Cooperative Unit and Lesson Plan

Saba Amirali and Tristan Ogle

Unit Plan
1. Central Focus: Voting Rights Amendments to the United States Constitution
2. Target Concepts:
a. Government Concepts
i. Democracy, Politics, Law, Constitutionalism, Voting
b. History Concepts
i. Time, Change, Progressivism
3. Essential Questions
a. What is the process of amending the constitution?
b. What amendments protect the voting rights of citizens?
c. Why was the Constitution amended?
d. Why is the process of amending the constitution considered difficult and
complex?
e. How many times has the Constitution been amended?
4. Unit Objectives
a. The student will understand the process of how amendments to the U.S.
Constitution are made.
b. The student will learn that voting rights are protected by certain amendments.
c. The student will be able to identify amendments, discuss their significance, and
how the amendments affected our country and their lives.
d. The student will be able to compare and contrast the two ways of amending the
US Constitution.
e. The student will be able to describe the purpose for the amendment process.
5. Target Skills
a. organize items chronologically
b. interpret political cartoons
c. analyze artifacts of varying perspectives
6. Georgia Standards of Excellence that this Unit will Address:
a. Georgia Standards of Excellence for Social Studies (K-5)
i. SS5CG2 Explain the process by which amendments to the U.S.
Constitution are made.
1. Explain the amendment process outlined in the Constitution.
2. Describe the purpose for the amendment process.
ii. SS5CG3 Explain how amendments to the U.S. Constitution have
maintained a representative democracy/republic.
1. Explain how voting rights are protected by the 15th, 19th, 23rd,
24th, and 26th amendments.
b. Other Standards? (ELA, Math, etc.)
 i. ELAGSE5W1 Write opinion pieces on topics or texts, supporting a point of
view with reasons.
1. Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to
support the writer’s purpose.
2. Provide logically ordered reasons that are supported by facts and
details.
3. Link opinion and reasons using words, phrases, and clauses (e.g.,
consequently, specifically).
4. Provide a concluding statement or section related to the opinion
presented.
ii. ELAGSE5W4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose, and
audience.
iii. MGSE5.NF.6 Solve real world problems involving multiplication of
fractions and mixed numbers, e.g., by using visual fraction models or
equations to represent the problem.
7. LESSONS

Day 1: Process of Amending the Constitution: Proposing

Specific Lesson Objectives:
• The student will learn that all of the amendments to the U.S. Constitution have been
proposed by Congress with a two-thirds majority vote in both the House of
Representatives and the Senate.
• The student will learn the two ways an amendment can be proposed.
• The student will learn the number of amendments that have been introduced and
proposed by Congress since 1789.
Activities:
• Open with reviewing Bill of Rights and focus on how those were 10 amendments that
were added to the constitution. Survey the class to see what they know about the
amendment process.
• Talk through slides 1 through 4 of the PowerPoint. Students will fill out guided notes
while we discuss.
▪ When talking about ⅔ of the House and Senate during the proposal process, lead
students through a short activity that will help them see how many ⅔ is. Say to
the students (or write on the board): There are X students in this class. How
many students make up two thirds of the class? Develop questions to ask your
students that when voted on would be difficult to get that number in the
majority. Examples might include.
· Should the class color be red, white, or blue?
· Should we remove the word ―”try” from use in the class?
· What would be the best class cookie—Oreo, snickerdoodle, lemon,
chocolate chip? [MATH: Ask the class: what is two-thirds? Tally student
 responses to the three questions and determine if the two-thirds
percentage has been met. Lead the class in a discussion on the difficulty
of reaching a two-thirds consensus.] Explain to the students that Article V
of the Constitution gives ways that the Constitution can be changed or
amended requiring a two-thirds consensus in each house of Congress.
• Closure: Students will fill out Venn Diagram comparing/contrasting the two different
ways an amendment can be proposed. Briefly discuss as a class.
Assessment:
• Evaluate as students are filling out Venn Diagram at the end of the lesson.
Resources:
• PowerPoint
• Guided notes/Venn Diagram

