World History Lesson Plan PDF

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World History Lesson Plan...

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GCU College of Education

LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name:

Michelle Smith

Grade Level:

3rd

Date:

2/26/21

Unit/Subject:

Social Studies

Instructional Plan Title:

The History of Voting Rights in the United States

Lesson Summary and Focus:

The history of voting rights is the subject of this lesson. It portrays how voting rights in the United States have evolved over time.

Classroom and Student Factors/Grouping:

The class consist of 29 students, 7 of those students have a learning disability. 15 students are ELL and out of the 15 students, 2 students are low ELL students.

National/State Learning Standards:

H.3.3 -Trace the history of voting rights in America VA: Cn11.1.PK- Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

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LESSON PLAN TEMPLATE 1. Define voting, suffrage, and franchise.

Specific Learning Target(s)/Objectives:

2. Illustrate the expansion of voting rights in America.

Academic Language

I will use the smartboard to show students the vocabulary words, and they will use the context clue from the video to guess the definitions of the words. We will discuss as a class the definitions.

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Resources, Materials, Equipment, and Technology:

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Voting- when a group of people cannot agree on anything, this process allows them to make a rational decision. Suffrage- an individual is given an equal voice in deciding the outcome of an election, which is central to the democratic idea. Franchise-the right to vote.

Smartboard ○ History of voting rights timeline ○ The History of U.S. Voting rights Chrome Book ○ Interactive Timeline

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LESSON PLAN TEMPLATE

Section 2: Instructional Planning Anticipatory Set ● I will write these questions on the smartboard and then I will ask the students to answer these questions on a piece of paper, and then we will discuss their answers as a class. o

Do you think it's necessary to vote?

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Why do you think that is?

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Do you foresee voting at the age of 18?

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To you, what does that right imply?

Multiple Means of Representation I will use the Smartboard to show the students an example of how to use the interactive timeline. Students will fill in the timeline with their small groups.

● English language learners (ELL): Students will be matched with peers who have similar skills, and instruction will be given in their native tongue. I'll also have an English proficiency student in the group who can help the ELL students if required.

● Students with special needs: Students will be grouped with a peer that is on grade level and will have a paper copy of the instructions highlighted for them.

● Students with gifted abilities: Students who are gifted will be grouped together.

● Early finishers: Students who finish early will assist students who are still working on

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Time Needed

Time Needed

GCU College of Education

LESSON PLAN TEMPLATE their timelines in their own group. If everyone is done then the student may get a book to read until further instruction.

Multiple Means of Engagement ●

Students will watch the History of U.S.Voting rights

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After watching the video Students will work in assigned groups. I will then assign a group of Americans who were previously denied the right to vote in the United States but now have that right. Students will read the interactive voting rights timeline in their groups.

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Students should make notes about when/how their party was removed from voting and when/how they were included, citing particular dates when possible, even though they should read the entire timeline.

Explain how you will differentiate activities for each of the following groups: ● English language learners (ELL): Ensure that the video includes closed captions in the students' native language.

● Students with special needs: The instructions will be modified and read aloud to the students with special needs. They will be allowed to give verbal answers.

● Students with gifted abilities: Students will be working with peers with their same abilities.

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Time Needed

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LESSON PLAN TEMPLATE

● Early finishers (those students who finish early and may need additional resources/support): Students that finish early may check out a Chromebook or use their own device to read this article on voting history.

Multiple Means of Expression Formative Assessment Students will collaborate on an interactive timeline. Then, as a group, they'll present the details to the class on the timeline section they were given. Students will have the option of making a poster board, a PowerPoint display, or a skit.

Summative Assessment After students present their work, we will play an interactive game called Kahoot. This game will allow students to answer multiple-choice or true-false questions on The Voting of the U.S. History.

● English language learners (ELL): The knowledge that students present in English will be written in their native tongue. This will make it easier for them to present to the classroom. On Kahoot! the questions and answers will be written in students’ native language and English.

● Students with special needs: Students will have a touchscreen device to work on, so they can touch the screen to answer the question.

● Students with gifted abilities: Students will gifted abilities will be required to make a 12-15 page PowerPoint or have 3-5 sentences on their poster board per timeline item.

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Time Needed

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LESSON PLAN TEMPLATE

● Early finishers: Students can learn more about The History of Voting in the United States by visiting the National Geographic website.

Extension Activity and/or Homework After completing their timeline, students must answer the following questions.

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What considerations did women, minorities, and other groups face when it came to voting?

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What techniques were used to overcome these obstacles?

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Are these considerations still valid today?

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Thousands of citizens were active in both the women's suffrage and civil rights movements, which spanned decades. Why do you believe there were so many Americans interested in these movements?

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What did the right to vote to mean to them, in your opinion?

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Do you agree that the right to vote should always be secured and safeguarded?

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Why do you think that is?

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What does it mean to you to have the right to vote?

Time Needed

Reflection: My instructional strategies included a film, Kahoot!, students giving a presentation, and an interactive timeline. By requiring students to engage in several text reviews and oral/visual presentations, these techniques help in the development of critical thinking and problem-solving

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GCU College of Education

LESSON PLAN TEMPLATE skills. Students focused on bias research, analyzing multiple views and experiences, and document analysis. Kahoot! is a fun interactive game that helps an instructor to determine a student's awareness of a subject without the stress of conducting a test. Via their experiences with and study of art, students gain ideas and understandings of society, culture, and history by using a PowerPoint or making a poster.

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