Goal & Objections
Students will summarize the important elements of the civil and voting rights legislation.
Students will list the causes and effects of the civil and voting rights legislation.
Students will infer how the civil and voting rights legislation affected the outcome of the 2012 presidential election.
Students will develop an appreciation of the effects of the civil and voting rights legislation passed during the Civil Rights Movements on the country then and now.
Students will list the causes and effects of the civil and voting rights legislation.
Students will infer how the civil and voting rights legislation affected the outcome of the 2012 presidential election.
Students will develop an appreciation of the effects of the civil and voting rights legislation passed during the Civil Rights Movements on the country then and now.
California State Content Standards and Common Core Standards
11.10.6 Analyze the passage and effects of the civil rights and voting rights legislation (eg. 1964 Civil Rights Acts, Voting Right Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
RH11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH 11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
WH 11-12.1A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
C. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
E. Provide a concluding statement or section that follows from or supports the argument presented.
WH 11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
RH11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
RH 11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
WH 11-12.1A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
C. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
E. Provide a concluding statement or section that follows from or supports the argument presented.
WH 11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Lesson Introduction
Teacher will hand out concept map vocabulary forms for students to fill out with their strategic partners. The teacher will go around the room as students fill out maps to evaluate which words may need further clarification before she starts the lessons lecture. Students will have their textbook and their strategic partner to help them fill out the vocabulary concept maps. Students will have 5-8 minutes to complete five maps. Once students are done with vocabulary concept maps, the teacher will go over any words that students feel they need assistance understanding or she feels they are struggling with. This will be used to assess students’ prior knowledge before the teacher starts the lesson and help student link prior knowledge to the new content in the lecture.
Vocabulary
The teacher will support vocabulary development by starting the lesson with students completing concept maps: each map will have a central word box, word meaning box, example sentence box, illustration box, synonyms box, other forms of word box, and Prefix, suffix, and root word box.
Vocabulary words for concept maps: Amendment, Legislation, Voting Registration, Discrimination, and Desegregation.
The teacher will also introduce new vocabulary words within the lecture where she will incorporate visuals and definitions with the new vocabulary. The students will have to summarize these new vocabulary words in the guided notes which will have visual picture to help students understand the words further.
Vocabulary words during lecture: Gerrymandering, Grandfather Clause, Trigger Formula, and Affirmative Action.
Vocabulary words for concept maps: Amendment, Legislation, Voting Registration, Discrimination, and Desegregation.
The teacher will also introduce new vocabulary words within the lecture where she will incorporate visuals and definitions with the new vocabulary. The students will have to summarize these new vocabulary words in the guided notes which will have visual picture to help students understand the words further.
Vocabulary words during lecture: Gerrymandering, Grandfather Clause, Trigger Formula, and Affirmative Action.
Content Delivery
Teacher will hand out the guided notes to students before starting lecture.
Teacher will start the lecture focusing on the causes of the 1964 Civil Rights Act. After looking at the immediate causes the teacher will lead a discussion on what the message of these events was saying to the public.
The teacher will then move on to lecturing on the legislative process of the 1964 Civil Rights Act, the major clauses the act, and the effects of the Act.
The teacher will then have the students reflect on how affirmative action has affected their lives.
The teacher will transition into the causes of the Voting Rights Act of 1965 by looking at the inefficiency of the 15th Amendment.
The teacher will have the students evaluate if they would have been able to pass the voting registration literacy test of Alabama.
The teacher will lecture on the immediate causes of the Voting Rights Act of 1965. During this section of the lecture the teacher will show a video on Bloody Sunday in Alabama.
After the students view the video the teacher will ask them to consider how they would have responded to these events if they were there at the time.
The teacher will proceed further into the lecture on the legal clauses within the Voting Rights Act of 1965 and the effects of the act.
In the conclusion of the lecture the teacher will show the students some statistics on the 2012 presidential election and lead a debate on the Voting Rights Act effect on the elections outcome.
Teacher will start the lecture focusing on the causes of the 1964 Civil Rights Act. After looking at the immediate causes the teacher will lead a discussion on what the message of these events was saying to the public.