Day 2: Process of Amending the Constitution: Ratifying

Specific Lesson Objectives:
• The student will learn the two different processes of ratifying amendments into the
Constitution.
• The student will learn how often both methods of ratifying amendments have been
used.
Activities:
• Opening Activity: Have students look at Figure 3 that is posted somewhere in the
classroom (e.g. smartboard). Ask them to fill out the cartoon observation chart (Figure
1).
▪ After writing individually, have students share with a partner. Turn the
discussion over to the whole class and allow students to share how they
analyzed the cartoon.
• Talk through slides 5-9 as the students fill out guided notes. After finishing the slides,
students will fill out the Compare/Contrast Venn Diagram on the two different ways to
ratify an amendment.
• Transition the class into “Debate Time.” Split the class into two groups and have them
sit together somewhere in the room. All group members will need to talk amongst each
other. Present the question “Should Americans be allowed to propose and ratify
amendments that violate current constitutional principles? For example; could we
repeal our constitutional right to bear arms?” to the entire class. Decide which group
with the “yes” group and the other will respond “no.” Each group will have to come up
with supporting arguments to back up their stance on the question. After the debate,
the teacher will lead a discussion to sum up the main points made by each group.
Assessment:
• Collect responses from cartoon analysis.
• After “Debate time,” do a simple 1, 2, 3 self-assessment to see if students are
comfortable with content.
Resources:
 • Figure 1 & 3
• PowerPoint

Day 3: Important Amendments: 15th, 19th, and 24th

Specific Lesson Objectives:
• The student will learn the effects of the 15th, 19th, and 24th amendments.
▪ The student will learn that the 15th amendment granted black men the right to
vote.
▪ The student will learn that the 19th amendment granted women the right to
vote.
▪ The student will learn that the 24th amendment eliminated the poll tax, which
was put in place to prevent black men and women from exercising their right to
vote.
• The student will learn how the 15th, 19th, and 24th amendments are connected in
providing minority groups the opportunity to vote.
• The student will understand how protest groups (Civil Rights movement, Suffrage
movement) have contributed to getting amendments proposed and ratified.
• The student will learn about the different perspectives people had about the voting
rights amendments being ratified.
Activities:
• Opening activity: Give each student a copy of Figure 2 to fill out individually without
using notes to see what they know after the lesson. After 3 minutes, have students refer
back to their notes on Proposing and Ratifying.
• Read through PowerPoint slides 11-13 and have students fill out guided notes.
• Partners can think, pair, and share one thing they learned and one thing they still have
questions about.
• Split class into two groups, one will analyze primary documents with perspectives
surrounding the 15th amendment, the other group will analyze primary documents with
perspectives surrounding the 19th amendment.
• After they are done analyzing, students will be matched with a partner from the
opposite group and will share their findings.
Assessment:
• While students are filling out the chart (Figure 2) without using notes, I will observe
what aspects students seem to understand and what they might need a little bit more
practice with.
• I will walk around while students are writing down and sharing the one thing they
learned and their question. An example of good work would be: “The 15th amendment
gave Black men the right to vote, but certain states made laws that made it hard still,
19th amendment allowed women to vote, etc.” I will also listen to see if students are
able to answer their classmates questions correctly.
Resources:
Figure 2 Handout
Various Documents
PowerPoint

Day 4: Important Amendments: 23rd and 26th

Specific Lesson Objectives:
• The student will learn the importance and effects of the 23rd and 26th amendments.
▪ The student will learn that the 23rd amendment provided the citizens of
Washington, D.C., with representatives in the electoral college.
▪ The student will learn that the 26th amendment lowered the voting age of
Americans from 21 to 18.
• The student will learn how the 23rd and 26th amendments are connected in expanding
the right to vote.
• The student will understand how global events (Vietnam War) and political movements
influence the proposal and ratification of amendments.
Activities:
• Opening Activity: To review their knowledge from the previous day, students will write
about either the 15th, 19th, or 24th amendment in their journals. They will answer the
following questions:
▪ What did your amendment do?
▪ How do you see the effect of it today?
• Go through PowerPoint slides over the 23rd and 26th amendments.
• Students will use a variety of materials and technology to create a newspaper article
from the 1900s that discusses the ratification of the 23rd or 26th amendment. (They will
pretend like the 23rd/26th amendment was just ratified and write about what the
amendment did, who it benefitted, why it mattered, who was for/against it, and more.)
Assessment:
See if newspaper article has correct information regarding the amendment they chose.
Resources:
PowerPoint
Newspaper Tools

