Voting Rights - Amazon S3€¦ · • Identify the amendments to the U.S. Constitution that expanded suffrage • Understand the importance of the right and willingness to vote in

B e n c h m a r k e d u c a t i o n c o m p a n y

Level Q/40

Level W/60

Teacher’s GuidePRIMESOCIAL STUDIES

* Essential Questions for each chapter drive the unit of study. These questions encourage students to think critically about the big ideas, or essential understandings, and to formulate further questions for inquiry. Students who have read the text with comprehension should be able to demonstrate their understanding through discussion and through the Putting It All Together activities at the end of each chapter.

** If you are using this text with ExC-ELL students, please refer to the ExC-ELL Vocabulary Strategies Card.

Voting Rights

skills & strategies

anchor comprehension strategy• Makejudgments

essential understanding*BychangingtheConstitutionandpassingnewlaws,theUnitedStateshasexpandedsuffrage—therighttovote—toincludemoreAmericans.

social studies Objectives• Identifytheindividualsandgroupsofcitizens

whofoughtforvotingrights• IdentifytheamendmentstotheU.S.

Constitutionthatexpandedsuffrage• Understandtheimportanceoftherightand

willingnesstovoteinafunctioningdemocracy

Metacognitive strategies• Determinetextimportance• Askquestions

content Vocabulary• Glossary,page46

Vocabulary strategy** • Usecontextcluestodeterminewordmeanings

Word study• Wordmaps

Language Forms and Functions• Preposition(in)usedfortimeandlocation

Writing connection• Howtowriteapersuasiveessay,page44

Graphic Features Focus • Tables• Primarysources

related resources • Voting RightsInteractiveWhiteboardEdition• ComprehensionStrategyAssessments• ComprehensionQuestionCard• ComprehensionPowerToolFlipChart• ExC-ELLVocabularyStrategiesCard**

Introduce the BookWrite a Persuasive Essay: Introduce and Plan• Havestudentsturntopages44–45.Readthewriting

featureandmodeltogether.• Say: We will be writing persuasive essays. A persuasive

essay is a way to express opinions or feelings on a topic and convince people to agree with your thinking. The persuasive essay that you write will focus on a topic related to the history of voting rights. What are some possible topics that relate to this subject? (Allowresponses.)

• Ask: Where might you find examples of persuasive essays? Createalistofpossiblesourcesonchartpaperoronthewhiteboard.Sourcesmightincludenewspaperopinionpages,printandonlinemagazines,andscientificjournals.

• Reviewtheexplanationofhowtowriteapersuasiveessayanddiscussconsistentcharacteristicsofpersuasivetexts(suchashavingtopicsthatpeoplefindimportant,includingsupportingfacts,makingamainpointclearlyandearly,keepingtheessaybrief,andsoon).

• Generateideasandconductresearch.Havestudentsthinkofatopicthatrelatestothehistoryofvotingrights.Askthemwheretheymightfindinformationtouseinwritingtheirpersuasiveessay.(Sourcesmightincludenewsarticles,reports,research-supportedWebsites,etc.)

• Usingtheanchorchart,reviewthecharacteristicsofapersuasiveessay.

• AskstudentstousethePersuasiveEssayPlanningGuide(BLM1)torecordinformationandorganizetheiressay.

• Conferwithindividualstudentsandfocusontheirplanningefforts.Havestudentssuggestatopicthatisrelevanttothebook.Havetheythoughtabouttheinformationtheycanincludethatwillsupporttheirmainpoint?

Persuasive Essay

I. Introduction • States position • Includes 1-2 supporting senteces

II. Body • Includes facts, details, examples

III. Conclusion • Includes summation and solution

Make Connections/Build Background Build Social Studies Concepts and Vocabulary• ReadthePRIMEQuestionsontheinsidefrontcoverof

thebook.• Say: Some people—including the colonists who founded

America—think voting is the most important right a citizen of a democracy can have. Yet when America was founded, only white male landowners age twenty-one and over had the right to vote. Who was excluded from voting? How was America considered a democracy when more than half of the adult population did not have the right to vote? Do you think laws ensuring “One person, one vote” are crucial to a working democracy? Why or why not?

• Think/pair/share: Havestudentsworkinpairsorsmallgroupstogenerateacause-and-effectchartbasedonthequestionsyouaskedthem.Thenbringstudentstogetherandhavethemsharetheirideasasyouwriteaclasslistonthewhiteboardoronchartpaper.

• Titletheanchorchart“VotingRights”andpostit.Tellstudentsthattheywillbeaddingtoitastheyreadthebook.

Preview the Book• Invitestudentstoflipthroughthebookandviewphotos

(orprojectthewhiteboardversionofthetextandpreviewthepagestogether).

• HavestudentsturntotheTableofContentsandreadthechapterheadsandEssentialQuestionsforeachchapter.

• Invitestudentstoreadthebookdescriptionandthe“AbouttheAuthor”blurbonthebackcoverofthebook.Ask:How do these features help you figure out what you’ll learn about in this book?

• Think/pair/write/share: FocusingontheTableofContents,askstudentstoworkinsmallgroupstogeneratealistofquestionstheyhaveaboutthepracticesandhistoryofvotingrightsthattheywouldliketofindtheanswerstoastheyread.Askthegroupstosharesomeoftheirquestions.

Read Aloud the Book Introduction • Ask: What is the role of voting in a democracy?• Havestudentsturntothepictureofthe1965“Bloody

Sunday”civilrightsmarchinSelma,Alabama,onpages4–5(ordisplaythesepagesonthewhiteboard).Askstudentstodescribewhattheyobserveinthepicture.

• Readaloudthetextonpages4–5,orlistenandfollowalongwiththetalkinge-bookinthewhiteboardedition.

