AMERICAN GOVERNMENT CURRICULUM UNIT HARRIET C. HERNDON
AMERICAN GOVERNMENT CURRICULUM UNITHARRIET C. HERNDONMarch, 2008
2AMERICAN GOVERNMENTGRADE 11-12HARRIET HERNDONCompletedUnit 2, Chapter 5Parties and What They doSouth Carolina State Standards Addressed: USG-3.5, USG-5.2, USG-5.35.1.1 Define a political party.5.1.2 Describe the major functions of political parties.Vocabulary: political party, major parties, partisanship, party in powerPacing:75 minutes1. Bellringer (5 minutes)Targeted ResourcesBellringerAsk students to talk about a time they have ridden in a car with a baddriver and have wanted to stop the car and take over the driving.Explain that they will learn about how the political party that is out ofoffice cannot wait to take control of government from the party incontrol. L22. Vocabulary Builder (5 minutes)Targeted ResourcesVocabulary BuilderAsk students what word or word part links all four terms in thePolitical Dictionary. Ask a volunteer to look up party and partisan ina dictionary to compare their government-related definitions. L23. Focus (10 minutes)Teach Key Concepts and VocabularyWrite Political Parties on the board. Then ask students to use twoshort phrases to describe the major goals of political parties. L2Targeted Resources5-1 Reading Strategy, TE L15-1 Political Cartoons L2Build Background KnowledgeAsk students to name a political party in the United States and theirperceptions of that party. L24. Instruct (30 minutes)Develop UnderstandingAsk students to list the major functions of political parties. Havethem distinguish between issue-oriented and election-orientedparties. L2Targeted Resources5-1 Guided Reading andReview L1Monitor ComprehensionAsk students how the functions of a political party are related tomembers’ desire to win public office. L25. Assess/Reteach (10 minutes)Monitor ProgressAssess students’ competed graphic organizers using SectionTargeted Resources5-1 Section Quiz L15-1 Guide to the Essentials
3Reading Support Transparency. Review the answers to the GuidedReading and Review worksheet. L1L1AssessUse the Section 1 Quiz. L1ReteachAssign the Guide to the Essentials. L16. Block Scheduling Strategies (5 minutes)Block Scheduling StrategiesHave small groups create posters that describe a political party.Posters should define the political party and describe the fivefunctions of a party and include two drawings. Ask students to writea 3–5sentence response to whether they think a party that onlywants to win an election can be true to its ideals. Conduct a classdebate about the issue. L27. Reading Strategy (5 minutes)Reading Strategy—Organizing Information/Graphic OrganizerHave students create a web diagram with Political Parties in thecenter circle. As they read, have them complete the web by definingpolitical parties in the center circle and noting each function in anouter circle. L28. Heterogeneous Groups (5 minutes)Heterogeneous GroupsDiscuss a current issue of interest with students. Divide the classinto small groups and have groups take on different sides of theissue. Have groups create a type of advertisement, like a pamphletor slogan, that favorably presents their side. Have the groupspokesperson share the group’s ad with the class. L1Targeted Resources5-1 Block SchedulingStrategies L2Targeted Resources5-1 Lesson Planner L2Targeted Resources5-1 Online Activity L2CompletedUnit 2, Chapter 6The Right to Vote6.1.1 Summarize the history of voting rights in the United States.6.1.2 Identify and explain constitutional restrictions on the States’ power to set voting qualifications.Vocabulary: suffrage, franchise, electoratePacing:80 minutes1. Bellringer (5 minutes)Targeted ResourcesBellringerAsk only the students who own a car how you should spend athousand dollars that you have on the class. Ask them how they feelabout the restriction. L22. Vocabulary Builder (5 minutes)Vocabulary BuilderAsk students pick out the two synonyms in the Political DictionaryTargeted Resources
