Group+Notes+Page

Dr. Spalding, our 5 Day Action Plan is under Page 4 (Five Day Unit Plan). Thank you!
== And it looks wonderful! You all really have it together. I appreciate your hard work! Be sure that each day after Monday begins with a review from the previous day! Looks like most of the group is well on their way to finishing up this assignment! Your pages look great so far: I look forward to seeing all group members work! See the Unit plan page for more comments! I need one of you to teach me how you made your own LOGO!!! Very cool! 11-15-10 LTS ==

P.S. The group logo was made by Lauren using MS Word :)
o The year will be written on the board beside it. · Student will be given an “identifier” like a sticker that they will wear. o Each sticker represents either a white man, black man or women. · Students will be instructed that we are going to vote today. Each student would get a ballot with the option Yes or No. o Asking them about whether or not they want homework on Mondays rather than Fridays. o Students come up to vote and some are allowed while others are asked to sit down · At the end the teacher will ask students to give ideas why some were denied and others were allowed. o Reference the year written on the board. · Read a story about the history of voting. o Read aloud to the class. || o Literacy test o Land owner/high society, begin wealthy o Fees · Bill of Rights · 15th, 17th, 19th, 24th, 26th – Amendments (Research these amendments and discuss in groups next day) – Give students websites/ kid friendly websites with easy to read info. · Write a reflection of key points of history (past) of voting. || <span style="font-family: Georgia,serif;">o They come back the next day with important information relating to voting. <span style="font-family: Georgia,serif;">· Write a reflection of key points of modern day voting || <span style="font-family: Georgia,serif;">o Students will come up chronologically according to their dates and paste them onto the class timeline. <span style="font-family: Georgia,serif;">§ Each group’s date will be discussed before having another group comes up. || <span style="font-family: Georgia,serif;">· Assessment = [] Writing on their opinion on our freedom to vote. ||
 * =<span style="font-family: Georgia,serif;">INITIAL BASIC PLAN OUTLINE: = ||
 * **<span style="font-family: Georgia,serif;">DAY ** || **<span style="font-family: Georgia,serif;">PLAN ** ||
 * **<span style="font-family: Georgia,serif;">1 - Jennifer ** || * <span style="font-family: Georgia,serif;"> Start the class off by having the constructed voting booth up at the front of the class. []
 * **<span style="font-family: Georgia,serif;">2 - Jamaari ** || <span style="font-family: Georgia,serif;">· Voting Rights <span style="font-family: Georgia,serif;">o How it was decided whether or not you could vote.
 * **<span style="font-family: Georgia,serif;">3 - Gabriela ** || <span style="font-family: Georgia,serif;">· Students are given homework where each students needs to research a date given by the teacher.
 * **<span style="font-family: Georgia,serif;">4 - Dave ** || <span style="font-family: Georgia,serif;">· Make a giant class timeline.
 * **<span style="font-family: Georgia,serif;">5 - Lauren ** || <span style="font-family: Georgia,serif;">· Redo voting activity where everyone can vote.

U.S. Voting Rights Timeline: www.infoplease.com/timelines/voting.html

Check this out! We so have to do this for our unit plan! ( We can get the refrigerator box from Lowes.) -Jennifer @http://www.abcteach.com/free/p/project_votingbooth.pdf

Another great website we can use for our assessment piece: @http://www.abcteach.com/Elections/vote.htm

Voting Ballot

@http://www.abcteach.com/free/b/ballot.pdf

Voter Registration form

@http://www.abcteach.com/Elections/register.htm

These look great for the days when we get the students to vote! I can bring in my curtain and rod for the voting booth. Can someone grab a refrigerator box from a store? **-** Dave

Jamaari's Info:

 * <span style="font-family: Arial,Helvetica,sans-serif;">Voting in America ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">The Constitution of the United States || <span style="font-family: Arial,Helvetica,sans-serif;">SS.5.C.1.1: Explain how and why the United States government was created. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Branches of Government: Local & National || <span style="font-family: Arial,Helvetica,sans-serif;">SS.5.C.1.2: Define a constitution, and discuss its purposes. ||
 * || <span style="font-family: Arial,Helvetica,sans-serif;">SS.5.C.1.4: Identify the Declaration of Independence's grievances and Articles of Confederation's weaknesses. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">The Bill of Rights & later amendments related to voting || <span style="font-family: Arial,Helvetica,sans-serif;">SS.5.C.1.3: Explain the definition and origin of rights. ||
 * || <span style="font-family: Arial,Helvetica,sans-serif;">SS.5.C.1.5: Describe how concerns about individual rights led to the inclusion of the Bill of Rights in the U.S. Constitution. ||
 * || <span style="font-family: Arial,Helvetica,sans-serif;">SS.5.A.1.1: Use primary and secondary sources to understand history. ||
 * || <span style="font-family: Arial,Helvetica,sans-serif;">SS.5.G.4.1: Use geographic knowledge and skills when discussing current events. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Math Content Area || <span style="font-family: Arial,Helvetica,sans-serif;">MA.5.S.7.1: Construct and analyze line graphs and double bar graphs. ||
 * || <span style="font-family: Arial,Helvetica,sans-serif;">MA.5.S.7.2: Differentiate between continuous and discrete data, and determine ways to represent those using graphs and diagrams. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Jamaari's Topics - Civil Rights Related to Voting ||
 * * <span style="font-family: Arial,Helvetica,sans-serif;">America's Reconstruction
 * <span style="font-family: Arial,Helvetica,sans-serif;">Notable People
 * <span style="font-family: Arial,Helvetica,sans-serif;">Segregation / Integration
 * <span style="font-family: Arial,Helvetica,sans-serif;">Public Facilities, Schools, Baseball
 * <span style="font-family: Arial,Helvetica,sans-serif;">Voting Rights
 * <span style="font-family: Arial,Helvetica,sans-serif;">Blacks, Women, Chinese, Indians / Hispanics
 * <span style="font-family: Arial,Helvetica,sans-serif;">Common Wealth
 * <span style="font-family: Arial,Helvetica,sans-serif;">Virgin Islands & Puerto Rico ||