Goals & Objectives - Weebly



Participating in Government ‖ Expanding Voting RightsGoals & Objectives Students will compare and analyze primary sources in pairs in order to find out why voting rights amendments of the US Constitution were proposed. Students will answer critical thinking questions to discover the theme of these three amendments as well as the causes of these amendments. Students will analyze through class discussion the Voting Rights Act of 1965 despite constitutional amendments being put in place.California State Content Standards 12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices.6. Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral mon Core Literacy StandardsKey Ideas and Details:CCSS.ELA-Literacy.RH.9-10.1Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the SS.ELA-Literacy.RH.9-10.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.Integration of Knowledge and Ideas:CCSS.ELA-Literacy.RH.9-10.8Assess the extent to which the reasoning and evidence in a text support the author's SS.ELA-Literacy.RH.9-10.9Compare and contrast treatments of the same topic in several primary and secondary sources.Driving Historical QuestionWhat were the steps in the process of extending the right to vote to all adult citizens?Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 8 minsStudents will give a reflection summary for 5 minutes on a quote written by Frederick Douglass, "People might not get all they work for in this world, but they must certainly work for all they get." When they are finished writing, the class will share their answers with one another. During the discussion, students will engage in prior knowledge by realizing that the previous lessons would be irrelevant to them if they did not have the right to vote. They will learn how fighting for the type of government they believe in is a fundamental right.Vocabulary (Content Language Development) ‖ Time: 3 minutesStudents must be familiar with these key terms before they get to class. They should know why voter turnout was low among certain demographic groups due to these terms. The terms will be briefly reviewed before the introduction. SuffrageGrandfather Clause Poll TaxContent Delivery (Method of Instruction) ‖ Time: 20 minutesThe historical question in regards to what it took to expand voting rights for women, minorities, and then 18 year olds, will open the discussion. The teacher will give a brief background on the 15th, 19th, and 26th amendments and integrate the significance of the vocabulary words to the applicable amendments. Once students get into pairs, the primary source documents will be introduced as students are taught how to effectively source, contextualize, and corroborate these documents. They will be taught what to look for in these documents.Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20 minutesAfter learning how to think critically, the paired up students will think critically about each documents as they investigate the documents and answer the questions. The teacher will first explain the directions for each document, then monitor all of the pairs by asking them questions about the documents, elaborate on any of their comments. The students will be treated like historians during this activity of answering questions:Lesson Closure ‖ Time: 5 minutesThe class will review what they learned in class for the day. They will answer the historical question in the context of why those documents in the activity were significant for having that historical question answered. Assessments (Formative & Summative)Formative - After knowing who Frederick Douglass is, the reflection activity will assess to see how much students know about the civil rights movements especially when it comes to voting rights. This will be collected on the same day and graded based on thoughtfulness. Summative - The primary source activity will be collected and graded based on how much critical thinking they used. For some questions, there is no right or wrong answer, which is why critical thinking is emphasized when assessing their answers.Accommodations for English Learners, Striving Readers and Students with Special NeedsInstructional scaffolding that includes guiding questions and explaining the questions will allow these students to find new ways to learn. This kind of Instructional scaffolding focuses student attention on interpreting the historical context better. It gives students a clear structure to use in forming a response. Scaffolding allows the teacher to assist students, whose analysis skills are still developing. By providing this type of instruction scaffolding, struggling students are provided with a helpful alternative about the past. Answering the first question of Document A will also assist these students.Resources (Books, Websites, Handouts, Materials)US Government textbook by Richard C. National ArchivesDigital Vaults ................
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