• Invitestudentstothinkofwhatroletherighttovoteplaysinademocracy.Explainthatstudentswilllearnmoreaboutthehistoryofvotingrights,aswellashowthebattletoextendsuffragetoallAmericanshasaffectedourcountry’shistoryduringthisunitofstudy.

Characteristics of a Persuasive Essay• Statesapositionorbeliefaboutatopic• Providesfactsandevidencetosupportposition• Closewithasummaryandacalltoaction

Voting Rights2©2011BenchmarkEducationCompany,LLC.Allrightsreserved.Teachersmayphotocopythereproduciblepagesforclassroomuse.Nootherpartoftheguidemaybereproducedortransmittedinwholeorinpartinanyformorbyanymeans,electronicormechanical,includingphotocopy,recording,oranyinformationstorageorretrievalsystem,withoutpermissioninwritingfromthepublisher.

ISBN:978-1-4509-4753-4

Voting Rights©2011 Benchmark Education Company, LLC 3

Chapter 1: African Americans and the Right to Vote

Before Reading

Make It Comprehensible for ELsUsethefollowingstrategiestohelpELsunderstandconceptsandacquireacademiclanguage.•Asyouintroduceconceptsandvocabulary,useimages

fromthebookorfromtheimagebankontheinteractivewhiteboardeditiontoillustrateconceptsandterms.

•PairELswithfluentEnglishspeakersduringsmall-grouporpartnerdiscussionsandactivities.

•ModeltheuseofacademicsentenceframestosupportELs’vocabularyandlanguagedevelopment.(SeeSuggestedAcademicSentenceFramesforeachchapter.)

Discuss the Essential Question: When and how did African Americans gain the right to vote in the United States?• Pose a question: Ask students to turn to page 8.

ReadtheEssentialQuestiontogether.Ask: Why was it a challenge for African Americans to gain the right to vote? What steps did African Americans have to take in order to be granted suffrage? How did their struggle to receive equal voting rights under the law affect other groups in American society?

• Open discussion: Havestudentsthinkaboutanddiscussthequestionsyouaskedthem.Asaclass,generatealistofanswerpredictions.Alsorecordanyadditionalquestionsstudentshaveaboutthistopicasdiscussionoccurs.

Discuss the Essential Vocabulary: Use a Glossary to Determine Word MeaningsExC-ELL users, please refer to the ExC-ELL Vocabulary Strategies Card.• PointouttheEssentialVocabularyonpage9.• Ask: What do you already know about each of these

words? Take a moment to jot down what you know in your journal. HavestudentsdrawagraphicorganizerliketheonebelowintheirjournalstoevaluatetheirknowledgeoftheEssentialVocabularywords.

•

Invitestudentstoshareanddiscusstheirgraphicorganizerswithapartnerorthewholegroup.Model using a glossary to determine word meanings:If I’m unsure of a word or it’s unfamiliar, I can use a glossary to learn its meaning. A glossary is an alphabetical listing of words and their meanings. A glossary is usually found at the back of a book. On page 8, I see the term representative government. This term is in bold print. That is a signal that I can find the definition of this term in the glossary. I can turn to the beginning of the glossary on page 46 and scan the alphabetical list of terms to find representative government. The definition tells me that a representative government is a form of government in which citizens vote to choose people to represent them in running the government.

• Partner search:HavestudentsworkwithapartnertofindtheEssentialVocabularywordsinChapter1anddeterminewhatglossarydefinitionsareavailableforeachword.Havestudentsrecordthedirectdefinitionofeachwordintheirsocialstudiesjournals.

• Reinforcetheimportanceofusingglossarydefinitionstodeterminewordmeanings.

•Invitestudentstoshareanddiscusstheirgraphicorganizerwithapartnerorthewholegroup.

Share Essential Vocabulary Spanish/English Cognates IfyouhaveELswhosefirstlanguageisSpanish,sharethecognatesbelowtosupportacademicvocabulary.Beaware,however,thatstudentsmaynotunderstandthemeaningofallofthesesocialstudieswordsintheirfirstlanguageeither.• abolitionist/el/laabolicionista,page10• amendment/laenmienda,page10• Constitution/laconstitución,page10• democracy/lademocracia,page8• ratify/ratificar,page10• register/registrar,page16• representative/elrepresentativo,page8• government/elgobierno,page8• segregation/lasegregación,page15

Preview Text and Graphic Features: Tables• Askstudentstoturntopages12and15.Pointoutthe

tables.• Ask: What do you think these features are? (Allow

responses.) • If necessary,say: These features are called tables. Tables

organize information in rows and columns. The table on page 12 shows the years in which the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution were passed. The purpose of each amendment is also included. The heading of the table on page 15 tells you that this table presents information on ways in which African Americans were denied the right to vote.

• Ask: Why do you think these graphic features are included here? How can they help you as a reader? (Allowresponses.)

• Helpstudentsunderstandthatvisualrepresentationsofinformationmakeiteasiertorecordandrecognizeinformationsuchasresearchdata.Nonfictionauthorsoftenusetablestopresentinformationinanorganizedway.

• Say: As you read this book, pay attention to the tables. These help add to your understanding of events.

Activate Metacognitive Strategies: Determine Text Importance• Remindstudentsthatgoodreadersidentifythemost

importantpartsofatextasastrategytohelpthemunderstandthetext.

• Say:Somedetailsinatextaremoreimportantthanothers.Also,somewordsaremoreimportantthanotherwords.LetmeshowyouhowtofigureoutwhichwordsandinformationaremostimportanttothistextabouttheAfricanAmericanstruggleforsuffrage.

• Model:Readaloudpages14and15.Say: As I read these pages, I know that I need to pay special attention to information that relates to the heading and to the boldfaced words. These two features help me focus on the important parts of the text. The heading on page 14

Words I Know Words I Think I Know

Words I Don’t Know

Chapter 1 (continued)

Voting Rights4

indicates that the text in this section will be about how African Americans were attacked after they were given the constitutional right to vote. On page 15, I see the word segregation and its definition. The rest of the paragraph provides examples. The examples help me visualize how segregation operated in society but aren’t as important as the information that describes what segregation was.