4and have them define the terms. L23. Focus (10 minutes)Teach Key Concepts and VocabularyExplain that the number of people who enjoy the right to vote hassteadily risen throughout American history. Ask students to create agraphic that illustrates this concept. L2Targeted Resources6-1 Reading Strategy, TE L16-1 Political Cartoons L2Build Background KnowledgeAsk students to discuss what they know about laws that liftedrestrictions on voting. L24. Instruct (30 minutes)Develop UnderstandingDiscuss the various restrictions on voting rights that have beeneliminated throughout American history. Ask students to describewhat the Constitution says about the issue. L2Targeted Resources6-1 Guided Reading andReview L1Monitor ComprehensionHave students create an outline that gives basic information aboutthe five stages of suffrage expansion. L25. Assess/Reteach (10 minutes)Monitor ProgressAssess students’ competed graphic organizers using SectionReading Support Transparency. Review the answers to the GuidedReading and Review worksheet. L1Targeted Resources6-1 Section Quiz L16-1 Guide to the EssentialsL1AssessUse the Section 1 Quiz. L1ReteachAssign the Guide to the Essentials. L16. Constitutional Principles (5 minutes)Block Scheduling StrategiesHave pairs create time lines that show the five stages in the growthof the American electorate. Have students show the increases in abar graph. Ask students to discuss each of the restrictions theConstitution places on States’ power to set voting requirements.Have them write a paragraph that gives their opinions about theserequirements. L27. Reading Strategy (5 minutes)Reading Strategy—Getting the Main IdeaAs students read, have them take notes on how the votingpopulation has changed throughout American history. When theyfinish reading, have them write a main idea for the section. L28. Learning Styles (5 minutes)Learning Styles—Linguistic, LogicalAssign one of the five stages of the history of voting rights tostudents. Have each student suppose he is a disenfranchised U.S.Targeted Resources6-1 Block SchedulingStrategies L2Targeted Resources6-1 Lesson Planner L2Targeted Resources
5citizen during that time period and have him write a journal that tellsabout his feelings. L1*SPECIAL PROJECT: Research the remaining major presidential candidates for the DemocraticRepublican Parties. Then, either conduct a mock election on campus and/orobtain a video camera and conduct interviews among various racial/ethnicgroups. Construct an analytic chart comparing responses which can be displayedfor the entire school community.9. Organizing Information (5 minutes)Organizing InformationHave students use a flowchart to record details about the fivestages of the expansion of suffrage. L2Targeted Resources6-1 Online Activity L2CompletedUnit 2, Chapter 6Voter Qualifications6.2.1 Identify the universal requirements for voting in the United States.6.2.2 Explain the other requirements that States have used or still use as voting qualifications.Vocabulary: transient, registration, purge, poll books, literacy, poll taxPacing:90 minutes1. Bellringer (5 minutes)Targeted ResourcesBellringerHave students refer to the phrase and tell whether they think thisrestriction on who can enter a restaurant is fair. L22. Vocabulary Builder (5 minutes)Targeted ResourcesVocabulary BuilderHave students try to link the first two terms and the last two terms inthe Political Dictionary. L23. Focus (10 minutes)Teach Key Concepts and VocabularyExplain that, while States cannot deny citizens the right to vote, theycan set requirements that citizens must meet. Discuss theserequirements that every State has. L2Targeted Resources6-2 Reading Strategy, TE L16-2 Political Cartoons L2Build Background KnowledgeAsk students whether they qualify to vote and then discuss universalrequirements. L24. Instruct (30 minutes)Develop UnderstandingList past and present voter qualifications and identify those still heldby at lease one State. Discuss how some qualifications were used todeny suffrage to certain groups. L2Monitor ComprehensionAsk students to write a paragraph giving an overview of voterqualifications in American history, including universal requirementstoday, past qualifications, and the denial or expansion of suffrageTargeted Resources6-2 Guided Reading andReview L1
6through voter qualifications. L25. Assess/Reteach (10 minutes)Monitor ProgressAssess students’ competed graphic organizers using SectionReading Support Transparency. Review the answers to the GuidedReading and Review worksheet. L1Targeted Resources6-2 Section Quiz L16-2 Guide to the EssentialsL1AssessUse the Section 2 Quiz. L1ReteachAssign the Guide to the Essentials. L16. Block Scheduling Strategies (5 minutes)Block Scheduling Strategies1) Divide students into small groups and assign each one of theuniversal voting requirements. Have each group debate theusefulness of their assigned requirement. Have them present theirfindings. Have students use the Internet to research H.R. 906. Havestudents reconstruct the debate about this bill. L2Targeted Resources6-2 Block SchedulingStrategies L22) Invite a member of the board of Registration to speak to theclass concerning