April 20-April 24

Voting Rights Day 1

Day 1 Activity: How Much Do You Know About Voting?

1. Using your note-taking document, answer the questions below, to the best of your ability. It is okay if you do not know.

Activity: Who Can Vote

1. Watch the video “Ted Ed: The fight for the right to vote in the United States”

*On your note-taking document

2. During and after viewing, fill in the timeline of who could vote and when.

3. Answer the following question: Should felons be allowed to vote? Write two (2) reasons they should be allowed to vote and two (2) reasons they should not be allowed to vote.

Activity: Not Just Amendments

1. Watch the video “A History of Voting Rights.”

2. Answer the questions below:

a. What did the 1957 Civil Rights Act do?

b. What did the 1965 Voting Rights Act do?

c. Which section of the Voting Rights Act did the Supreme Court say is not longer needed in 2013?

d. Why would the laws mentioned here be necessary if the 15th amendment states that African Americans have the right to vote?

Link to Interactive Assignment:
https://docs.google.com/presentation/d/1wHO_CP5I2NFO0B37fK_L0xmMsTaVq84_ucwFRze54PE/copy

Language Focus:
https://docs.google.com/presentation/d/1CMr10K4ACEq5UJzws2C_S-OCYLBrHapPwxod8T_jdXU/copy

Interactive Note-Taking Page:
https://docs.google.com/document/d/1h0G7nMtgIZ2Ob-O4pXzpI1UbemBXAVVH8wzRE5MbXhY/copy

Link to Translated Directions in Arabic, Chinese, Portuguese, Russian, and Spanish
https://drive.google.com/open?id=1QW-_YHpo21tR4j2ejUs4eAmhCvCfEUafar4M5gHpQEw

Voting Rights Day 2

Day 2: Activity: Debate Preparation

1. Fill in the chart on your notetaking document, as you engage with the video, data, and quotes on slides 5-17.

2. You should include three (3) facts supporting why Felons should be able to vote” and three (3) facts supporting why Felons should not be able to vote”.

Activity: Pick a Side

Use the research and quotations you’ve studied during this lesson and determine what side of the debate do you agree with for the following prompt: Should felons who have completed their sentence (incarceration, probation, and parole) be allowed to vote?

Directions: Complete the flowchart to help organize your thoughts

1. In the box below, express your position on whether felons should be allowed to vote.

2. Review the information that you have gathered through the video, data, quotes, and supreme court decisions.

3. Based on your research, determine 3 pieces of supporting evidence (reasons).

4. Consider the reasons people have to disagree with you, and consider how you can defend your position.

5. Choose information and quotes from your earlier research that you can include to defend your position.

Activity: Pull it all Together!

Use the three main points you fully explored in your Argument Flowchart and write 2-3 paragraphs (10-15 sentences) explaining your position statement on why your argument is correct. Use evidence, quotations and any other research you did to defend your position.

Link to Interactive Assignment:
https://docs.google.com/presentation/d/128M6V8GBfmreTzMBcp_FIDmTGKVepN4dZ_ueetSiK-o/copy

Link to Translated Directions in Arabic, Chinese, Portuguese, Russian, and Spanish
https://drive.google.com/open?id=1pGORPHrjCeAuIGVCR8QrxYF5vdKvV-WabjtKGjrtY0w

Voting Rights Day 3

Day 3 Activity: Tactics for Organizing - Short Response

1. Review the organizing tactics on slide 5.

2. Answer the following question: Have you ever organized for a cause? Did you participate in any of these tactics? If not, do you know anyone personally or from history who has? (Please explain)

Activity: Recipe for a Successful Movement - Women’s Suffrage

Directions:

Using the Orange Organizer below

Research each activist using the links on slide 7

Describe the tactic they used to organize a movement of support.

Explain if they are a leader or an ally.

Using the Green Organizer below

Click on the links provided on slide 8

Fill in your chart by including examples of the specific tactics that were used

Based on the research, discuss how effective you think those tactics were.

Activity: Women's Suffrage March on Washington

1. Watch the video,

2. Answer the following three questions:

a. IDA B. WELLS: How effective was she in the tactics she used? Be specific in your answer.

b. MARY CHURCH TERRELL: How effective was she in the tactics she used? Be specific in your answer.

c. What tactics were used during the WOMEN’S SUFFRAGE PARADE in 1913 and how effective were they in getting the 19th amendment passed?

Link to Interactive Assignment:
https://docs.google.com/presentation/d/1wgZkGbLoMqMqSDG-30XDk6n7br3SDTwRwN5pgwiP9zk/copy

Link to Translated Directions in Arabic, Chinese, Portuguese, Russian, and Spanish
https://docs.google.com/document/d/1SO7yFGxpJcpu5Ege86XUIzIcH5NKpHw6wUNUQ5_ItBA/edit?usp=sharing

Voting Rights Day 4

Day 4 Activity: What Did You Do Today?

Using your note-taking organizer:

1. make a list of everything you did today.

2. Guess which level of government (local, state, national) is responsible for providing you with the need related to that activity.

Activity: Federalism Key Terms Review

1. Review the information on slides 5-7

2. As you review the information, fill in the key terms chart in the note-taking organizer by completing the following:

a. What does the term mean?

b. What is one example of that term

c. How does this term relate to what you did today?

Terms: Federalism, Concurrent Power, Implied Power, Expressed powers, Necessary and Proper Clause

Activity: Government - Who Takes Care of What? Venn Diagram Analysis

1. Review the Venn Diagram on this slide, were you correct about the level of government responsible for the needs associated with your activities?

2. Make necessary changes to the chart, based on the information on slides 5-7 and the Venn Diagram.

3. Answer the following question: What level of government would you say is the most impactful on your everyday life, use information from this diagram, as well as the federalism notes to justify your answer.

Link to Interactive Assignment:
https://docs.google.com/presentation/d/1e2lyNm5-GMW6WIf70zYdnFwhqX1qtZZmLI9r3oSVGKw/copy

Link to Translated Directions in Arabic, Chinese, Portuguese, Russian, and Spanish
https://docs.google.com/document/d/1QfRsKGFO1kZzrGnUHVfv-8cuErgvzMycyz9uGq6PF3o/edit?usp=sharing

Voting Rights Day 5

Activity: In Her Shoes

1. View the video

2. Answer the following:

a. What do you think it would have felt like to be Theresa Burroughs, and be asked extremely difficult questions by poll workers when she went to try and vote?

*Answer in your note-taking document

Activity: Getting to Know Ms. Theresa Burroughs

1. Click the speaker icon and listen to the radio program

2. Answer these questions in your notes:

a. Why is voting so important to Mrs Burroughs?

b. What did she found in Greensboro, Alabama?

c. What worried her in 2016 about voting rights?

Activity: The Voting Rights Act

1. Watch the video, then respond to this question in your notes:

a. What can you do to protect people’s right to vote in the 21st century?

Link to Interactive Assignment:
https://docs.google.com/presentation/d/12IvupinAMN_1QPfLtuv6YKfCK9uwmpgWJKZWR2Q5iVY/copy

Link to Translated Directions in Arabic, Chinese, Portuguese, Russian, and Spanish
https://docs.google.com/document/d/1qTWwOI7XZMS1gpTyUWwIcO0-lGm7ZNaYdGxJ_cpruZ4/edit?usp=sharing