Goals and Objectives
Students will understand the effectiveness of Civil Rights Legislation passed in the 60's.
Students will analyze six primary sources, answer the corresponding analysis questions, and be able to compose an effective letter to a Congressman on one piece of Civil Rights Legislation. Students will point out two strengths, two weaknesses, and add one suggestion to improve the Legislation.
Students will analyze six primary sources, answer the corresponding analysis questions, and be able to compose an effective letter to a Congressman on one piece of Civil Rights Legislation. Students will point out two strengths, two weaknesses, and add one suggestion to improve the Legislation.
California staTE CONTENT STANDARDS
11.10 Students analyze the development of federal civil rights and voting rights.
6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
Common core literacy standards
Reading Standards
1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
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.
3. 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.
Writing Standards
1. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
2. Draw evidence from informational texts to support analysis, reflection, and research.
1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
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.
3. 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.
Writing Standards
1. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
2. Draw evidence from informational texts to support analysis, reflection, and research.
Driving Historical Question
How did the passing of specific Civil Rights Legislation lead to the increased voter registration of Blacks and Minorities?
Lesson Introduction
Students will engage in a Warm-up activity. Students will have 2 minutes to write in their responses and then for three minutes engage in a class discussion in which they will answer the following question on their warm-up sheets:
If they began to charge everyone to buy lunch at school, do you think everyone that used to eat the school lunch will continue to do so? Why or why not?
If they began to charge everyone to buy lunch at school, do you think everyone that used to eat the school lunch will continue to do so? Why or why not?
Vocabulary Development
Students will receive a handout with the vocabulary words and definitions. After the teacher goes over the vocabulary and their definitions, students will play a vocabulary game called Pictionary. They will get into partners and grab a whiteboard and marker. Students will write down the vocabulary words on flashcards. A student will get a flashcard, draw a picture, and have their partner guess what word they drew. They will alternate until every student has guessed every word. The vocabulary words for this lesson are as follows:
1) Legislative powers
2) Voter Registration
3) Poll Tax
4) Voting
5)Amending
1) Legislative powers
2) Voter Registration
3) Poll Tax
4) Voting
5)Amending
Content Delivery
This lesson will require students to analyze various primary sources and complete a Mini-Q activity. Every document will have 2-3 questions that students will have to answer by analyzing the document. Every student will receive a Mini-Q packet, get into their pairs, and the Teacher will go through the first document together as a class. The Teacher will begin the lesson by stating the historical question that will fuel the lesson. The question is as follows:
How did Civil Rights Legislation work to decrease the voter registration gap between whites and blacks in the 60's?
How did Civil Rights Legislation work to decrease the voter registration gap between whites and blacks in the 60's?
Student Engagement
Once in their pairs, students will work together to analyze the rest of the documents. Students will answer the questions following every document and will work until the end of class. The Teacher will walk around to make sure the students are on task. The Mini-Q students will use is the following document:
Lesson Closure
Students will write a Letter to a Congressman in which they choose a piece of Legislation they learned through the Mini-Q activity. In their response students will write:
* 1 strength and 1 weakness of the legislation
* 2 pieces of evidence from the Mini-Q to support their reasoning
* 1 suggestion to improve the legislation
* The students answer to the Historical Question stated at the beginning if the Lesson.
Once students are done they will turn in both the Mini-Q and the Letter to the Congressman to the Teacher at the door.
* 1 strength and 1 weakness of the legislation
* 2 pieces of evidence from the Mini-Q to support their reasoning
* 1 suggestion to improve the legislation
* The students answer to the Historical Question stated at the beginning if the Lesson.
Once students are done they will turn in both the Mini-Q and the Letter to the Congressman to the Teacher at the door.
Assessments
These are the following assessments for this lesson:
1) Warm-up Activity: Entry-level, formative assessment
2) Pictionary Vocabulary Activity: Entry-level, informal assessment
3) Mini-Q Document Analysis Sheet: Formal, progress-monitoring assessment
4) Letter to a Congressman Exit Slip: Formal, summative assessment
1) Warm-up Activity: Entry-level, formative assessment
2) Pictionary Vocabulary Activity: Entry-level, informal assessment
3) Mini-Q Document Analysis Sheet: Formal, progress-monitoring assessment
4) Letter to a Congressman Exit Slip: Formal, summative assessment
Accommodations for english learners, students with special needs, and striving readers
Students with special needs, Striving Readers, and EL's will benefit from receiving their own Mini-Q Document handout because they will be able to read the documents and answer the questions in their own pace. Having students work in pairs and also engage in class discussions will provide modeling of the English Language for EL'S and repetition of concepts for Students with special needs. Having students write a letter to a Congressman stating what they learned from the lesson will provide EL's and Students with special needs an avenue for putting what they learned in their own words.
Resources
* Mini-Q Document Handout provided by the Teacher
*Vocabulary Handout
*White boards and white board markers
*Library of Congress Primary Source Archive
*The National Archives
*Docs Teach Archives
*Vocabulary Handout
*White boards and white board markers
*Library of Congress Primary Source Archive
*The National Archives
*Docs Teach Archives