• Say: As you read Chapter 1, be sure to focus on key parts of the text while you are reading.

Set a Purpose for Reading• Say: As you are reading, you will use Q Notes to record

questions that you have about the book and then write answers to your questions. Q Notes help you focus on the most important information and are a way of jotting down answers to your questions. You will be looking at titles, chapter headings, and topic sentences and then turning these into questions. For example, the heading of a special feature on page 16 is “Secret Ballots.” You can turn this into a question like, “What were secret ballots and how did they affect the history of voting rights?” As you find answers to your questions in your reading, record them in the right-hand column of your Q Notes Guide. Use brief answers, bullets, and so on to help you organize your ideas. You don’t need to use complete sentences.

• DistributetheQNotesGuide(BLM2).Tellstudentsthattheywillbeusingtheleft-handcolumnoftheirQNotescharttorecordtheirquestions.Astheyreadanddiscoveranswers,theycanjotdownanswersintheright-handcolumn.

Read the ChapterChoosetheoptionbelowthatmeetstheneedsofyourstudents.Promptstudentstousethemetacognitivestrategyofdeterminingtextimportancetohelpthemidentifythemainideasinthechapter.• Read with a Teacher.Meetwithsmallgroupsofstudents

tofocusoncontent-comprehensionstrategiesasyoureadthetexttogether.Studentscanreadsilently,oryoucandoasharedread-aloudofthetext.UsetheQNotestofocusonkeyconcepts.

• Read with a Partner.Havestudentsreadthetextwithapartnerandcompletethe“Author”columnoftheQNotestogether.

• Read Independently.Assignstudentsthechaptertoreadontheirownbeforethenextclassperiod.Studentsshouldcompletethe“Author”columnoftheQNotesforthechapter.

After ReadingChoosefromtheactivitiesbelowtoextendstudents’socialstudiesandcontent-literacyskills.

Discuss Key Concepts•InvitestudentstosharetheresultsoftheirQNotes.What

questionsdidtheyaskforChapter1?Weretheyabletodeterminethemostimportantpartsofthetext?Didstudentsuseheadings,topicsentences,andboldfacedwordstoformtheirquestions?Weretheyabletoanswertheirquestionsbasedontheirreading?

Suggested Academic Sentence Frames•Beforereadingthechapter,Iasked________.After

reading,Inowunderstandthat________.

Model Comprehension Strategies: Make Judgments• Explain.Oftenreaderscanmakejudgmentsordecisions

aboutpeople,events,andfactsastheyread.TheymaymakeajudgmentabouttheJimCrowlawsinterferingwithAfricanAmericans’votingrightsasoutlinedintheFifteenthAmendmenttotheConstitution.

• Say: You might think that judgments and opinions are the same thing. Keep in mind that judgments can be proven with facts, also called clues and evidence. An opinion can be based simply on what you think or believe about something.

• Model: When I read a paragraph or passage in a book, I think about what I read and form ideas about the people, events, and facts. I use the facts in the text and my own knowledge and experiences. One way I make judgments is to decide which information is most important. Making judgments about what I read helps me better understand the text.

• HavestudentsfollowalongasyoushowthemhowtomakejudgmentsinChapter1.Readpage14aloudandsay: Page 14 explains how the Fifteenth Amendment to the Constitution allowed African Americans to participate in the electoral process for a period of time. I already know that the 15th amendment gave African Americans the right to vote. I also know that in the South, state laws kept them from voting. Pages 14 and 15 then give examples of the growing practices of people in the South to institute campaigns of terror as well as legal action to prevent African Americans from voting. When I look in the text, I see that the table on page 15 gives examples of legal requirements known as “Jim Crow laws” that were aimed solely at the African American population. I think that, because the Jim Crow laws were applicable only to African Americans, these laws interfered with that population’s right to vote as outlined in the Fifteenth Amendment.

• Say: I used prior knowledge, and information from the text to form a judgment. When we make a judgment, it is important to remember to use information from the text along with previous knowledge and experience.

• Tellstudentstheywillcontinuemakingjudgmentsastheycontinuetoreadthebook.

Vocabulary/Word Study: Word Maps • Drawawordmapwiththewordfreedominthecenter

circle.Tellstudentsthatawordmapisatoolforlearningmoreaboutaword.Pointouttheothercirclesonthemapsuchassynonym,antonym,definition,form,andcontextsentence.

• Explainthateveryoneintheclasswillhelpyoucompletethewordmapforfreedom.

• Completethewordmapasstudentsprovideinformation.

Language Forms and Functions: Preposition (in) Used for Time• ReadthefollowingsentencefromChapter1,page8.

On-level:It was a hot summer day in July 1619. Bridges: In July 1619, Jamestown, Virginia, was a small colony.

• Explain: The author uses several sentences in the book that have prepositional phrases with in to indicate a point in time. The phrases can refer to specific times, days, dates, time periods, and so on. In this sentence, the preposition in appears before the month and year.

©2011 Benchmark Education Company, LLC


• Practice. Say: Look at page 8. We can find other examples of the preposition in that indicate time. What are the examples? (In1776thecoloniesbecametheUnitesStates;ThefirstU.S.censuswasin1790.)

• HavestudentsworkwithapartnertolookthroughChapter1foradditionalexamplesofinusedtoindicatetime.

• Askstudentstosharetheexamplestheyfound.Recordtheexamplesofinusedfortimeonchartpaperoronthewhiteboard.

Differentiated Collaborative Learning Invitepartnersorsmallgroupstocompleteoneofthe“PuttingItAllTogether”activitiesonpage17todemonstratetheirunderstandingoftheessentialinformation.Notethattheactivitychoicesaccommodatelearnerswitharangeoflearningstyles.