voting requirements. Register those studentswho are already 18 or who will become 18 prior to the PresidentialElection in November.7. Reading Strategy (5 minutes)Reading Strategy—Drawing InferencesAs they read, have students answer whether they think it was easyfor an American to qualify to vote. L28. Organizing Information (5 minutes)Targeted Resources6-2 Lesson Planner L2Targeted ResourcesOrganizing InformationHave students use the web to record details about votingrequirements for Americans. L29. Learning Styles (5 minutes)Targeted ResourcesLearning Styles—Visual, SpatialHave students design a ballot that is easy to read and understandand then sample their ballot by having students vote aboutsomething. L110. Careers in Government (5 minutes)Targeted ResourcesCareers in Government—Print DesignerHave small groups of students design a voter registration card andpost their design along with a real voter registration card. Thenhave each student write paragraphs explaining why they would orwould not be interested in this career. L211. Extended Class Periods (5 minutes)Extended Class PeriodsTargeted Resources6-2 Government
7Break the class in half for a classroom debate. Have one half of theclass argue in favor of voter registration and the other half voteagainst it. Have a jury vote on a winner. L2Assessment Rubrics L2CompletedUnit 2, Chapter 6Suffrage and Civil Rights6.3.1 Describe the 15th Amendment and the tactics used to circumvent it in an effort to deny African Americansthe vote.6.3.2 Explain the significance of the early civil rights legislation passed in 1957, 1960, and 1964.6.3.3 Analyze the provisions and effects of the Voting Rights Act of 1965.Vocabulary: gerrymandering, injunction, preclearancePacing:80 minutes1. Bellringer (5 minutes)Targeted ResourcesBellringerAsk students whether they have ever crossed a city street againstthe light or outside of a crosswalk, and whether they have been finedfor doing so. L22. Vocabulary Builder (5 minutes)Vocabulary BuilderDraw an irregular shape on the board and tell students that thisshape shows the boundaries of a congressional district. Ask themwhich name in the Political Dictionary names a procedure that couldresult in a district with this shape. L23. Focus (10 minutes)Teach Key Concepts and VocabularyAsk students why the 15th Amendment was not effective inprotecting the rights of African Americans to vote. Ask them how thelaw was circumvented and how the situation was eventuallyremedied. L2Build Background KnowledgeDiscuss the Civil Ware and the passage of the 15th Amendment,including prevailing attitudes toward African Americans at that time.Ask students to list the voting rights legislation that was passed inthe twentieth century. L24. Instruct (30 minutes)Develop UnderstandingTargeted Resources*Show local political districtson Promethean Board.Have ve)Targeted Resources6-3 Reading Strategy, TE L16-3 Political Cartoons L26-3 Close Up on PrimarySources: Seneca FallsDeclaration L36-3 Close Up on PrimarySources: Letter from LucyStone L36-3 Close Up on PrimarySources: The Civil RightsAct, 1964 L36-3 Close Up on PrimarySources: The Voting RightsAct, 1965 L3Targeted Resources6-3 Guided Reading and
8Discuss gerrymandering and other tactics that were used tocircumvent the 15th Amendment. Ask students what laws eventuallywere passed to combat these tactics. L2Review L16-3 The EnduringConstitution L2Monitor ComprehensionHave students explain what preclearance is and how it related tovoting rights. L25. Assess/Reteach (10 minutes)Monitor ProgressAssess students’ competed graphic organizers using SectionReading Support Transparency. Review the answers to the GuidedReading and Review worksheet. L1Targeted Resources6-3 Section Quiz L16-3 Guide to the EssentialsL1AssessUse the Section 3 Quiz. L1ReteachAssign the Guide to the Essentials. L16. Block Scheduling Strategies (5 minutes)Targeted ResourcesBlock Scheduling StrategiesHave students write an editorial that could have appeared in the1950s or early 1960s, condemning the 15th Amendment’s lack ofenforcement. Divide the class into small groups and provide eachgroup with several scenarios involving discrimination. Havestudents determine whether each would be legal, using the civilrights or voting rights legislation described in the section. Havegroups present their findings. L27. Reading Strategy (5 minutes)Targeted ResourcesReading Strategy—Self-MonitoringExplain to students that they will be reading about a number of lawsthat were enacted to protect minority voting rights. As they read,have them ask themselves