Lesson Overview
Students have studied the Fifteenth Amendment, which was supposed to have granted African-American male citizens the right to vote, as well as the Nineteenth Amendment which expanded voting rights to include women. The Jim Crow South and the birth of the Civil Rights Movement have also been topics of study leading up to this point in SC History.
Nationally, in 1964, President Lyndon B. Johnson introduced a program known as the Great Society. The program included low-cost health insurance (Medicare) under Social Security, grants for public schools, and the Voting Rights Act of 1965, which was passed to end discrimination against African-American voters. This Act actually helped enforce the Fifteenth and Nineteenth amendments, giving African-American men and all women the right to vote without having to take literacy tests. It also required certain southern states that had redrawn voting district lines in order to minimize African-American votes to submit any new redistricting plans to the federal government for approval (Before the Voting Rights Act http://epic.org/privacy/voting/register/intro_a.html)
This strategy is used to break a video into shorter segments with thinking questions for each segment. Display the thinking questions for each segment prior to showing.
Essential Question
Why was the Voting Rights Act of 1965 necessary and is it still relevant to today’s population of young voters?
Grade(s):
Subject(s):
Recommended Technology:
Other Instructional Materials or Notes:
8
iPads, tablets, PCs
Access to internet and printer
Concept/Mind mapping apps:
- Popplet (iOS, Android)
- MindMap (Google Chrome extension)
- Any similar concept mapping app
Low tech option included in lesson
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Log In to View LessonStandards
- 8-7 The student will demonstrate an understanding of the impact on South Carolina of significant events of the late twentieth and early twenty-first centuries.
- I Inquiry-Based Literacy Standards
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.3.1 Develop a plan of action by using appropriate discipline-specific strategies.
- I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
- I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
- I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.
- I.4 Synthesize integrated information to share learning and/or take action.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- RI.P.4 Read with sufficient accuracy and fluency to support comprehension.
- Grade 3: Read grade-appropriate irregularly spelled words.
- RI.MC.5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
- RI.MC.6 Summarize key details and ideas to support analysis of central ideas.
- W.MCC Meaning, Context, and Craft
- W.MCC.1 Write arguments to support claims with clear reasons and relevant evidence.
- W.MCC.1.1 Write arguments that:
- W.MCC.1.1.a introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically;
- W.MCC.1.1.b use relevant information from multiple print and multimedia sources;
- W.MCC.1.1.c support claims using valid reasoning and a variety of relevant evidence from accurate, verifiable sources;
- W.MCC.1.1.d use an organizational structure that provides unity and clarity among claims, counterclaims, reasons, and evidence;
- W.MCC.1.1.g paraphrase, quote, and summarize, avoiding plagiarism and following a standard format for citation;
- W.MCC.1.1 Write arguments that:
- W.MCC.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- W.MCC.1 Write arguments to support claims with clear reasons and relevant evidence.
- C Communication
- C.LCS Language, Craft, and Structure
- C.LCS.4 Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.
- C.LCS.4.1 Determine the effectiveness of a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
- C.LCS.4.2 Analyze the effectiveness of the speaker’s use of chronological, cause/effect, problem/solution, and compare/contrast relationships to convey messages.
- C.LCS.4 Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.
- C.LCS Language, Craft, and Structure
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Log In to View LessonLesson Created By: Cherlyn Anderson and Margaret Lorimer