Political Behavior ‖ Expanding the Electorate
Goals & Objectives
Students will map out the expansion of the electorate in American history
California State Content Standards
12.6.4 Describe the means that citizens use to participate in the political process
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.11-12.2
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.
Driving Historical Question
Why is voting our duty as citizens? Why did minority groups persistently fight for the right to vote? Lesson Introduction (Anticipatory
Set/Hook/Accessing Prior Knowledge) ‖ Time: 7 minutes.
Students will practice a pre-reading strategy in which they examine the section quickly and identify the major themes of the section using section titles, bolded words, pictures, graphs and charts for quick information. This will be the first step of the information processing as students will be selecting information in this pre-reading activity.
The teacher will introduce the topic and have students open up to the pages 148-151, Chapter 6, section one. Students will be asked to glance over the pictures and other graphics, bolded words and section titles and identify what they perceive are the main concepts of these sections. We will do a think-pair-share in which students will pre-read the section individually, then share with a neighbor, and finally share with the class.
Vocabulary (Content Language Development) ‖ Time: Included in the 7 min for introduction.
Students will be instructed that key vocabulary is bolded in the text. The teacher will explain the terms during the lesson introduction as the class thinks the lesson during the pre-reading activity. Students will be instructed to use these words in the next activity.
Content Delivery (Method of Instruction) ‖ Time: 15 Minutes.
Students will be reading Chapter six, section one from the Twelfth grade government text book Magruder’s American Government. Students will be filling out a foldable as they read to organize information and two show visually the main concept of this section which is “how the American electorate has expanded overtime.” This activity will allow student to take the selected information that they are introduced to in the first step pre-reading activity and go deeper. As they go deeper and truly engage with the reading they will be asked to organize the information in the graphic to enhance student comprehension and understanding via this activity.
An example of the finished product is included below under resources. Also a blank template is included as a file at the bottom of the page.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 12 Minutes.
Students will be asked to answer the following question in a couple of paragraphs to assure that they are integrating the content they have learned with their prior knowledge. This is activity that will help them apply what they have learned and conduct some meaningful analysis improving their retention and grasping of the content.
Using specific examples from the text answer and explain the following in eight sentences or more: How has voting in America has become more democratic as voting rights have been extended to different groups who were previously denied the right to vote? How has the completion of the organizer informed your understanding of American history as it relates to democracy and equal rights for all individuals?
Lesson Closure ‖ Time: 10 Minutes.
The teacher will have the students participate in a class discussion. Students will be answering evaluation questions in this discussion. The teacher will initiate the discussion with questions that relate to the topic of the section, the expansion of the electorate, and then they will evaluate the process of expansion as it relates to American history, society as a whole, and them personally.
What can you infer about the history of American politics as you consider how voting rights were expanded overtime?
Why did the Voting Rights Act of 1965 need to be passed to protect the voting rights of Black Americans, when the 15th Amendment, passed in 1870, granted African Americans the right to vote as they were granted freedom and citizenship?
In 1920 women were finally granted the right to vote as the 19th Amendment prohibited denial of voting rights based on sex. The 26th Amendment of 1971 changed the minimum age requirement for voting from 21 to 18. Compare and contrast how these two Amendments expanded the electorate in real terms as women vote at the highest rates while 18-25 year olds vote at the lowest rates?
Why is that young people do not vote?
Young people vote at lower rates than most other groups arguably because they feel they are not represented as politicians are much older and different in terms of political perspectives and therefore do not represent the young voter. Considering that argument why is it that women, who are also significantly underrepresented, vote more then men?
Assessments (Formative & Summative)
Students will be completing the graphic organizer that will inform the teacher of how well students are understanding the information in the text they are reading.
The formal summative assessment for this lesson will be the written response students will be completing after they have read the section and completed their graphic organizer. This assessment will require higher level critical thinking as students respond to the question in short answer form. Students will be asked to explain how the expansion of voting rights has expanded the electorate and how their mapping of the expansion informs their understanding of American history in the terms of democracy and equal rights.
The discussion will be an informal formative and summative assessment. Students will not be receiving a grade but they will be participating in a serious discussion that will effectively inform the teacher on how well the content for the lesson was received by the students.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The reading strategies during the lesson introduction are designed to help English Learners and Striving Readers build their effective reading skills. The use of context in terms of paying attention to section titles, bold words and adjunct aids to navigate the reading before beginning. The teacher must be overt and explicit and identify these strategies for EL’s and SR’s who do not practice these skills subconsciously.
The graphic organizer serves as good teaching for all students, but specifically it allows Students with Special Needs, English Learners, and Striving Readers to organize everything they are reading and decoding in a clear, concise and meaningful way. Also the organizer serves to communicate concepts in a visual fashion which is much more effective for SSNs, ELs and SRs than linear note taking.
Resources (Books, Websites, Handouts, Materials)
Twelfth Grade History Text Book: McClenaghan, William. Magruder’s American Government. Oregon State University Department of Poltical Science, Prentice Hall, (2003).