whether the material makes sense. L28. Using the Time Line (5 minutes)Targeted ResourcesThe Enduring Constitution—Using the Time LineReview and discuss some of the civil rights struggles that broughtabout the voting reforms shown on the time line. Discuss some ofthe ways young people can participate in the political process. L29. Heterogeneous Groups (5 minutes)Heterogeneous GroupsHave students review the section and write 10 true-and-falsequestions about section content. Have students exchange theirquestions and answer them. L1Targeted Resources6-3 Lesson Planner L26-3 Online Activity L26-3 Close Up on PrimarySources L3Unit 2, Chapter 6Voter Behavior6.4.1 Examine the problem of nonvoting in this country, and describe the size of the problem.Completed
96.4.2 Identify people who do not vote.6.4.3 Examine the behavior of those who vote and those who do not.6.4.4 Understand the sociological and psychological factors that affect voting and how they work together toinfluence voter behavior.Vocabulary: off-year election, political efficacy, political socialization, gender gap, party identification, straightPacing:ticket voting, split-ticket voting, independent90 minutes1. Bellringer (5 minutes)Targeted ResourcesBellringerHave two or three students explain why they have ever tried to avoidgoing to a family event. L22. Vocabulary Builder (5 minutes)Targeted ResourcesVocabulary BuilderExplain to students that most of the terms in the Political Dictionarycontain words they recognize that can help them figure out thewhole word. Think aloud the phrase off-year election. L23. Focus (10 minutes)Teach Key Concepts and VocabularyOutline the size of the nonvoting problem in the United States. Askstudents to identify the groups of people who do not vote. L2Targeted Resources6-4 Reading Strategy, TE L16-4 Political Cartoons L2Build Background KnowledgeAsk students to hypothesize about possible reasons people have fornot voting. Then try to categorize these reasons using thesociological factors that affect voting. L24. Instruct (30 minutes)Develop UnderstandingAsk students to give reasons why people do not vote. Explore thevalidity of these reasons and discuss the factors that influence voterbehavior. L2Monitor ComprehensionHave students use the section information to write a questionnairethat will try to determine a person’s likelihood of voting in the nextelection. L25. Assess/Reteach (10 minutes)Monitor ProgressAssess students’ competed graphic organizers using SectionReading Support Transparency. Review the answers to the GuidedReading and Review worksheet. L1AssessUse the Section 4 Quiz. L1ReteachAssign the Guide to the Essentials. L1Targeted Resources6-4 Guided Reading andReview L16-4 Close Up onParticipation L26-4 The EnduringConstitution L2Targeted Resources6-4 Section Quiz L16-4 Guide to the EssentialsL1
106. Block Scheduling Strategies (5 minutes)Targeted ResourcesBlock Scheduling StrategiesDivide the class into groups of four to six students and assigngroups the task of creating a public service announcement thatencourages people to vote. Have groups write a one-minutetelevision advertisement that could be aired to the national publicduring an election year. Have students create a fictional person forwhom they identify the factors shown. Have each student presenthis person to the class and determine how that person would vote.L27. Reading Strategy (5 minutes)Reading Strategy—Organizing Information/OutlineAsk students to write the main headings and subheadings in outlineform, leaving space for details. As they read the section, have themfill in the details. L28. Organizing Information (5 minutes)Targeted Resources6-4 Lesson Planner L2Targeted ResourcesOrganizing InformationHave students use the Venn diagram to compare voters andnonvoters. L29. Customize for (5 minutes)Targeted ResourcesCustomize for—More Advanced StudentsHave students use the data on the page to create several circlegraphs for a year of their choice. Have them compare their sets ofdata and draw historical conclusions. L310. American Government, American Humor (5 minutes)Targeted ResourcesAmerican Government, American HumorRead Elbert Hubbard’s quote to students and have them discusswhat he meant by the remark and whether he is referring to peoplewho choose not to vote and/or to uninformed voters. L211. Heterogeneous Groups (5 minutes)Targeted ResourcesHeterogeneous GroupsDivide the class into groups of four and have groups createrepresentations of what the “typical” voter and nonvoter would looklike. Have groups present their “characters” to the class. L1CompletedUnit 2, Chapter 6, Section 4bWho Decides Who May Vote6.4.1 Examine the problem of nonvoting in this country, and describe the size of the problem.6.4.2 Identify people who do not vote.6.4.3 Examine the behavior of those who vote and those who do not.6.4.4 Understand the sociological and psychological factors that affect voting and how they work together toinfluence voter behavior.Pacing:50 minutes1. Focus (10 minutes)Targeted Resources
