Chapter 5: Bill of Rights Developed and ExpandedLesson 4: Right to Vote
ELECTIVE LET 2Unit 6: Citizenship in American History and Government
Chapter 5: Bill of Rights Developed and Expanded
Lesson 4:Right to Vote
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Chart the evolution of voting rights in the United States
Linked ELA Common Core: W.9-10. WRITING - W.9-10.10., SL.9-10. SPEAKING & LISTENING - SL.9-10.1.,SL.9-10.1.a., SL.9-10.1.c., SL.9-10.1.d., SL.9-10.2., SL.9-10.4., SL.9-10.5., L.9-10. LANGUAGE - L.9-10.4., L.9-10.4.a., L.9-10.4.d., RH.9-10. READING: HISTORY/SOCIAL STUDIES - RH.9-10.3., WHST.9-10. WRITING: HISTORY/SOCIAL STUDIES, SCIENCE, & TECHNICAL SUBJECTS - WHST.9-10.1.c., WHST.9-10.4., WHST.9-10.6.
Linked JROTC Program Outcomes: Address civic concerns that impact the community and society at large.Appreciate the role of the military and other service organizations in building a constitutional republic.
Thinking Processes
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Map / Core Abilities
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Multiple Intelligences
Bodily/Kinesthetic
Visual/Spatial
Logical/Mathematical
Verbal/Linguistic
Musical/Rhythmical
Naturalist
Interpersonal
Intrapersonal / Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate
Create
Structured ReflectionMetacognition
What?
So What?
Now What?
Socratic Dialog
E-I-A-G / Authentic Assessment
Observation Checklist
Portfolio
Rubric
Test and Quizzes
Thinking Map®
Graphic Organizer
Notebook Entries
Logs
Performance
Project / Learning Objectives
Provide an account of the history of the expansion of suffrage in the United States
Explain ways in which suffrage was denied to various groups in the past
Describe general voting requirements today
Describe how the extension of the right to vote is related to some of the fundamental ideals and principles of our constitutional government
Define key words: Fifteenth Amendment, franchise, Nineteenth Amendment, referenda, suffrage, Twenty-fourth Amendment, Twenty-sixth Amendment
Legend:
Indicates item is not used in lesson
Indicates item is used in lesson
Lesson Preview:
Inquire: Cadets view the Student Learning Plan. Cadets complete Exercise #1: Who Votes. Cadet teams discuss the right to vote and who should able to vote.
Gather: Cadets jigsaw the student text to create a T-Chart about the expansion of voter rights.
Process: Cadets review and discuss the results of the Exercise #1: Who Votes poll. Cadet teams create T-Charts listing reasons young people don’t vote and ways to address those reasons.
Apply: Cadets complete Right to Vote Performance Assessment Task. Cadets work with a partner or small group to create a school-wide survey about voting.
ELECTIVE LET 2
Unit 6: Citizenship in American History and Government
Chapter 5: Bill of Rights Developed and Expanded
Lesson 4: Right to Vote
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Note:The We the People material has been adapted to better meet the needs of JROTC Cadets. The Learning objectives, learning activities, assessment tasks, and/or reflection questions in the JROTC documents may differ from the WTP materials.
If possible, encourage Cadets to read student text prior to class so you have more time to engage Cadets in active and collaborative learning activities.
Instructor Lesson Plan:
Why is this lesson important?
Suffrage, that is, the right to vote, has been a subject of controversy throughout our history. During the colonial period and the early years of our nation, voting was generally restricted to white men who owned property. While the majority of white males qualified for suffrage, other people, such as women, African Americans, Native Americans, and members of certain religious groups were usually denied the right to vote. In this learning plan, you examine how the right to vote as been extended during the last 200 years to almost every citizen 18 years of age or older.
Lesson Question
How has the right to vote expanded since the adoption of the Constitution?
What will Cadets accomplish in this lesson?