The teacher will then move on to lecturing on the legislative process of the 1964 Civil Rights Act, the major clauses the act, and the effects of the Act.
The teacher will then have the students reflect on how affirmative action has affected their lives.
The teacher will transition into the causes of the Voting Rights Act of 1965 by looking at the inefficiency of the 15th Amendment.
The teacher will have the students evaluate if they would have been able to pass the voting registration literacy test of Alabama.
The teacher will lecture on the immediate causes of the Voting Rights Act of 1965. During this section of the lecture the teacher will show a video on Bloody Sunday in Alabama.
After the students view the video the teacher will ask them to consider how they would have responded to these events if they were there at the time.
The teacher will proceed further into the lecture on the legal clauses within the Voting Rights Act of 1965 and the effects of the act.
In the conclusion of the lecture the teacher will show the students some statistics on the 2012 presidential election and lead a debate on the Voting Rights Act effect on the elections outcome.
Student Engagement
The students will participate in the lecture by completing the guided notes for this unit.
Students will participate in a class discussion during the lecture on the messages that were being sent to the public in the event leading up to the 1964 Civil Rights Act.
Students will do personal reflections and writing responses in their guided notes to the following questions during the lecture:
What would your life be like if affirmative action hadn’t happened?
Would you have been able to pass the voting registration literacy tests?
How do you believe you would have responded to seeing the news coverage of BloodySunday?
At the end of the lecture Students will participate in a class debate on how the 2012 presidential election outcome would have been altered if not for the Voting Rights Act of 1965.
Students will participate in a class discussion during the lecture on the messages that were being sent to the public in the event leading up to the 1964 Civil Rights Act.
Students will do personal reflections and writing responses in their guided notes to the following questions during the lecture:
What would your life be like if affirmative action hadn’t happened?
Would you have been able to pass the voting registration literacy tests?
How do you believe you would have responded to seeing the news coverage of BloodySunday?
At the end of the lecture Students will participate in a class debate on how the 2012 presidential election outcome would have been altered if not for the Voting Rights Act of 1965.
Lesson Closure
Teacher will have students write a postcard to a friend explaining how the Civil and Voting Rights Acts have an effect on their lives today. Students will be required to use the information they have learned in class to support their points to their friends on how the Civil and Voting Rights Acts have changed their lives. Students will turn in their postcards to the teacher as they leave the room. The teacher will use their responses to assess the effectiveness of the lesson and the comprehension of the new material.
Assessment
- Vocabulary concept maps will be used as a formative assessment on students understanding of vocabulary words being used in the lesson.
- Another formative assessment will be the students correct completion listing of important causes and effects, summarization of concepts, and evaluation of big ideas in the lecture will be assess in the students completed guided notes from the lecture.
- During the lecture students will engage in a discussion on how they would have reacted to the events of Bloody Sunday. Students will also debate how the Civil and Voting Right Acts affected the outcome of the 2012 presidential election. The students’ responses will be uses as a formative assessment on students’ ability to make connections of the new material to their lives.
- The summative assessment for this lesson will be the postcard closing activity where students will explain to a friend how the Civil and Voting Rights Acts affect their lives today. This assessment will inform the teacher of students’ ability to analyze the importance of the new material and make inferences on how these historic events have significance in their lives.
Accommodations for English learners, Striving readers, and students with special needs
- English learners will be given vocabulary concept maps to help with their vocabular development in the content area language development. The concept maps will have visuals, synonyms, word parts, and example of how the word would be used to help them understand the word more fundamentally. They will be working on these concept maps with a strategic partner who has English fluency. Students will also be able to use a translation dictionary to help them fill out the vocabulary concept maps.
- Striving readers will have the assistance of vocabulary development with the vocabulary concepts maps. Furthermore, the teacher’s explanations of concepts along with the prezi presentations visual and text will help assist students understand the concepts of the lesson and develop reading comprehension skills of contextual reading.
- Students with special needs will be given the same accommodations as the English learners and striving readers. They will also be given any extra accommodations that
will be needed for their particular specific needs. If extra time is needed to complete the assigned postcard they will be given that time. Also if they will need the presentation to review for further understanding of time to complete the guided notes they will be given that accommodation as well.