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Teacher: Lindsey Johnson

Lesson Title: 15th Amendment


Grade/Subject:11,12 U.S. History or Government
Central focus: To what extent did the 15th Amendment lead to the implementation of Jim Crow?
Content/Common Core Standard(s):
1. NYS Intermediate Social Studies 1.3 d: Classify major developments into categories such as
social, political, economical, geographic, technological, scientific, cultural, religious.
2. NYS CCR: RH.7: Integrate and evaluate content presented in diverse formats and media
including visually and quantitatively as well as in words
3. NYS Intermediate Social Studies 1. 4. D: Describe historic events through the eyes and
experiences of those who were there.
Learning Objectives
Content Objectives: students will learn how to examine an amendment to see its effect on society using
primary sources.
Process/Skill Objectives:
Students will examine the 15th amendment and its intentions
Students will analyze primary source evidence to show how 15th amendment rights were limited
Academic Language
Vocabulary:
Examine, Analyze, Amendment, implementation,
Language function: Through close reading students will examine the 15th amendment and its intentions.
Students will analyze primary sources to show how 15th amendment rights were limited.
Additional language demand
Syntax: Students will examine the 15th amendment to understand the rights granted to its citizens as swell
as the amendments intentions
Discourse: students will analyze primary sources as a way to see how the 15 th amendment rights were
limited in the south
Monitoring Student Learning: Formal & Informal Assessments prior to, during & after learning
Description of assessment: Students will fill out an exit slip that answers the question: what was the
purpose of the 15th amendment? Was it successful?
What is being assessed: Their knowledge of the 15th amendment lesson, as well as the purpose of the 15th
amendment
Assessment accommodations:
Accommodations will be made for the English as a second language student so that they are able to write
the exit slip in their own language. Or the language they find easiest to write up.
Feedback
Type of feedback that will be given to students: Students will receive their exit slip the following day with
notes on it. Any questions that they had will be addressed and answered.

What students will do with the feedback: students will use the feedback to help them prepare for the next
days lesson. It will help them to connect everything they learned before this point and everything after
this point.
Instructional Resources and Materials:
Handouts, Guided Notes, Primary Source material
Connection to prior academic learning and requisite skills: This lesson is a part of a unit on the
evolution of Jim Crow Laws.
Connections to cultural/personal/community assets:
Homework assignment is to find out ways in which someone today has their 15 th amendment right
limited. Is it legal?

Instructional Strategies & Learning Tasks that support diverse student needs
Motivation:

Students upon entering the classroom will find a work sheet at their desk
which they are to complete. It is a review on the 13 th, 14th amendment as well
as an introduction to the 15th amendment
Procedure:
Time

Teacher Action (include higher order


thinking questions, grouping
strategies)

Student Action

Introduction to todays lesson. Handing out


the worksheets on 13th, 14th amendment;
inform students that they have 5 minutes to fill
out the spots for the 13th and 14th
amendments.

Students will go to their desks and sit down. They will


then begin to fill in the handout on the 13th and 14th
amendments. Once completed they are to flip it over to
alert the teacher that they are done.

10
minutes

Introduction to the 15th amendment. The 15th


amendment will be put up on PowerPoint and
class will read it together. Once that is done I
will ask the students questions about the
amendment. Who does this amendment
affect? Why would it be necessary to place
this amendment into the constitution?

Students will copy down the 15th amendment. Then as a


class they will go over it (Read it over again). They will
then answer the questions posed by the teacher.

15
minutes

PowerPoint Presentation (Guided Notes)


about the background to the 15th amendment.
Once finished the following question will be
posed: Does the 15th Amendment guarantee
African Americans the right to vote? Correct
answer is No
Discussion on why the answer is NO:
students will be broken up into previously
assigned groups and given a primary source
document

Students will fill out the guided notes provided about the
15th amendment. They will answer the posed question
and discuss their answer as a class, until the right
answer is chosen. A bit of a debate may occur between
YES and NO.

5
minutes

20
minutes

Students will break up into assigned groups and begin


to analyze their primary sources together and answer
the questions: Does this violate the right stated in the
15th amendment?

Closure: Students will fill out an exit slip answering the questions
How students will reflect on their own learning: Students will receive feedback and adjust
accordingly. Students will fill out an exit slip that answers the question: what was the purpose of the 15 th
amendment? Was it successful?
Accommodation/Modification based on IEP or 504 plans: English as a second language students
will receive the option of having their handouts in their native language or taking the English
handout.

Differentiation strategies: Modified source material based on learning level.

Technology integration to support learning: Powerpoint, images,

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