Day 5: Assessment Day 1

Using a project based approach, we will have students reenact the process of proposing and
ratifying amendments. Instead of amending the constitution, the students will be working to
amend the class contract. To begin the assessment, students will brainstorm 3-5 ideas about
possible changes they would want to see made. The teacher will then place the students into
groups of 3. As a group, they will decide on one amendment; which the class will vote on. Tell
students as they are developing their amendment they must be able to explain the following
questions:
• Why is the amendment important to add to the class contract?
• Who will support this amendment? Why?
• Will this amendment be beneficial for the remainder of the school year?
Day 6: Assessment Day 2
Students will develop creative proposals to gain support for their amendment. This can be in
the form of poster, song, slogans, etc.

Day 7: Assessment Day 3

Students will present their proposals to the class. While groups are presenting, the rest of the
class will write their thoughts on each amendment. Once all groups have made their
presentations, hand out a ballot with each amendment listed. Have students vote on the
amendments and turn in their ballots without showing anyone else. Have students add up the
number of voters and determine how many votes will be needed to constitute a three-fourths
majority. Tally the votes and see which amendments, if any, passed.

8. How long will the unit take?

a. 7 day unit: 4 days of lessons, 3 days of assessment project

5E Lesson Plan
Day 3: Important Amendments: (15th, 19th, and 24th)
Lesson Topic/Title: 15th, 19th, and 24th Amendment
Grade Level: 5th
Relevant Standard(s):
SS5CG3 Explain how amendments to the U.S. Constitution have maintained a representative
democracy/republic.
• Explain how voting rights are protected by the 15th, 19th, 23rd, 24th, and 26th
amendments.
Your Critique of the Relevant Standards:
• Going beyond explaining how voting rights are protected by these three amendments,
we want to discuss how people felt about these particular amendments being passed.
Many people didn’t want black men or women to vote. We also want to touch on the
lasting impact of these amendments.
• We wish the standard included the importance of protests and political movements in
the proposal and ratification of amendments, because without the work of the Civil
Rights and Suffrage movements, the amendments would not have been introduced.
Specific Lesson Objectives (content, process, and/or interpersonal goals):
• The student will learn the effects of the 15th, 19th, and 24th amendments.
▪ The student will learn that the 15th amendment granted black men the right to
vote.
▪ The student will learn that the 19th amendment granted women the right to
vote.
▪ The student will learn that the 24th amendment eliminated the poll tax, which
was put in place to prevent black men and women from exercising their right to
vote.
 • The student will understand how protest groups (Civil Rights movement, Suffrage
movement) have contributed to getting amendments proposed and ratified.
• The student will learn about the different perspectives people had about the voting
rights amendments being ratified.
• Students will analyze documents and gather different viewpoints surrounding the
amendments.
Big Idea/Enduring Understanding for the Lesson/Unit:
The 15th, 19th, and 24th amendments were critical in providing voting rights to groups of
people who did not have them. While there was much controversy at the time surrounding
whether or not these amendments should be ratified, today we look at them as necessary and
obvious. In order for these amendments to be ratified, political groups and movements
(Suffragists and Civil Rights members) pushed hard. Today, protests still occur over
controversial topics and legislation has been passed because of them.
Texts/Resources used:
• https://www.youtube.com/watch?v=HYSEBneYFX8 (if extra time)
• https://www.youtube.com/watch?v=umctS43vVJI (if extra time)
• Primary Documents (Figures 4-9 below)
Time:
1 hour lesson
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Instructional Plan: What will you do?
Engage
Opening Activity: Give each student a copy of Figure 2 to fill out individually without using notes
to see what they know after the past two days’ lessons. After 3 minutes, have students refer
back to their notes on Proposing and Ratifying.
• “Good morning class! We have spent the last two days learning how amendments are
proposed and ratified. Before we begin our activity today, we are going to review what
we know. Fill out the two ways an amendment can be proposed and the two ways an
amendment can be ratified on this worksheet.”
Explore:
Go over PowerPoint slides 11-13 while students fill out their guided notes.
• Things to focus on:
▪ Who could vote before these amendments are passed? Why does that matter?
(Before the 15th amendment, all political decisions were in the hands of white
male politicians and white male voters. Before the 19th amendment, all political
decisions were in the hands of males.)
▪ Why were these amendments passed? Other than being able to vote, what else
happened as a result? (Greater political participation led to more representation,
more legislation, and less discrimination.)
Explain:
Students will write down one thing they learned about the 15th, 19th, and 24th amendment
and a question they still have (1 min). Students will share with a partner their statement and
question providing their peers an opportunity to answer the question (2 mins). If students still
have questions, they should ask the teacher in a whole group setting.
Elaborate:
Split the class into 2 groups. One group will analyze various documents with perspectives on the
15th amendment, and the other group will analyze various documents with perspectives on the
19th amendment.
• While analyzing they will be answer three main questions about their document.
▪ What perspective does this document to provide? Who is the author? Were they
for or against the amendment?
▪ What are the arguments made in the document?
▪ Do you agree with this perspective?
• After allowing all students to answer the questions, a student that analyzed a document
concerning the 15th amendment will find a classmate that did so for the 19th
amendment. The pair will share their findings.
Evaluate:
Formative Assessment: I will walk around while students are writing down and sharing the one
thing they learned and their question. An example of good work would be: “The 15th
amendment gave Black men the right to vote, but certain states made laws that made it hard
still, 19th amendment allowed women to vote, etc.” I will also listen to see if students are able
to answer their classmates questions correctly.
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Background Information about Lesson Content:
Summary Critique

