Lesson+Plan+-+Day+4

(Dave DiGiovanni) ||
 * =DAY 4: Voting History Timeline =
 * //Presentation Links//: [[file:Timeline.pdf]] [[file:Timeline (for teacher).pdf]] ||
 * **Learning Objectives: ** || * The student complete timeline of the history of voting rights in the United States from 1790 to today.
 * The students will be able to draw comparisons between the past and the present in voting rights in the United States.
 * The students will identify amendments related to U.S. voting rights.
 * The students will use a timeline to form a better understanding of and to summarize the changes in voting throughout American History ||
 * **SSS: ** || * SS.5.C.2.2 Compare forms of political participation in the colonial period to today.
 * SS.5.C.2.3 Analyze how the Constitution has expanded voting rights from our nation's early history to today.
 * SS.5.A.1.2 Utilize timelines to identify and discuss American History time periods.
 * LA.5.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate; ||
 * **Procedure: ** || # Start the lesson with review of previous days’ material (artifacts, discussions, etc.). Ask students what they remember and probe answers about the different voting amendments (15th, 17th, 19th, 26th).
 * 1) Have students take out their Day 3 homework (They were assigned a specific year for which they needed to determine its significance in regards to the history of voting in America – What was going on in voting in the U.S. during your assigned year?)
 * 2) <span style="font-family: Georgia,serif;">Complete the History of Voting Timeline worksheet – each student will be given one for his/her portfolio and there will be one for the whole class presented on the white board (or interactive white board if available). Allow each student to write his/her fact on the class timeline while the rest of the class fills in their individual worksheets. If responses are incorrect or need guidance, redirect students to the gist of what happened that year and try to make the student not feel embarrassed (refer to the teacher’s timeline list for basic information). (See Portfolio Point Sheet for breakdown of expectations/points.)
 * 3) <span style="font-family: Georgia,serif;">If a student has not done their year or is absent, explain to students what happened in that year that was the main event and write a summary on the board.
 * 4) <span style="font-family: Georgia,serif;">Once all years have been addressed, ask students some things they noticed that happened in the timeline. Ask what they notice about laws, feelings, attitudes, and the types of people that were affected by voting laws. Ask students if they think any future laws will be made regarding voting rights and to use examples from previous years. Have students summarize on the back of their timeline worksheet what they have learned about how voting rights have changed from 1790 to today. ||
 * **<span style="font-family: Georgia,serif;">Resources/Materials: ** || * <span style="font-family: Georgia,serif;">[|http://www.aclu.org/voting-rights/voting-rights-act-timeline >]
 * <span style="font-family: Georgia,serif;">[]
 * <span style="font-family: Georgia,serif;">History of Voting Timeline worksheet [[file:Timeline.pdf]]
 * <span style="font-family: Georgia,serif;">Timeline reference sheet for the teacher [[file:Timeline (for teacher).pdf]]
 * <span style="font-family: Georgia,serif;">Internet at home/school for students (or text resources)
 * <span style="font-family: Georgia,serif;">Portfolio Point Sheet ||
 * **<span style="font-family: Georgia,serif;">Assessments: ** || ====<span style="font-family: Georgia,serif;">Pre-Assessment: ====
 * ====<span style="font-family: Georgia,serif;">Student participation and discussion during review questions in the start of the lesson. ====
 * <span style="font-family: Georgia,serif;">Internet at home/school for students (or text resources)
 * <span style="font-family: Georgia,serif;">Portfolio Point Sheet ||
 * **<span style="font-family: Georgia,serif;">Assessments: ** || ====<span style="font-family: Georgia,serif;">Pre-Assessment: ====
 * ====<span style="font-family: Georgia,serif;">Student participation and discussion during review questions in the start of the lesson. ====
 * ====<span style="font-family: Georgia,serif;">Student participation and discussion during review questions in the start of the lesson. ====

<span style="font-family: Georgia,serif;">Post-Assessment:

 * <span style="font-family: Georgia,serif;">Completion of timeline and reflection; participation during activity; student’s response of his/her year researched; and responses from questions asked during and after activity. Student responses will be checked off on a sheet to ensure participation grade. ||
 * **<span style="font-family: Georgia,serif;">Exceptionalities: ** || ====<span style="font-family: Georgia,serif;">ESOL/SLD: ====
 * ====<span style="font-family: Georgia,serif;">Link lesson topic to students’ prior knowledge ====
 * ====<span style="font-family: Georgia,serif;">Continually monitor students’ comprehension ====
 * ====<span style="font-family: Georgia,serif;">Have students use timelines to arrange and sequence important facts and information ====
 * ====<span style="font-family: Georgia,serif;">Allow students to present pictures or short key words if they are not able to fully articulate their year. ====

<span style="font-family: Georgia,serif;">Gifted/Talented:
<span style="font-family: Georgia,serif;">
 * ====<span style="font-family: Georgia,serif;">Give talented/gifted students more complex year with a deeper explanation. ==== ||
 * **<span style="font-family: Georgia,serif;">Discussion Notes: ** || <span style="font-family: Georgia,serif;">If there is free time during the day, have students review their artifacts to reinforce ideas. ||
 * **<span style="font-family: Georgia,serif;">Discussion Notes: ** || <span style="font-family: Georgia,serif;">If there is free time during the day, have students review their artifacts to reinforce ideas. ||