Hard Work Equals New Law
Students will discuss what new laws were created as a result of the Civil Rights Movement.
Goals & Objectives
Goal: Students will explain new federal laws that were created as a result of the Civil Rights Movement
Objective: Students will differentiate between state and federal laws that were created as a result of the Civil Rights Movement.
Objective: Students will differentiate between state and federal laws that were created as a result of the Civil Rights Movement.
California State Content and Common Core Standards
11.10.6. Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
CC Reading- 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CC Writing- 1e. Provide a concluding statement or section that follows from or supports the argument presented.
CC Reading- 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CC Writing- 1e. Provide a concluding statement or section that follows from or supports the argument presented.
Lesson Introduction
The teacher will begin by creating a hypothetical scenario in which the class will be divided by half. The teacher will explain that one half of the class is granted all the privileges they could ever imagine: equal pay, the ability to vote, the ability to eat wherever they would like, etc. The other half of the class is restricted by where they can and cannot eat, if they can vote as well as what rate of pay they receive due to the color of their skin, religion, gender as well as other factors. The class will then have a discussion about what they can do to change the discrimination.
Vocabulary
The students will learn new vocabulary terms including:
1) The Civil Rights Act of 1964
2) The Voting Rights Act of 1965
3) Twenty-Fourth Amendment
4) Title VII
1) The Civil Rights Act of 1964
2) The Voting Rights Act of 1965
3) Twenty-Fourth Amendment
4) Title VII
Content Delivery
The students were to read the chapter from their textbook regarding new federal law as a result of the Civil Rights Movement. The teacher will ask students to complete a quick write about what they learned from their reading before going around the room asking students what they thought. The teacher will then explain that the students are about to compete in a game of ‘Jeopardy’ with the winning team receiving extra credit. The game will include new information the students have learned as well as a review of past information they have learned.
Student Engagement
The students will divide themselves into groups of six before playing Jeopardy. On the board will be a list of categories as well as dollar amounts for students to choose from. The categories include: Presidential Action, What’s the Date, Name that Law, Who Supported That, Speech Speech and Which Case. The teacher will randomly select which order each group gets to go in. When selected, the group may select which category as well as dollar amount they would like to go for. The higher the dollar amount, the more difficult the question. The student groups will then get 30 seconds to answer the question. If they get it right, then they receive the money, however, if they get it wrong, the first group to raise their hand will have a chance to steal that money. Once the game is completed, a ‘Final Jeopardy’ question will be asked from a previous unit. Students must select a dollar amount they would like to bet as well as write down the answer to the question. Student groups will then go around the room to reveal their final answer as well as bet. The group with the most money in the end wins the game.
Lesson Closure
The student group that wins will have bragging rights as well as the final words for their classmates. Essentially, the winning group gets to close out the lesson, as part of their victory celebration.
Assessment
Formative- The teacher will take note if students are able to answer the question or not during the Jeopardy game.
Summative- Students will turn in their quick-writes to be graded for content as well as grammar.
Summative- Students will turn in their quick-writes to be graded for content as well as grammar.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners, Striving Leaders as well as Students with Special needs will be given a handout of the questions as well as the correct answers to those questions at the end of the game. This will be a great way for those students to review the information at any given time.