GA Performance This resource help me understand
Standards-- the basic knowledge students will
Teacher Notes need to know to “master” the
standard. It taught me full
definition of each amendment and
when it was ratified.
How did people feel about these
amendments? How does the passing
of these amendments affect our
society today? I still need to look
into when each amendment was
proposed.

Why are the methods and materials you have chosen best suited to help facilitate learning of
your identified objectives?
By providing videos and primary documents, students can better understand the content that
they need to know. Videos serve as an alternative method to teach students material in a more
entertaining way. Primary documents provide a deeper, true look inside to topics that may
seem like distant history.
How does this lesson relate in meaningful ways to students’ lived experiences in/out of
school?
Social studies education in elementary school is all about teaching students about good
citizenship. Many would consider voting a critical part of good citizenship. By focusing on the
amendments that expanded voting rights for different groups, students learn more about the
lengthy, rocky history of voting, and they hopefully realize how its importance. If their parents
are active voters, this also relates to what they see at home or on the news.
Differentiation: In what ways does your lesson plan accommodate all learners?
• There are various opportunities during the lesson and following assessment that allow
for students to work at their own pace. They have freedom in answering the questions
about the documents, and they are able to share whatever they want with their partner.
During the assessment days, students are able to share their creativity and depending
on their level, they can advocate for their amendment as they see fit.
• Read aloud the documents to students with visual impairments--some documents are
hard to read because they are older.
• Determine the reading difficulty of each document and give student who struggle with
reading comprehension some of the easier documents to analyze.
What will serve as evidence of students’ understanding and ability at the close of the lesson?
• Through their analysis of primary documents from the time period, students will see
how voting is something they might take for granted. In a diverse classroom, voting
rights are still a given, but this was not the case in the 1800s. During their jigsaw partner
share, students will show evidence of their understanding that while these amendments
were so controversial, they were necessary in order to move toward a more just society.
Also when students are analyzing the documents, their responses to the question of “Do
you agree with this perspective?” will really show how students are thinking about the
amendments and the rights of minorities.
 Resources
Figure 1
Political Cartoon Specific Evidence from Complete
Political Cartoon Sentence

What do you think is going on

sym bolically in this cartoon?

What is the issue on which it is focusing?

Political Cartoon – Additional Notes/Evidence from Group Discussion

Figure 2
Figure 3

Figure 4
Figure 5

Figure 6
Figure 7
Figure 8

Figure 9