Write a Persuasive Essay: Draft•AskstudentstousethePersuasiveEssayPlanningGuide

(BLM1)tobegindraftingtheirpersuasiveessays.• Discussorganization.Remindstudentsthatapersuasiveessay

isconvincing.Havestudentsturntopages44–45andreviewhowtoorganizeapersuasiveessay. Say: A persuasive essay can take many formats, but the goal of all persuasive text is to present information about a topic, then choose a position on the topic and persuade an audience toward your position by presenting supporting evidence. Once you have the necessary facts and figures to support your point of view, you can use these and your outline to organize your essay. Common persuasive formats include essays, speeches, editorials, advertisements, and Web sites. The next step will be to write a sentence stating your main point of view. You will also write one or two additional sentences that support your point of view and provide more information. Your presentation should end with a suggestion of what the reader can do.

• AskstudentstoreviewtheirPersuasiveEssayPlanningGuides.Say:Have you decided on a topic for your essay? Are you writing down the important facts and figures to support your essay? Have you written your outline of important points?

• Conferencewithstudentsastheycompletetheirdrafts.UsethePersuasiveEssayChecklist(BLM3)todrawstudents’attentiontocharacteristicstheyneedtoinclude.Focusonhowstudentshaveorganizedtheirideasandthevoiceofthewriter.Didstudentsselectanappropriatetopicfortheirpersuasiveessays?Havetheyorganizedthenecessaryfactsandfigurestosupporttheirtopic?Havetheywrittenanoutlineofimportantpoints?

• Pairstudentsforpeerconferencing.

Home Connections: Constructed Response Journal Writing Intheirsocialstudiesjournal,havestudentsanswerthetext-dependentcomprehensionquestionsforChapter1onBLM4.Thesequestions,atfourtext-dependentcomprehensionlevels,helppreparestudentsforthequestionstheywillencounteronstandardizedcontent-areareadingassessments.Tomodelstrategiesforansweringtext-dependentcomprehensionquestions,usetheinformationandpromptsprovidedontheComprehensionPowerToolFlipChart.AnswersforeachquestiononBLM4,alongwithadditionquestions,canbefoundontheComprehensionQuestionCard.

Before Reading

Discuss the Essential Question: When and how did American women gain the right to vote in the United States?• Pose a question:Askstudentstoturntopage18.Read

theEssentialQuestiontogether.• Think/pair/share:Havesmallgroupsofstudentswork

togethertogenerateideasrelatedtotheEssentialQuestion.Havethegroupssharetheirdiscussionandkeyideaswiththeclass.

• Basedonthestudents’responses,createaKWLCharttorecordwhatthestudentsalreadyknow(K)andwhattheywouldliketoknow(W).Tellstudentstheywillreturntothechartafterreadingtorecordwhattheylearned(L).

Discuss the Essential Vocabulary: Use a Dictionary to Confirm Definitions• PointouttheEssentialVocabularyonpage19.• Havestudentschoosetwooftheterms,findthemintext,

andusecontextcluestowritetheirowndefinitionsintheirsocialstudiesjournals.

• Modelusingadictionary.Say: Sometimes I can get enough information about a word’s meaning by using the context of the chapter. But sometimes, I’m not absolutely sure that I’m right. If I want to understand what I’m reading, I need to check a dictionary. Confirming the meaning of important terms is the only way I can understand what I’m reading.

• Turn and talk:Askstudentstocomparetheirdefinitionswiththoseinthedictionaryandsharetheirfindingswithapartner.Encouragestudentstodiscusshowhelpfulitistoconfirmmeaningsbyusingadictionary.

• Allowstudentstoshare,providingclarificationasneeded.

Share Spanish/English Cognates for Essential VocabularyIfyouhaveELswhosefirstlanguageisSpanish,sharethecognatebelowtosupportacademicvocabulary.Beaware,however,thatstudentsmaynotunderstandthemeaningofallofthesesocialstudieswordsintheirfirstlanguageeither.• suffrage/elsufragio,page18

Preview Text and Graphic Features: Primary Sources• Askstudentstolookatthephotographonpages18

and19.• Ask: What do you think this feature is?(Allow

responses.)

Chapter 2: The Fight for Women’s Suffrage





Voting Rights6


• If necessary, say:This feature is called a primary source. This is a photograph of women from the Women’s Freedom League protesting for the right to vote.

• Ask:Why do you think this text feature is included here? How can it help you as a reader?(Allowresponses.)

• Helpstudentsunderstandthatusingprimarysourceimagesanddocumentsallowsustoexperiencethingsthathavehappenedhistory,orthatarehappeningeverydayinourworld.Bylookingatthephoto,forexample,wecanbetterunderstandwhatthewomenlookedlikeandhowtheyprotested.Nonfictionauthorsoftenuseprimarysourcestopresentinformationandallowreaderstoexperiencesocialstudiesfirsthand.

• Say:Look through Chapter 2 to find other examples of primary sources. (additionalphotographs,quotefromMargaretFuller,listfromAliceDuerMiller’sbook) What do these sources tell us?

Activate Metacognitive Strategies: Determine Text Importance, Ask Questions• Review: RemindstudentsthatwhentheyreadChapter1,

theyusedcluesinthetexttohelpthemdeterminewhichpartsofthetextweremostimportant.Say:Features of the text like headings, boldfaced print, tables, and charts are good strategies to use to help you determine the importance of text.

• Explain:Tellstudentsthatanothereffectivereadingstrategyistoaskquestionsaboutwhattheyarereading.

• Model:Explainthatgoodreadersaskthemselvesquestionsbefore,during,andafterreading.Say:For example, when I look at the chapter title on page I ask myself, what does women’s suffrage mean? I wonder if suffrage is related to voting. When I look at the picture, I ask myself what it must have been like to be a woman and not have the right to vote. What other questions can we ask ourselves about women’s suffrage?

