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Lesson Plans
Felon Disenfranchisement Laws
"Why shouldn't individuals who have already served their sentences and paid their debt to society be allowed to vote once they have been released from prison?"
Purpose
The purpose of this lesson plan is to allow students to learn about felon disenfranchisement laws and formulate their own opinion as to whether or not they believe these restrictive provisions are in violation of the civil rights of ex-offenders.
Grade
9-12
Objectives
This is a timely and interesting activity for high school students considering the issues that have been raised with regards to voting rights and the recent presidential election. As a result, students should be able to:
1. Identify relevant provisions of the Florida Constitution ? Section 10, Article X of the State Constitution and explain how these provisions apply to this issue.
2. Identify the Fifteenth Amendment, which guarantees the right to vote, and define the language of this amendment.
3. Identify and understand the Voting Rights Act of 1965 42 U.S.C. § 1973 et seq.
4. Understand the complexity of the issue and identify arguments on both sides of the issue
Materials
1. Text of the Florida Constitution ? Article VI, Section 4 provides that "[n]o persons convicted of a felony . . Shall be qualified to vote or hold office until restoration of civil rights."
2. Text of the Fifteenth Amendment ? Section 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.
3. Text of the Voting Rights Act of 1965 42 U.S.C. § 1973
Activities
1. The teacher should moderate a discussion concerning what it means to vote and participate in the core of democratic governance through the election of public officials.
2. Students will scour newspapers and magazine for at least two articles related to the November Presidential election that show examples of how voters were disenfranchised through situations such as: missing or uncounted ballots, confusing ballot design, language barriers, or alleged intimidation at the polls.
3. Students will then separate into four groups:
a. Two "con" groups against felon disenfranchisement laws
b. Two "pro" groups in support of denying the vote to ex-offenders
** Examples of arguments supporting disenfranchisement laws, include protection against voter fraud or election offenses, prevention of harmful changes to the law, and protection of the "purity" of the ballot box.
4. After thorough formulating arguments for each group, students will put together a brief outline summarizing arguments either in support or against felon disenfranchisement laws. Once both outlines are complete, students will exchange outlines, sharing the information with the other groups with opposing viewpoints.
5. Teacher will then assign students to write a two-page essay on the "pros" and "cons" of felon disenfranchisement laws.