Lesson Competency
Chart the evolution of voting rights in the United States
What will Cadets learn in this lesson?
Learning Objectives
- Provide an account of the history of the expansion of suffrage in the United States
- Explain ways in which suffrage was denied to various groups in the past
- Describe general voting requirements today
- Describe how the extension of the right to vote is related to some of the fundamental ideals and principles of our constitutional government
- Define key words: Fifteenth Amendment, franchise, Nineteenth Amendment, referenda, suffrage, Twenty-fourth Amendment, Twenty-sixth Amendment
Performance Standards
- by creating and completing an all-school survey of voting rights knowledge and attitudes
- by writing a brief reflection on his/her own knowledge and attitudes about voting
- when their survey asks how the Constitution impacted change for voter rights of white males
- when their survey asks how the Constitution impacted change to voter rights of African Americans
- when their survey asks how the Constitution impacted change to voter rights of women
- when their survey asks how the Constitution impacted change to voter rights of Native Americans
- when their survey asks whether voter rights are important
- when their survey asks if the participant will register to vote at age 18
- when they complete their own survey
- when they write about their knowledge and attitude about voter rights
Part 1: 45 minutes
Phase 1 -- Inquire:
Lesson Delivery Setup:
- Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets.
- Ensure that Cadets have access to the Student Learning Plan.
- Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question.
- Prepare to display the Learning Objectives.
- Prepare to distribute Exercise #1: Who Votes, a poll asking Cadets about the number of voters in their family and their voting frequency.
- Provide chart paper and markers for team use.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about voting rights. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area.
- THINK ABOUTwhat you know about voting rights. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose.
Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson.
Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson.
- COMPLETE Exercise #1: Who Votes and turn it in to your instructor.
- CONSIDER if voting is a fundamental right of all citizens. Do you think everyone should be allowed to vote? With your team, CREATE a list of people who should not be allowed to vote. BE PREPARED to share your list with the class and defend it.
Divide Cadets into teams and distribute chart paper and markers. Prompt teams to consider if everyone should be allowed to vote. For example, some groups that do not have full voting rights are children, convicted felons, and immigrants. Others have argued that voting rights should be denied to people who are illiterate, don’t have photo ID, have dual citizenship, or don’t have a high school education.
Instruct teams to create a list of groups that should not vote.
Have teams share their work with the class and defend their lists.
- REFLECT on the right to vote. ANSWER the reflection questions presented by your instructor.
- Do you think voters are informed enough to make good decisions? Explain your answer.
- What elections have you followed and wanted to vote in?
- Do you think former felons should be allowed to vote?
Conclude this phase of learning by summarizing that when our nation was founded, it had very restrictive voting rights. Inform Cadets that they will now learn about how those rights were expanded.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Phase 2 -- Gather:
Lesson Delivery Setup:
- Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation.
- Prepare to display a sample T-Chart.
- Provide access to a student text: Unit 6: Citizenship in American History and Government (hardbound).
- Review the WTP Teacher’s Guide (located in the U6C5L4 Resources folder on the Curriculum Manager).
- Provide chart paper and markers for team use.
- Be prepared to launch Reinforcing Questions.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how the right to vote has become more inclusive in terms of economic status, gender, and age.
The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences.
- With your team, create a T-Chart with columns for the group, the dates, and the legal basis for how the group won the right to vote. JIGSAW your student text to find the five groups and information about them. POST your table for class review.
Divide Cadets into their same teams and distribute chart paper and markers. Instruct Cadets to build a T-Chart or table that shows how voting rights have been expanded to include five additional groups. The table should include the name of the group, the dates voting rights were granted, and the laws that enabled rights for the group.
Instruct teams to jigsaw their student text to complete the table.
Allow time for teams to post their work for class review. Check their work for accuracy.
NOTE:As Cadets work in teams, tally the results from Exercise #1: Who Votes if you have not already done so. You will display the results in the Process Phase.
Display Reinforcing Question(s).
