honoring this norm, the system is in danger.
Reflection Questions
- "Why is it important that voting is done by secret ballot?"
- "What's the difference between choosing a leader by election versus choosing one by force?"
- "How does voting connect to the idea that 'Power Flows from the People'?"
- "If you could vote in the next election, what issue would matter most to you?"
Guided Session 2
The Right to Vote — A History
Learning Goal
By the end of this session, the student can:
- describe how voting rights in the United States expanded over time
- explain why each expansion mattered
- describe the basic mechanics of how an election works today
Activities
1. Who Could Vote in 1789? (8 minutes)
Start with a shocking fact:
"When the United States was founded in 1789, who do you think could vote?"
Let the student guess. Then reveal:
"In most states, only white men who owned property could vote. The rules varied from state to state — in a few northern states, free Black men who owned property could also vote. But no women could vote anywhere, and Native Americans were almost entirely excluded. 'We the People' clearly did not include everyone."
Make it concrete:
"Imagine our classroom has 30 people. In 1789, only about 3 or 4 of them would have been allowed to vote. Everyone else? No voice at all."
Ask:
"Does that match what the Constitution says about 'We the People'? If most people can't vote, does power really flow from the people?"
This sets up the story of expansion — the long, hard fight to make "We the People" actually mean everyone.
2. The Expanding Circle (12 minutes)
Walk through the major milestones. For each one, ask: "Who was left out before this? Why did people fight to change it?"
| Year | What Changed | How |
|---|---|---|
| 1870 | Black men gained the right to vote | 15th Amendment — "The right to vote shall not be denied on account of race" |
| 1920 | Women gained the right to vote | 19th Amendment — after decades of marches, protests, and organizing by suffragists |
| 1924 | Native Americans granted U.S. citizenship | Indian Citizenship Act — but many states still denied Native Americans the right to vote for decades afterward |
| 1964–1965 | Real enforcement of voting rights for Black Americans | 24th Amendment (banned poll taxes) and Voting Rights Act of 1965 (banned literacy tests and other barriers) |
| 1971 | 18-year-olds gained the right to vote | 26th Amendment — during the Vietnam War, people argued: "If you're old enough to fight, you're old enough to vote" |
After the timeline, draw or describe the expanding circle:
"Imagine a circle. In 1789, it was tiny — just a few people. Over almost 200 years, that circle kept expanding. Today, most adult U.S. citizens have the right to vote — but access is not perfectly equal everywhere, and some groups still face barriers. Every expansion happened because people organized and fought for it, and that work is ongoing."
Ask:
"Why do you think it took so long? Why didn't the founders just let everyone vote from the beginning?"
3. How Voting Works Today (10 minutes)
Walk through the basic mechanics of voting in a modern election:
Step 1: Register
"Before you can vote, you have to register — sign up with your state so they know you're eligible. You must be a U.S. citizen and at least 18 years old."
Step 2: Learn about the candidates
"Voters research the candidates and issues. They might read news, attend debates, or talk to neighbors."
Step 3: Go to your polling place (or vote by mail)
"On Election Day, registered voters go to a designated location — a school, library, or community center — and cast their ballot. Some states allow voting by mail."
Step 4: Cast your ballot
"You mark your choices on a ballot — either on paper or electronically. Your vote is secret."
Step 5: Votes are counted
"Election officials count all the ballots. Results are announced — usually the same night or within a few days."
For the President — the Electoral College:
"Presidential elections have an extra step. The President isn't chosen by simply counting every vote nationwide. Instead, each state gets a number of Electoral College votes based on its population. When you vote for President, you're actually voting for your state's electors, who then cast their votes for President."
"This means a candidate can win the most total votes nationwide but still lose the election if they don't win enough states. This has happened a few times in American history."
The Electoral College was created as a compromise at the Constitutional Convention. Some founders wanted Congress to pick the President; others wanted a direct popular vote. The Electoral College was the middle ground. People still debate whether it's the best system today — and that debate is a healthy part of democracy.
Ask:
"Why do you think the founders created the Electoral College instead of just counting everyone's vote? Do you think it's fair?"
There's no single right answer — the goal is for the student to understand that the system exists and why people have different opinions about it.
Reflection Questions
- "Which expansion of voting rights surprised you the most?"
- "Why is it important that we know the history of who couldn't vote?"
- "If someone says 'my vote doesn't matter,' what would you tell them based on what you learned today?"
- "What would happen if nobody voted?"
Independent Session
Design a Fair Election
Instruction
Design and run your own election for a fictional scenario.
Choose a setting:
- A new class president for your school
- A leader for the island community from Week 2
- A neighborhood improvement committee chair
- A captain for a sports team or club
Your election must include:
- The position — What job is being elected? What does this person do?
- Two candidates — Give each one a name and a platform (what they promise to do). Make sure both sides have real strengths.
- Campaign materials — Create a short speech OR a campaign poster for each candidate.
- Voting rules — How will people vote? (Secret ballot? Show of hands? Ranked choice?) Who counts the votes?
- The vote — If you have family members or friends available, run the actual election. If not, write out what you think would happen and why.
- Fairness check — Answer: "Is this election fair? What could make it unfair? How would you prevent cheating?"
Bonus challenge: Add a "referendum" to your election — a yes/no question voters also decide on (like: "Should our community build a swimming pool?").