• Ask: How does asking questions help you become a better reader? (Allowresponses.)Encouragestudentstogeneratequestionsoftheirown.Writesomeoftheirquestionsonchartpapertorefertoaftertheirreading.

• Say: As you read this chapter, be sure to stop and reread any parts that you don’t understand. Ask yourself questions before, during, and after you have read a section to help you focus on and remember the most important information. Look for words, phrases, and sentences to help you determine what information is most important.

Set a Purpose for Reading• Tosetapurposeforreading,havestudentscontinueto

usetheQNotesGuide(BLM2)toaskquestionsaboutthetextandtojotdownanswerstotheirquestions.Encouragethemtoalsorecordsomevisualremindersintheiranswers.

Read the Chapter Choosetheoptionbelowthatmeetstheneedsofyourstudents.Promptstudentstousethemetacognitivestrategiesofdeterminingtextimportanceandaskingquestionstohelpthemidentifythemainideasinthechapter.• Read with a Teacher.Meetwithsmallgroupsof

studentstofocusoncontent-comprehensionstrategiesasyoureadthetexttogether.Studentscanreadsilently,oryoucandoasharedread-aloudofthetext.UsetheQNotestofocusonkeyconcepts.

• Read with a Partner.Havestudentsreadthetextwithapartnerandcompletethe“Author”columnoftheQNotestogether.

• Read Independently.Assignstudentsthechaptertoreadontheirownbeforethenextclassperiod.Studentsshouldcompletethe“Author”columnoftheQNotesforthechapter.

After ReadingChoosefromtheactivitiesbelowtoextendstudentssocialstudiesandcontent-literacyskills.

Discuss Key ConceptsReturntotheanchorchartthatyoucreatedbeforereadingthesetwochapters.Invitestudentstosharenewinformationtheylearnedwhilereading.StudentscanusetheirQNotestorecalldetails.Werestudentsabletodeterminethemostimportantpartsofthetext?Didstudentsuseheadings,topicsentences,andboldfacedwordstoformtheirquestions?Weretheyabletoanswertheirquestionsbasedontheirreading?

Practice Comprehension Strategies: Make Judgments• Ask: What is a judgment? (Allowresponses.)• Guide practice: Readaloudpage21. • Ask: The text says that the first women’s rights

convention was held in July 1848 at Seneca Falls. The conference was a major organizational step in the beginning of the fight for women’s right to vote. The highly esteemed Frederick Douglass was one of the forty men who attended the conference. The text says that Douglass called into question the women’s use of the term elective franchise rather than suffrage in one of their resolutions. After his comments, the wording was changed and the resolution passed.

What judgment can you make about Frederick Douglass’s contribution to women’s suffrage?(Possibleanswer:FrederickDouglasswasinstrumentalindeterminingthepersuasivelanguageusedinthegrowingwomen’ssuffragemovement.)• Write students’answersonthegraphicorganizer.Usethe

informationonthegraphicorganizeronthispage.

Suggested Academic Language Frame• Beforereading,Iwantedtoknow________.

Ilearnedthat________.



Vocabulary/Word Study: Word Maps • Review: Remindstudentsthatawordmapisatoolused

tolearnmoreaboutawordbygivinginformationsuchasadefinition,synonyms,antonyms,contextsentences,andforms.

• HavestudentsworkinsmallgroupsorpairstocompletewordmapsfortheEssentialVocabularywordsuffrage.

Language Forms and Functions: Preposition (in) Used for Location•ReadthefollowingsentencesfromChapter2,page20.On-level: Angelina and Sarah Grimké were among the first women to make speeches in public.Bridges: Angelina and Sarah Grimké made speeches in public.• Explain: We’ve talked about how the preposition in can

be used to show time. The preposition in is also used to show location, or where something occurs. For example, the prepositional phrase “in public” states the location of where the Grimké sisters made their speeches.

• Havestudentsworkinpairstofindadditionalexamplesofprepositionalphrasesthatuseintoshowlocation.Havethemrecordtheseintheirsocialstudiesjournals.Thenaskstudentstosharetheirprepositionalphrases.Possibleanswers:inLondon(page22),intheNortheastandMidwest(page23)

• Askpairsofstudentstosharethesentencestheygenerated.Writethesentencesonchartpaperandmodelcorrectusageasnecessary.

Differentiated Collaborative Learning Invitepartnersorsmallgroupstocompleteoneofthe“PuttingItAllTogether”activitiesonpage27todemonstratetheirunderstandingoftheessentialinformation.

Write a Persuasive Essay: Edit and Revise• Basedonyourobservationsofstudents’writing,conduct

appropriatemini-lessonstohelpthemimprove.• Say:An important trait to use in writing a persuasive

essay is the appropriate voice. Your persuasive essay should show enthusiasm for your topic and convince the reader to see your point of view. Your essay should also sound respectful.

• Ask:• Didyouuseappropriatevoiceinyourpersuasiveessay?• Didyouselectatopicyoufeltstronglyabout?• Didyoucollectfactsandfigures?• Didyououtlinetheimportantpoints?• Didyouwriteafirstsentencestatingthemainpoint?• Didyouwriteoneortwomoresentencesgiving

additional information?• Didyouclosewithasuggestedactionorsolutionfor

readers to think about

Home Connections: Constructed Response Journal Writing Intheirsocialstudiesjournals,havestudentsanswerthetext-dependentcomprehensionquestionsforChapter2onBLM4.

Suggested Language Frame• They________in__________.

Before Reading

Share the Cartoonist’s Notebook• HavestudentsreadtheCartoonist’sNotebookspread

onpages28–29independently,withpartners,orasawholegroup.(Youmaywishtoprojectthespreadonthewhiteboard.)