11FocusDiscuss and summarize on the board the five voting restrictions. L22. Instruct (30 minutes)InstructHave students identify the constitutional provision the FederalGovernment’s attorneys relied on and then discuss whether or notresidency requirements and literacy tests pose a threat todemocratic principles. L23. Close/Reteach (10 minutes)Close Up on the SupremeCourt L2Targeted ResourcesCloseUp.org L2Targeted ResourcesClose/ReteachReview the reasons for nonvoting discussed in Section 4 and thenhave five groups, one for each stage, prepare a commercialencouraging people to vote. L211. Heterogeneous Groups (5 minutes)Heterogeneous GroupsSeparate the class into three groups representing television,newspapers, and magazines. Each group will be presented withcoverage of the same story by different agencies. Have groupscompare coverage in the various media and give a rating for each.L2MAJOR ASSIGNMENT:Targeted Resources8-3 The EnduringConstitution L2Students will choose a political candidate in the 2008 Presidential Election by drawing a name. Those studentsdrawing the same name will combine for a group project. They must:1. Develop a compre
AMERICAN GOVERNMENT GRADE 11-12 HARRIET HERNDON Unit 2, Chapter 5 Completed Parties and What They do South Carolina State Standards Addressed: USG-3.5, USG-5.2, USG-5.3 5.1.1 Define a political party. 5.1.2 Describe the major functions of political parties. Vocabulary: political party, major parties, partisanship, party in power Pacing: 75 .
Harriet Tubman was a great American who freed herself and hundreds of her people from the bonds of slavery. She faced many challenges over the course of her lifetime; nevertheless she was determined to change the world with her courage. Our drama begins as Harriet's friend Sarah Bradford, author of Scenes in the Life of Harriet Tubman, is
Harriet tubman underground railroad national monument Historic resource study by Kate Clifford larson, PH.d. Presented to tHe Harriet tubman underground railroad national monument in PartnersHiP witH tHe organization of american Historians/national Park service nortHeast region History Program national ParK serviCe u.s. dePartment of tHe interior deCember 2019 Cover Illustration: Powelson .
A Teacher’s Guide to the Signet Classics Edition of Harriet Jacobs's Incidents in the Life of a Slave Girl INTrOduCTION Incidents in the Life of a Slave Girl, written by Harriet Jacobs (1813-1897) using the pseudonym Linda Brent, is the most widely read fe
Printable Worksheets @ www.mathworksheets4kids.com Harriet knelt in the grass near the rose bush. Aunt Jessica was working inside the house, so she had given Harriet the job of taking care of the garden. Harriet needed to pull the weeds from the ground. She pulled many times, and soon she had
William J. Turkel is Professor of History at the University of Western Ontario and a member of the College of New Scholars, Artists and Scientists of the Royal Society of Canada (2018-25). He is the author of The Archive of Place (2007), based on his 2004 dissertation directed by Harriet Ritvo at MIT, and Spark from the Deep (2013). Harriet Ritvo
by Tubman and others who helped women and men fi nd freedom on the Underground Railroad. While in the area, I also encourage you to visit the new Harriet Tubman Underground Railroad Visitor Center, where you can become a part of the fi ght for freedom experience through a number of informative exhibits. Learn about Harriet Tubman's
HARRIET TUBMAN UNDERGROUND RAILROAD VISITOR CENTER On the 100th anniversary of her death on March 13, 2013, the ground was broken on the Harriet Tubman Underground Railroad State Park and Visitor Center. Concurrently, the State of Maryland designated the 125-mile driving tour. The state park, located on 17-acres, contains nature trails, a .
5541 (SCM 2034) for all animal species (EFSA-Q-2019-00319) A.02.02 Safety and efficacy of 31 flavouring compounds belonging to different chemically defined groups for all animal species (EFSA-Q-2020-00175) A.02.03 Benzoic acid for pigs and poultry as a flavouring compound. FAD-2016-0078 - Supplementary information