Skills Reinforced
- explaining why elections are necessary in a democracy
- identifying the levels of government where elections happen
- analyzing what makes an election fair
- connecting voting to the mental model "Power Flows from the People"
- designing a structured process with clear rules
Setup
- paper and pencils/markers for campaign materials and ballots
- a box, hat, or envelope for ballot collection
- family members or friends to participate (optional but encouraged)
- visual timer
- Election — An event where people vote to choose their leaders or make decisions about important issues.
- Ballot — The paper or screen where you mark your choices when you vote.
- Candidate — A person who is running for a position in an election and asking people to vote for them.
- Voting rights — The legal right to participate in elections, which has expanded over time to include more and more Americans.
- Campaign — The effort a candidate makes to convince voters to choose them, including speeches, posters, and meetings.
- Democracy — A system of government where the people have the power to choose their leaders and influence decisions.
Elections are how people in a democracy choose their leaders. When you vote, you get to help decide who's in charge and what the government does. A long time ago, only a few people were allowed to vote, but over many years, brave people fought so that almost every adult citizen now has that right. Voting is one of the most important ways regular people can have a say.
Check for Understanding
- Why do democracies use elections instead of just letting someone pick themselves as leader?
- Name two ways that voting rights have expanded since the United States was founded.
- What is a secret ballot, and why is it important?
- How does voting connect to the idea that "Power Flows from the People"?
Core vs. Stretch
Core:
- Explain why elections exist and what problem they solve.
- Describe at least two milestones in the history of voting rights in the United States.
- Participate in the mock election and reflect on what made it fair or unfair.
Stretch:
- Research the Electoral College and explain how it works. Write a short argument for or against it.
- Compare how elections work at the local, state, and federal levels. What is different about each one?
- Investigate a historical voting rights movement (such as women's suffrage or the civil rights movement) and create a short presentation about what happened and why it mattered.
Adapting for Different Ages
- Focus the mock election on a concrete, relatable scenario — choosing a playground activity or a class pet works well to build the core concept before tackling Jordan Park vs. Riley Chen.
- For the voting rights timeline, cover just 2–3 milestones (e.g., 1870, 1920, 1965) and use the "30 people in a classroom" analogy heavily.
- Skip the Electoral College section entirely, or mention it in one sentence: "The President is chosen through a special process called the Electoral College."
- Run the full mock election with campaign speeches, secret ballots, and a structured debrief on fairness.
- Dive deeper into the Electoral College — have the learner map out how electoral votes are allocated across a few states.
- Ask: "If you could change one thing about how elections work in the U.S., what would it be and why?" (Keep nonpartisan — focus on process design.)
- For the independent session, challenge them to design ranked-choice voting or a runoff system and explain why it might be more or less fair.
Discussion Norms for This Week
Elections can touch on real family experiences and opinions. Before any discussion:
- We discuss systems, not sides. Talk about how elections work, not which candidates or parties are "right."
- Respect that people vote differently — and that's the point. Democracy depends on people making different choices based on different values.
- Use "I think" language. Say "I think this system is fair because…" rather than "This is obviously the right way."
- It's OK to not have an opinion yet. On something like the Electoral College, saying "I'm still thinking about it" is a perfectly good answer.
🔍 Civic Inquiry Spotlight: Checking Campaign Claims
During elections, candidates make lots of promises and claims. Practice checking them:
Example claim: "My opponent voted to close your local library!"
- What is the claim? That the opponent voted to close a library.
- Is it specific? Which vote? Which library? When?
- Where can I check? Look at the actual voting record — city council meeting minutes are public.
- What might be missing? Maybe the opponent voted to reduce the library budget (not close it), or maybe they voted against a larger budget that included library funding. The claim might be technically related to reality but misleading.
This week's skill: When you hear a campaign claim, ask: "What exactly happened, and can I find the original source — not just someone's summary of it?"
Offline Option
The mock election is the heart of this lesson and works perfectly offline. Prepare two candidate profiles on paper, have the learner make campaign posters by hand, and use paper ballots with a hat or box for collection. For the voting rights timeline, draw the "expanding circle" on a whiteboard or large sheet of paper and walk through each milestone together. The independent session — designing a fair election — needs only paper, pencils, and willing participants. Skip the iCivics game and Ben's Guide links if no internet is available.
Local Adaptation Note
- Ask: "When is the next election in our town, city, or state? What positions are being voted on?"
- Look up your local polling place — where would your family go to vote?
- Discuss: "Are there any local issues being decided by voters right now, like a school budget or a new park? That's democracy in action in your own neighborhood."
- Connect to the learner's life: "Even though you can't vote yet, what are ways you can participate in your community right now?"
- Strictly nonpartisan. Use only the fictional candidates (Jordan Park and Riley Chen). If a child mentions a real politician, redirect: "For today, let's focus on how the process works rather than specific people."
- Voting rights history includes painful exclusions. Be honest that many groups — Black Americans, women, Native Americans — were deliberately kept from voting. Frame each expansion as a victory without sugarcoating the struggle.
- The Electoral College can be confusing. A brief mention is enough for younger learners. Use the "For Curious Learners" tip box for older kids. Present it as a system people have different opinions about, not as good or bad.
- End on an empowering note. Kids can't vote yet, but they can learn, speak up, and be ready.