• Open discussion: Askstudentstothinkaboutanddiscussthefollowingdiscussionquestions.

• Whatwouldyoudoin1868?

• WouldyousupporttheFourteenthAmendmentasitwaswritten?

• Wouldyoufighttohavewomenincludedintheamendment?

• Make a graphic organizer:Havestudentscreateagraphicorganizerthatillustratestheconsequencesoftheirdecisions.

Discuss the Essential Question: How do Americans work together to ensure voting rights for all eligible citizens?• Askstudentstoturntopage30.ReadtheEssential

Questiontogether.• Partner discussion:Havestudentsworkinpairsto

answertheEssentialQuestion.Askthemtomakepredictionsaboutwaystoensurevotingrightsforalleligiblecitizens.

• Share ideas:Havestudentssharetheiranswersandpredictions.

Discuss the Essential Vocabulary: Use a Glossary or Dictionary to Confirm Definitions • PointouttheEssentialVocabularyonpage31.• HavestudentsrecordtheEssentialVocabularywordsin

theirsocialstudiesjournalsontheWordsIKnowchart.• Remindstudentstheyhavebeenusingaglossaryanda

dictionarytodeterminewhatawordmeans.• Ask:What information about a word can you find in a

glossary or a dictionary?(Allowresponses.)

Chapter 3: Expanding and Protecting Voting Rights





Voting Rights8


• Model:On page 36, I see the termgerrymandering.Because this word is in bold print, I know it is in the glossary at the back of this book. I also know that I can find this word in the dictionary. Using either of these sources, I can find out that gerrymanderingis the act of dividing voting districts to give unfair advantage to one group or party.

• Havestudentsturntopage37.Ask:What is the meaning of the termlegal alien?(anoncitizenlivinglegallyinanothercountry,suchastheUnitedStates)

Share Spanish/English Cognates for Essential VocabularyIfyouhaveELswhosefirstlanguageisSpanish,sharethecognatebelowtosupportacademicvocabulary.Beaware,however,thatstudentsmaynotunderstandthemeaningofallofthesesocialstudieswordsintheirfirstlanguageeither.• elector/el elector, page 38

Preview Text and Graphic Features: Primary Sources• AskstudentstoscanChapter3andtheConclusion

andpointoutexamplesofprimarysourcesinthischapter.(pages30–43)

• Ask:What information can you get from these primary source documents and photographs on pages 30 to 43? Why are primary sources important? Why were they included? How do primary sources help your reading? (Allowresponses.)

Review and Discuss Metacognitive Strategies: Determine Text Importance, Ask Questions• Say:An important reading strategy is to determine text

importance. What does this mean? What features in the text help you determine the important parts? (Allowresponses.)Engagestudentsinadiscussionofhowtheycanuseheadings,boldfacedwords,phrases,andgraphicstodeterminetextimportance.

• Say:Asking questions is also an important reading strategy. Why is it important to ask questions before, during, and after reading? (Allowresponses.) When you ask questions while you are reading, it’s easier to connect to the text and become an active reader.Engagestudentsinadiscussionofhowtheyusedthesestrategiesastheyread.

Set a Purpose for Reading• Tohelpstudentssetapurposeforreading,havethem

continuetousetheirQNotesGuide(BLM2)astheyreadChapter3andtheConclusion.Remindthemtoformquestionsbasedonthesectionsubheadingsandtojotdownanswersastheyfindthem.

Read the ChapterChoosetheoptionbelowthatmeetstheneedsofyourstudents.Promptstudentstousethemetacognitivestrategiesofdeterminingtextimportanceandvisualizingtohelpthemidentifythemainideasinthechapter.• Read with a Teacher.Meetwithsmallgroupsof

studentstofocusoncontent-comprehensionstrategiesasyoureadthetexttogether.Studentscanreadsilently,oryoucandoasharedread-aloudofthetext.UsetheQNotestofocusonkeyconcepts.

• Read with a Partner Havestudentsreadthetextwithapartnerandcompletethe“Answer”columnoftheQNotestogether.

• Read Independently.Assignstudentsthechaptertoreadontheirownbeforethenextclassperiod.Studentsshouldcompletethe“Answer”columnoftheQNotesforthechapter.

After ReadingChoosefromtheactivitiesbelowtoextendstudentssocialstudiesandcontent-literacyskills.

Discuss Key ConceptsHavestudentssharetheresultsofQNotesGuide(BLM2).Werestudentsabletowriteappropriatequestionsbasedonchapterheadingsandsubheadings?Didtheyanswerquestionsusingnotes,bullets,dashes,oravisualgraphic?

Review and Discuss Comprehension Strategies: Make Judgments• Ask: Why is making judgments helpful when reading

social studies texts? (Allowresponses.)• Explain: Helpstudentsunderstandthatmaking

judgmentsusingcluesandevidencefromthetextallowsthemtoforminformedopinionsabouthistory,socialstudies,andtheworldaroundus.Itisacriticalthinkingstrategywhenreadingsocialstudiestexts.

• Say: You will make judgments of your own on facts in Chapter 3 in pairs or independently. Askifstudentshaveanyquestionsbeforetheybegin. Monitortheirworkandhelpthemwithanydifficulty.Discussstudents’responsestogether.

Vocabulary/Word Study: Word Maps • Review:Remindstudentsthatawordmapisatoolused

tolearnmoreaboutawordbygivinginformationsuchasadefinition,synonyms,antonyms,contextsentences,andforms.

• HavestudentsworkindividuallyintheirsocialstudiesjournalstocompletewordmapsfortheEssentialVocabularywordselector, felon.

• Shareresponseswiththeclass.Language Forms and Functions: Preposition (in) Used for Time and Location•Readthesecondparagraphonpage32ofChapter3.

On-level:In 1954, the U.S. Supreme Court declared that school segregation was unconstitutional, or illegal.



