Elections are crucial to democracy, ensuring people a voice in their government. Throughout US history, different groups of Americans have fought for the right to vote, both because this right is crucial for participating in democracy and because the right to vote is symbolic of the right to belong in the nation.
Since the 2020 election, 17 states have enacted legislation that makes it easier to vote, such as legislation that registers voters automatically and expands access to early or absentee voting. Other states have moved in the opposite direction, passing laws that create barriers to voting. These laws include requiring people to present IDs to vote, disenfranchising people who were previously convicted of felonies, restricting early and absentee voting, and removing voters’ names from registration lists if they have not recently voted. The Supreme Court’s 2013 decision in Shelby County v. Holder to strike down portions of the 1965 Voting Rights Act has made it easier for states to enact new restrictions on voting, and many of these new restrictions are being challenged in the courts, with critics arguing that they disproportionately affect voters who are racial minorities, poor, or young.
In Part 1 of this Teaching Idea, students reflect on how voting laws in different states impact voters today, and in Part 2, students learn about the history of voting rights and the impact of the Supreme Court’s 2013 decision in Shelby County v. Holder. You can use the entire Teaching Idea or a selection of activities from one or both parts.
Note: Your students may have questions about whether voting restrictions are necessary to prevent voter fraud. You can use our Explainer on Free and Fair Elections to help students understand how elections can be organized in a way that is both free, meaning all eligible voters are able to cast ballots, and fair, meaning each vote has equal weight and is counted accurately. The Brennan Center report The Truth About Voter Fraud also has useful information about different claims related to voter fraud, which you can share with your students.
What follows are teacher-facing instructions for the activities. Find student-facing instructions in the Google Slides for this Teaching Idea.
Begin by asking your students to reflect on the following prompts together in small groups:
Imagine your school is holding a student government election. The newly elected student officers will get a voice in deciding major school policies. Your group is tasked with organizing the school elections.
Once students have finished discussing the prompts in small groups, ask for volunteers to share their group's ideas with the full class.
Then, tell students that the next activities will help them think about the policies that can make it easier or harder to vote in state or national elections.
In this activity, students learn about how voting policies in different states could impact individuals and groups of voters differently, depending on their identities and life circumstances. To complete this activity in class, students need to have access to at least one computer or tablet per small group to access the Washington Post tool How to Vote in Your State. Alternatively, they can conduct the research as homework.
Explain that voting policies, such as the number of polling stations or restrictions on mail-in voting, are determined mainly by states. This activity will help students see how different state policies impact different voters’ ability to cast ballots and make their voices heard.
Place students in small groups and assign each group a voter profile. Voter profiles could include:
First, students should look at NPR’s map How Voting Laws Have Changed Since The 2020 Election, and choose one state that has expanded voting rights (indicated in turquoise) and one that has restricted them (indicated in orange). Then, they should use the Washington Post tool How to Vote in Your State to look up voting procedures in those two states, from the perspective of their voter.
Ask students to answer the following questions from the perspective of their voter and then present their findings to the class:
In this activity, students engage with three stories in the reading Voting Rights in the United States that demonstrate how voting restrictions can impact various groups of people in different ways. You can organize this activity in a variety of ways: you might create stations, or place students into groups and ask them to read each story in turn, or set up a Jigsaw by asking students to read one story with their first group and then to present the main takeaways of their story to their classmates who read other stories.
As students read the stories, they should discuss the following questions:
Finally, ask your students to reflect on the following prompts in their journals:
Look up proposed voting rights legislation with your students, such as the Freedom to Vote Act, the John R. Lewis Voting Rights Advancement Act, or the Native American Voting Rights Act. Ask students:
How would the changes proposed in these bills change the experience of voting for the sample voters in activity 2 or the voters you learned about in activity 3?
Place students in pairs, and give each pair a copy of KQED’s U.S. Voting Rights Timeline. (Note: You can also share a portion of this timeline if you wish to focus on one time period in US history.)
Ask students to read through the timeline with their partner. For each event, they should decide if it is an example of an expansion of voting rights, a limitation on voting rights, or both. When students have finished, ask them:
The 2013 Supreme Court decision in Shelby County v. Holder provides crucial context for understanding many of the contemporary challenges to voting. In order to explore the significance of that case, students also need to know about the 1965 Voting Rights Act, which was passed to remedy severe restrictions on voting by African Americans during the Jim Crow era. (Note: Consider reading the Vox article How Shelby County v. Holder upended voting rights in America for your own background knowledge.)
To give your students context on the 1965 Voting Rights Act and Shelby County v. Holder, play a section of the New York Times video (published before the 2020 Presidential Election) How Could Voter Suppression Affect the Presidential Election? Look at Georgia, from 4:37-6:52. After you finish watching, ask your students to read the “Facts of the Case” section of the Shelby County v. Holder case summary. Ask students:
Then, place students in groups of four and assign each member of the group a different role from the following list:
Ask each group to read the “Question” and “Conclusion” sections of the case summary. (For advanced students provide the complete majority and dissenting opinions.) As they read, they should take note of any information that could help them understand their role better.
Once students finish reading, they should use the Café Conversations strategy to discuss this case in their groups, from their assigned viewpoints. They can use the following questions to help guide their discussions:
Prompt students to discuss this case, from their assigned viewpoint, along with the following questions:
Ask your students to return to their journal reflections from the end of Part 1 and to add any additional ideas they have about the questions after learning more about the history of voting rights.