| Date: 11/5/01 |
Grade: 10th |
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| Teacher Name: Mrs. Martin |
Subject: PIBH Government |
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1. Topic-
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| Suffrage and Civil Rights |
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2. Content-
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| This unit covers the expansion of suffrage and civil rights to African
Americans, women, and "language minorities" from the Reconstruction Era
to the Civil Rights movement of the 1960s. The unit will also focus on
the relationship between the federal government and the states and the
role of the legislative, executive, and judicial branches in the area of
suffrage and civil rights. The following key terms and concepts will be
addressed: suffrage, civil rights, civil liberties, enfranchisement, universal
manhood suffrage, language minorities, and Jim Crow laws. |
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3. Goals: Aims/Outcomes-
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1.Students will gain an understanding of the relationship between the
federal government and the states.
2.Students will examine the changing and expanding role of the Congress
and the Supreme Court in extending the right to vote to African Americans,
women, and language minorities and make inferences as to why this expansion
of power has been controversial.
3.Students will identify factors that have resulted in actions taken
by the federal government to subordinate the authority of the states on
voting rights. |
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4. Objectives-
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1.The student will be able to explain the reason why Congress passed
the Civil War amendments.
2.The student will be able to determine why the US Constitution and
Congress have imposed restrictions on the authority of the states to establish
suffrage requirements.
3.The student will be able to discuss the impact of the Civil Rights
Movement of the 1950s and 1960s on the passage of Civil Rights and Voting
Rights Acts.
4. The student will be able to assess the impact of Supreme Court decisions
handed down in the 1960s on voting rights for minorities.
5. The student will be able to determine why the Voting Rights Act
was extended to include "language minorities." |
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5. Materials and Aids-
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State Government Standards
Textbook, Magruder's American Government
Other books and reference materials
overhead projector
color and blank transparencies; transparency markers
Library of Congress website and primary source documents
lineless paper for KWL activity and political cartoon
laptop computer, television, and adaptor
powerpoint presentation
VCR
videotape of excerpts from "Eyes on the Prize"
inspiration concept map and outline form of concept map
webquest
hot potatoes activity |
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6. Procedures/Methods-
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A. Introduction-
1.The teacher will place a transparency on the overhead projector that
shows African American men at a polling site during Reconstruction. Students
will be encouraged to discuss the perspective of the cartoonist.
2. The teacher will ask students to turn in their textbooks to the
US Constitution and read the 14th and 15th Amendments. Students will be
asked to summarize and explain the constitutional guarantees in both amendments.
They will also be asked to explain why women are not mentioned in either
amendment.
3. Students will be asked to define the terms: suffrage, civil rights,
civil liberties, enfranchisement, universal manhood suffrage, language
minorities, and Jim Crow laws.
4. The students will be asked to brainstorm reasons why almost one
hundred years passed before Congress took action to prohibit any person
or group form interfering with the voting rights of qualified citizens.
5. Students will be given an overview of the unit and the activities
planned.
6. Students will be introduced to the Library of Congress and resources
available at the American Memory Collection. http://www.loc.gov/ammem |
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B. Development-
1. The teacher will use the laptop computer and the television to upload
"An Address of Parker Pillsbury" from the Learning Page of the American
Memory Collection. Students will take turns reading individual paragraphs
orally from the document and explain its significance in reference to suffrage
for African Americans and women. http://www.loc.gov/ammem
2. The teacher will use the overhead projector and transparencies to
show students a timeline of the expansion of suffrage from 1868-1965.
3. The inspiration concept map will
be used to introduce students to the role of the federal government in
extending voting rights to African Americans, women, and language minorities.
4. Students will be assigned to groups to brainstorm and research federal
and state actions from the Reconstruction Era to the 1960s on voting rights
for each of the aforementioned groups of people; students will use their
textbooks and information retrieved from the Library of Congress.
5. Students will view the powerpoint presentation
on women's suffrage and comment on the reasons why women did not receive
the franchise when the 15th Amendment was ratified.
6. Students will watch excerpts form the videotape, "Eyes on
the Prize" and discuss reasons why southern states limited the voting rights
of certain individuals; students will be able to infer why the federal
government intervened to extend the franchise to previously disenfranchised
persons. |
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C. Practice-
1.Group Activity: Groups will present their research to the class.
(Each group will have a facilitator, recorder, reporter, and two researchers.)
Students will complete the brainstorming activity above in #4. They will
skim the previously asigned pages from their textbook and search for documentary
evidence from the Library of Congress, American Memory Collection. Students
will also be assigned to read the following articles: "Sunday, Bloody
Sunday," " Demanding Justice on the Bus" and "Can You Afford to Vote"?
http://www.americaslibrary.gov
2.Students will report their findings on the constitutional, legislative,
and judicial voting rights guarantees afforded to the persons in question.
3. Students will complete the webquest
in their previously assigned groups; upon completion of the webquest, students
will present their written, oral, and powerpoint presentations to the class. |
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D. Independent Practice-
1.Students will write a letter to their US Representative or US Senator
requesting that he or she support suffrage for African Americans, women,
or one of the groups of people identified as "language minorities" in the
lesson. Students will select any of the following time periods as a time
frame for their letters: 1860-1910; 1910-1945; or 1945-1970.
2. Students will extend the "language minorities" section of the inspiration
concept map.
3. Students will complete the L section of the KWL.
4.Students will use the hot potatoes activities as a self-assessment
tool. |
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E. Accommodations (Differentiated
Instruction)-
1.The inspiration concept map, videotape, powerpoint presentations,
and photo documents will accomodate the visual learner.
2. The oral reading, teacher explanation, and class and group discussions
will accomodate the auditory learner.
3. Students will be placed in heterogeneous groups according to ability
levels (high achieving, mid-level, and low achieving students.)
4. Quiz and test questions will reflect comprehension, analysis and
evaluation strategies. |
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F. Checking for understanding-
1.Students will take a written quiz on the material covered in the
student presentations.
2.Group oral presentations will be assessed using a rubric: 5=exemplary,
4=good, 3=satisfactory, 2=fair, and 1=poor.
3. The webquest activity will be assessed
using the rubric included in the activity.
3.Students will use a teacher produced evaluation instrument to assess
the contributions of group members.
4. Students will take a unit test on the material covered. |
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G. Closure-
1.Students will be asked to determine the degree of scrunity needed
today by the federal government in state elections.
2.Students will be asked to comment on the most recent election (or
the Presidential Election of 2000) and on a scale of 1-5, rate the need
today for federal supervision of state elections. |
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7. Evaluation-
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1.The teacher will analyze test and quiz scores, assess the level of
mastery by students and determine whether further concepts or other content
should be readdressed.
2. Group presentations and individual contributions to the group will
be evaluated and recommendations made for improvement (if needed).
3. Students will be asked to evaluate the activites included in the
unit. |
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8. Teacher Reflection-
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1.After the lesson, the teacher will write comments and suggestions
in a log.
2. The teacher reflect upon student mastery and reconcile state standards
will student achievement.
The following SC State Social Studies Standards
have been included in this lesson plan:
| 12.1.3 |
12.2.5 |
12.4.8 |
| 12.1.5 |
12.4.6 |
12.5.11 |
| 12.1.6 |
12.4.7 |
12.7.10 |
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