Bridges:In 1954, the U.S. Supreme Court outlawed school segregation.

•Say:For this sentence, the word in is used to give us a date.

•ReadthefollowingsentencefromChapter3,page33.On-level and Bridges:Andrew Goodman, James Earl Chaney, and Michael Henry Schwerner were working to register African American voters in Mississippi in 1964.

• Havestudentsworkinpairstofindmoreexamplesoftheprepositioninusedfortimeandlocation.Possibleanswers:in1954,in1961(page32),in1971,inEngland,in1952,inVietnam,InMarch1971,inthe2008presidentialelection(page34),InGeorgia(page36),Inmoststates,injail(page37),intheU.S.,Inthe2000election,inCongress(page38)

Suggested Language Frame • ________in________.

• Writethesentencesonchartpaperoronthewhiteboardandmodelcorrectusageasnecessary.

Differentiated Collaborative Learning Invitepartnersorsmallgroupstocompleteoneofthe“PuttingItAllTogether”activitiesonpage39todemonstratetheirunderstandingoftheessentialinformation.

Write a Persuasive Essay: Create Final Draft •Havestudentseitherrewriteortypetheirpersuasive

essays.• Makesurethatstudentshaveformattedtheirpersuasive

essayscorrectly.• Havestudentsincludespecificdetailstohelpdescribethe

topicthey’rewritingabout.• Conferencewithstudentsregardingtheirpublishingplans

anddeadlines.

Home Connections: Constructed Response Journal Writing Intheirsocialstudiesjournal,havestudentsanswerthetext-dependentcomprehensionquestionsforChapters3–4onBLM4.

Synthesize and AssessUsethesuggestionsbelowtosynthesizetheinformationfromthetextandtoevaluateandextendstudents’contentknowledge,comprehension,andvocabularyknowledge.

Read Aloud the ConclusionReadaloudtheconclusiononpages42–43andinvitestudentstosummarizethekeyconceptsandconclusionstheycandrawfromthetext.Encouragestudentstousekeyvocabularytermstheyhavelearned.

Text-Dependent Comprehension Assessment• Reviewstudents’answerstothetext-dependent

questionsforBLM4.Ifnecessary,supporttheirtext-dependentcomprehensionstrategiesbyansweringadditionalquestions(fromtheComprehensionQuestionCard)asagroup.

Performance-Based Assessment• Invitestudentstocompletetheculminatingactivity

shownontheinsidebackcoverofthebook.Thisactivityprovidesanopportunityforstudentstodemonstratetheirunderstandingofthekeyconceptsdevelopedinthetext.

Vocabulary Challenge• WriteeachEssentialVocabularywordonanindexcard.• Dividetheclassintothreetofourteams.• Eachteamgetsanequalnumberofopportunitiesto

defineanEssentialVocabularytermanduseitinasentence.

• Theteamthatscoresthemostpointswins. OrusetheIWBGamesFeaturetoassesscontent

knowledge.

Write a Persuasive Essay: Publish and Share• Explain: When you write a persuasive essay, you

are presenting a topic that has personal meaning for you that you would like to share with readers. When writing a persuasive essay, consider your audience, include a sentence stating your main point, write one or two sentences that support your topic, provide additional information or facts, and give a suggestion for something the reader can do.

• Useoneormoreoftheideasbelowforsharingstudents’diaryentries.

• Havestudentsreadorperformtheirpersuasiveessaystotheclass.

• Makeaclassdisplayofstudents’persuasiveessays.

Conclusion

Content Assessment •HavestudentscompletetheformalContentAssessment

(BLMs5and6).Thisassessmenthelpsyouevaluatestudents’understandingofthestandards-basedconceptsdevelopedinthistext.Therearethreetestitemsforeach“chunk”ofthetextasdividedinthisTeacher’sGuide.Foreachchapter,therearethreetypesofquestions,representingthedifferentkindsofquestionsstudentswillencounteronstandardizedcontentassessments.

Question Types and Explanations• Recall.Studentsanswerquestionsbasedoncontent

conceptslearnedfromthetext.Studentsarenotallowedtolookinthebookforanswers.

•Application.Studentsmusttransfertheirunderstandingofconceptslearnedinthebooktonew,real-lifesituations.

•Think about it.Studentsmustreadandinterpretthisquestioncarefully.Theymustconsiderinformationprovidedinthequestionandinformationfromthebooktoformulateananswer.

•Write a passage.Studentsdemonstratetheircontentknowledgebyconstructingashorttextusingabankofacademicvocabularywordsprovided.Studentsarescoredusingtherubricprovided.

Answer Key: Comprehension Questions

1. not acknowledged or allowed to vote

2. 15th Amendment

3. Laws must be clear and specific or else problems will come up. Clues/evidence: Four million African Ameri-cans were now free men and women. But that did not mean they could vote. The Fourteenth Amendment gave citizenship to African Americans. At last, the Fif-teenth Amendment gave African Americans the right to vote. page 12

4. political power, page 18

5. They went on hunger strikes, page 25)

6. It did not always make a difference whether the president supported an amendment. Clues/evidence: It passed by only one vote; the Senate took another eighteen months to approve it.

7. the 1950s, page 32

8.

10

9. Everyone, no matter their location, education, or finances, has the right to vote; Clues/evidence: In 1966, the Supreme Court banned all poll taxes as unfair to people who did not have much money. In 1970, the Supreme Court banned literacy tests, saying they discriminated against voters who had little or no education. Residency requirements had kept millions of Americans from voting. In 1970, Congress changed the rules to thirty days for voting in a federal election and made it easier to vote with an absentee ballot. In 1975, Congress said that Hispanics, Asian Americans, Native Americans, and others could vote even if they could not read English.