- REFLECT on how voting rights have changed over the years. ANSWER the reflection questions presented by your instructor.
- How many members of your family would be able to vote in 1776? In 1870? In 1920? In 1924?
- What did you find most interesting about how voting rights have changed over the years?
Conclude this phase of learning by summarizing the importance of including all Americans in our democracy. Inform Cadets that they will now explore how well Americans are using their rights.
Total Time: 25 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Part 2: 45 minutes
Phase 3 -- Process:
Lesson Delivery Setup:
- Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
- Prepare to display the results of the class responses to Exercise #1: Who Votes.
- Use the internet to prepare information about the number of people who vote in local, national, and state elections.
- Prepare to display a sample T-Chart.
- Provide chart paper and markers for team use.
- Be prepared to launch Reinforcing Questions.
Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how many members of their family vote.
This phase of the lesson allows Cadets to practice using the new skill or knowledge.
- CONSIDER the results of your class poll on who votes. PARTICIPATE in a discussion about the results.
Prompt Cadets to discuss the results by asking questions about the numbers, such as:
- How does the total number of voters compare with the number who vote in most local and state elections? In presidential elections?
- In what type of election are people mostly likely to vote? Least likely?
- With your team, READ “Reasons Why Young People Do Not Vote” in your student text (p 265). CREATE a T-Chart with the reasons in one column and ways to address those reasons to encourage voting in the other column. SHARE your chart for class review.
Distribute chart paper and markers to teams. With Cadets in their same teams, direct them to create a T-Chart. List reasons young people don’t vote in one column and ways to address those reasons in the other column.
Allow time for Cadets to share their charts for class review.
Display Reinforcing Question(s).
- REFLECT on voter turnout. ANSWER the reflection questions presented by your instructor.
- Do you believe low voter turnout to be an important national problem? Why or why not?
- Consider all of the people who have fought for suffrage since our nation began. How do you think they would respond to the fact that voter turnout is low in many elections?
Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill through the assignment or activity outlined in the performance assessment task.
Total Time: 25 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Phase 4 -- Apply:
Lesson Delivery Setup:
- Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation.
- Distribute the Right to Vote Performance Assessment Task.
- Determine how you will review the key words from this lesson.
- Prepare to use the Digital Timer application in your Curriculum Manager.
- Prepare to assign the performance assessment task as homework as time necessitates.
Direct Cadet Focus: Ask Cadets to think about howmuch students in their school know about voting rights.
This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. Prompt Cadets by asking them how this lesson can be used beyond this classroom experience.
- COMPLETE the Right to Vote Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for feedback and a grade.
Distribute the Right to VotePerformance Assessment Task. A portion of the performance assessment task(surveying other students at your school) will have to be completed outside of class. Suggest appropriate times and place for Cadets to conduct their surveys.
Refer Cadets to the scoring guide for a list of criteria that should be included in their written summary. This same criteria on the scoring guide can be used as a grading checklist too.
Remind Cadets that lesson assessment tasks can be used as evidence of learning and are solid artifacts to add to their Cadet Portfolios.
- REVIEW the key words of this lesson.
Remind Cadets that key words were introduced throughout various learning activities and should not be ‘new’ to them.
Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several animated games.
Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity.
- REFLECT on what you have learned in this lesson and how you might use it in the future.
- If you have registered and voted, or are planning to do so, what are your motives for doing this?
- How has your opinion or perspective about voting been impacted by this lesson?
Can Cadets answer the Lesson Question now:How has the right to vote expanded since the adoption of the Constitution?
Allow some time for discussion.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Homework:
Cadets may need additional time outside of class to complete the performance assessment task.
In order to compete in the We The People Congressional Competition, student teams are required to pass a written examination. To better prepare for this examination, it is recommended that Cadets review the lesson objectives, key words, and be able to answer the lesson subheading questions as homework.
Note on Cadet Portfolios:
As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating Cadet Portfolios.
Unit 6: Citizenship in American History and Government1