Goals & Objectives
Students will map out the expansion of the electorate in American history
California State Content Standards
12.6.4 Describe the means that citizens use to participate in the political process
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.11-12.2
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.
Driving Historical Question
Why is voting our duty as citizens? Why did minority groups persistently fight for the right to vote? Lesson Introduction (Anticipatory
Set/Hook/Accessing Prior Knowledge) ‖ Time: 7 minutes.
Students will practice a pre-reading strategy in which they examine the section quickly and identify the major themes of the section using section titles, bolded words, pictures, graphs and charts for quick information. This will be the first step of the information processing as students will be selecting information in this pre-reading activity.
The teacher will introduce the topic and have students open up to the pages 148-151, Chapter 6, section one. Students will be asked to glance over the pictures and other graphics, bolded words and section titles and identify what they perceive are the main concepts of these sections. We will do a think-pair-share in which students will pre-read the section individually, then share with a neighbor, and finally share with the class.
Vocabulary (Content Language Development) ‖ Time: Included in the 7 min for introduction.
Students will be instructed that key vocabulary is bolded in the text. The teacher will explain the terms during the lesson introduction as the class thinks the lesson during the pre-reading activity. Students will be instructed to use these words in the next activity.
Content Delivery (Method of Instruction) ‖ Time: 15 Minutes.
Students will be reading Chapter six, section one from the Twelfth grade government text book Magruder’s American Government. Students will be filling out a foldable as they read to organize information and two show visually the main concept of this section which is “how the American electorate has expanded overtime.” This activity will allow student to take the selected information that they are introduced to in the first step pre-reading activity and go deeper. As they go deeper and truly engage with the reading they will be asked to organize the information in the graphic to enhance student comprehension and understanding via this activity.
An example of the finished product is included below under resources. Also a blank template is included as a file at the bottom of the page.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 12 Minutes.
Students will be asked to answer the following question in a couple of paragraphs to assure that they are integrating the content they have learned with their prior knowledge. This is activity that will help them apply what they have learned and conduct some meaningful analysis improving their retention and grasping of the content.
Using specific examples from the text answer and explain the following in eight sentences or more: How has voting in America has become more democratic as voting rights have been extended to different groups who were previously denied the right to vote? How has the completion of the organizer informed your understanding of American history as it relates to democracy and equal rights for all individuals?
Lesson Closure ‖ Time: 10 Minutes.
The teacher will have the students participate in a class discussion. Students will be answering evaluation questions in this discussion. The teacher will initiate the discussion with questions that relate to the topic of the section, the expansion of the electorate, and then they will evaluate the process of expansion as it relates to American history, society as a whole, and them personally.
What can you infer about the history of American politics as you consider how voting rights were expanded overtime?
Why did the Voting Rights Act of 1965 need to be passed to protect the voting rights of Black Americans, when the 15th Amendment, passed in 1870, granted African Americans the right to vote as they were granted freedom and citizenship?
In 1920 women were finally granted the right to vote as the 19th Amendment prohibited denial of voting rights based on sex. The 26th Amendment of 1971 changed the minimum age requirement for voting from 21 to 18. Compare and contrast how these two Amendments expanded the electorate in real terms as women vote at the highest rates while 18-25 year olds vote at the lowest rates?
Why is that young people do not vote?
Young people vote at lower rates than most other groups arguably because they feel they are not represented as politicians are much older and different in terms of political perspectives and therefore do not represent the young voter. Considering that argument why is it that women, who are also significantly underrepresented, vote more then men?
Assessments (Formative & Summative)
Students will be completing the graphic organizer that will inform the teacher of how well students are understanding the information in the text they are reading.
The formal summative assessment for this lesson will be the written response students will be completing after they have read the section and completed their graphic organizer. This assessment will require higher level critical thinking as students respond to the question in short answer form. Students will be asked to explain how the expansion of voting rights has expanded the electorate and how their mapping of the expansion informs their understanding of American history in the terms of democracy and equal rights.
The discussion will be an informal formative and summative assessment. Students will not be receiving a grade but they will be participating in a serious discussion that will effectively inform the teacher on how well the content for the lesson was received by the students.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The reading strategies during the lesson introduction are designed to help English Learners and Striving Readers build their effective reading skills. The use of context in terms of paying attention to section titles, bold words and adjunct aids to navigate the reading before beginning. The teacher must be overt and explicit and identify these strategies for EL’s and SR’s who do not practice these skills subconsciously.
The graphic organizer serves as good teaching for all students, but specifically it allows Students with Special Needs, English Learners, and Striving Readers to organize everything they are reading and decoding in a clear, concise and meaningful way. Also the organizer serves to communicate concepts in a visual fashion which is much more effective for SSNs, ELs and SRs than linear note taking.
Resources (Books, Websites, Handouts, Materials)
Twelfth Grade History Text Book: McClenaghan, William. Magruder’s American Government. Oregon State University Department of Poltical Science, Prentice Hall, (2003).
flow_chart_template-_plain.docx | |
File Size: | 26 kb |
File Type: | docx |