Answer Key: Content Assessment

1. The 13th Amendment was ratified in December 1865, and it outlawed, or abolished slavery in the United States.

2. Answers may include: Poll taxes, literacy tests, residency requirements, registration restrictions, primary restrictions, and grandfather clauses

3. Though the Constitution leaves voting qualifications up to the states, the Constitution also granted you the right, as a male citizen, to vote. The 13th Amendment was not passed until 1865, the 14th Amendment made you a citizen of the United States in 1868, and the 15th Amendment gave you the right to vote in 1870, so it would have been improbable as a former slave for you to have family members who voted before that year.

4. (a) 1848 in Seneca Falls, New York (b) 1918 (c) 19th Amendment

5. They were all abolitionists and they were all suffragists.

6. The 15th Amendment was passed and extended the right to vote to all male citizens. This meant that African American males could vote, but women still did not have the right to vote.

7. The 27th Amendment was passed in 1971, and it extended the right to vote to all citizens aged 18 and older.

8. The 15th amendment gave all citizens the right to vote. The 19th Amendment gave female citizens the right to vote. The 24th amendment gave Native Americans full citizenship. But your state government might have laws prohibiting you from voting.

9. Answers may vary. Gerrymandering is the formation or configuring of unfair voting districts so that different zones of voters have more power over others. The United States Supreme Court outlawed gerrymandering as unconstitutional because each person’s vote should be equal. One person, one vote is important to the foundation of our democracy.

10. Answers may vary.

Voting Rights ©2011 Benchmark Education Company, LLC

Assessment

Cause

In the summer of 1964, three civil rights workers were killed.

Effect

Effect

Freedom Summer drew national publicity to voting rights.

People were outraged by the violence.

Name_______________________________________________________ Date_________________________________

BLM 1

Persuasive Essay Planning GuideDirections: Use this planning guide to record information and plan your persuasive essay.

©2011 Benchmark Education Company, LLCVoting Rights

Topic, Problem, or QuestionMain Point:

Supporting Sentence 1:

Supporting Sentence 2:

Examples

Facts

Details

Solution:

I. INTRODUCTION

III. CONCLUSION

II. MAIN BODY

Q Notes Guide

Name_______________________________________________________ Date_________________________________

Directions: Turn chapter titles, subheadings, and topic sentences into questions. Write these on the left. Write answers to your questions on the right. Use bullets, dashes, symbols, abbreviations, or jotted notes for your answers.

©2011 Benchmark Education Company, LLCVoting Rights BLM 2

Questions Answers

Name_______________________________________________________ Date_________________________________


Persuasive Essay Checklist

Features of a Persuasive Essay YES NO

1. I selected a topic that I feel passionate about. ❍ ❍

2. I collected facts and figures to support my topic. ❍ ❍

3. I wrote a sentence stating my main point. ❍ ❍

4. I wrote one or two sentences to support my main point and to give additional information. ❍ ❍

5. I provided accurate facts and details to support my opinion and to persuade others to share my views. ❍ ❍

6. I wrote a suggested solution to the issue, problem, or question and stated it clearly. ❍ ❍

7. I used careful word choice to get my point across in a clear, concise, and memorable way. ❍ ❍

8. I organized my essay so it contained an introduction, main body, and conclusion. ❍ ❍

Read and Revise YES NO

I looked for and corrected . . .

• run-on sentences ❍ ❍• sentence fragments ❍ ❍• subject-verb agreement ❍ ❍• correct verb tense ❍ ❍• punctuation ❍ ❍• capitalization ❍ ❍• spelling ❍ ❍• indented paragraphs ❍ ❍

Chapter 11. What does the word disenfranchised mean in this book?

2. Which amendment to the U.S. Constitution granted African American males the right to vote?

3. What can you conclude about the need for the 13th, 14th, and 15th amendments?

Chapter 2 4. Without the right to vote, women had almost no _________________.

5. Women went to great extremes to gain the right to vote. How can you tell?

6. What can you infer about the presidency from the second paragraph on page 26?

Chapter 37. When did Native Americans receive the right to vote?

8. Complete the cause-and-effect chart with information from page 32.

9. What can you conclude about voting from the graphic on page 35?

Voting Rights: Comprehension Questions

Directions: Reread the text to answer each question. Provide clues and evidence from the text to support your answers. Indicate the page(s) where you found your clues and evidence.

Cause


Effect

Effect

Name_______________________________________________________ Date_________________________________

Freedom Summer drew national publicity to

voting rights.

People were outraged by the violence.

Voting Rights: Content Assessment

Directions: Use what you have learned to answer the questions below.


Chapter 1 1. When was the 13th Amendment ratified and what did it accomplish?

2. Name four examples of how state governments in the South disenfranchised African Americans between 1890 and 1965?

3. You are a former male slave trying to register to vote in the South in the 1890s. You are told that because your grandfather had not voted prior to 1866, you are not eligible to register. Why might you argue that this policy is unconstitutional?

Chapter 2

4. a) When and where was the first women’s rights convention held?

b) When did women win the right to vote?

c) What amendment to the U.S. Constitution granted women the right to vote?

5. What did Lucretia Mott, Elizabeth Cady Stanton, and Frederick Douglass all have in common.

6. What happened in 1870, and why was it bittersweet for many women’s suffragists?

Name_______________________________________________________ Date_________________________________

Chapter 3

7. When was the 27th Amendment passed and what did it do?

8. If you were a Native American female citizen in 1942, what gave you the right to vote and what might stand in the way of that right?

9. What is gerrymandering, and why did the United Sates Supreme Court outlaw gerrymandering?

10. In each quadrant of the concept circle below, write examples of different examples of discrimination that kept American citizens disenfranchised, or kept them from voting.

Name_______________________________________________________ Date_________________________________


What can you conclude about voting rights in the United States of America?

Documents

Voting Rights - Amazon S3€¦ · • Identify the amendments to the U.S. Constitution that expanded suffrage • Understand the importance of the right and willingness to vote in