Summary
In this lesson, students examine the impact that women have had on the advancement of civil rights in the United States. In particular, they will learn the inspiring story of Fannie Lou Hamer, who endured harassment, physical abuse, and imprisonment as she fought for Black Americans’ right to vote. Students will study an infographic and analyze excerpts from the Voting Rights Act of 1965 in order to acquire an understanding of the struggle for the right to vote in the United States. They also examine the ways in which the right to vote has evolved over two centuries.
Essential Question(s)
How has the right to vote changed over time?
Snapshot
Engage
Students rate their level of agreement on quotes about voting using the Four Corners strategy.
Explore
Students analyze an infographic about the history of voting rights.
Explain
Students examine excerpts from the Voting Rights Act of 1965 using the HIPP strategy.
Extend
Students use the Partner Speaks strategy to reflect on the struggles Fannie Lou Hamer faced to exercise her right to vote.
Evaluate
Students demonstrate their understanding of the history of voting in the US by using the Mirror, Microscope, Binoculars strategy.
Materials
Lesson Slides (attached)
Four Corners Posters (attached)
Voting Rights Act Excerpts handout (one per pair of students; attached)
HIPP Graphic Organizer handout (one per pair of students; attached)
Voting Rights Infographic (one per pair of students; attached)
Sticky Notes
Notebook Paper
Pens or pencils
Student computers or tablets with Internet access
Engage
10 Minute(s)
Use the attached Lesson Slides to guide the lesson. Display slide 3 and introduce the Four Corners strategy to students. Tell students that as they read each quote, they should move to the Four Corners poster that most closely aligns with their level of agreement. Move to slide 4 and read the quote to students. Have students choose a Four Corners poster based on their agreement and talk to one another about why they agree or disagree with the statement. Ask for a volunteer to share for each level of agreement. Repeat this process with slides 5 and 6. Have students return to their seats.
Display slides 7 and 8, which provide the essential question and lesson objectives. Review these with students to the extent necessary.
Explore
20 Minute(s)
Place students into pairs. Move to slide 9 and pass out the attached Voting Rights Infographic to each pair of students. Alternatively, provide the link http://k20.ou.edu/votingrights to students for a digital version of the infographic. Have students read through the infographic and then create a Point of Most Significance (POMS) about the content on a sticky note. Have students place their sticky notes on the whiteboard and read several student responses. Ask for students to elaborate on why they picked the point of most significance from the infographic.
Explain
25 Minute(s)
Tell students they are going to learn more about a specific law that expanded the right to vote significantly. Pass out the attached Voting Rights Excerpts handout and HIPP Graphic Organizer handout to each pair of students. Display slide 10 and introduce the HIPP strategy to students. Allow time for students to read through the Voting Rights Act Excerpts in pairs and add their notes to the HIPP Graphic Organizer.
As a class, review each part of the HIPP Graphic Organizer and clarify any misconceptions students might have about the Voting Rights Act of 1965. Move to slide 11 and have students Think, Pair, Share the reflection questions on the slide:
Why was the Voting Rights Act needed?
What issues did the Voting Rights Act address?
After students have finished reflecting, ask them to share their thoughts as a class.
Extend
15 Minute(s)
Display slide 12 and play the video, which details how Fannie Lou Hamer fought for the right to vote.
After the video, move to slide 13 and allow time for students to talk about the reflection questions in pairs by using the strategy Partner Speaks. The questions are as follows:
What struggles did Fannie Lou Hamer face?
How did she bring attention to voting barriers?
Evaluate
10 Minute(s)
Display slide 14 and introduce the Mirror, Microscope, Binoculars strategy to students. Ask students to respond to the three questions on slide 14 on a piece of notebook paper and turn in their responses before leaving the class. Review students’ responses to assess understanding of the lesson.
Resources
K20 Center. (n.d.). Four corners. Strategies. https://learn.k20center.ou.edu/strategy/138
K20 Center. (n.d.). HIPP. Strategies. https://learn.k20center.ou.edu/strategy/1618
K20 Center. (n.d.). Mirror, microscope, binoculars. Strategies. https://learn.k20center.ou.edu/strategy/3020
K20 Center. (n.d.). Padlet. Tech tools. https://learn.k20center.ou.edu/tech-tool/1077
K20 Center. (n.d.). Partner Speaks. Strategies. https://learn.k20center.ou.edu/strategy/62
K20 Center. (n.d.). POMS: Point of most significance. Strategies. https://learn.k20center.ou.edu/strategy/101
K20 Center. (n.d.). Think, pair, share. Strategies. https://learn.k20center.ou.edu/strategy/139
K20 Center. (n.d.). Voting Rights Act of 1965 [Infographic]. http://k20.ou.edu/votingrights
Mattern, J., & Lowin, R. (2022, June 8). 30 best voting quotes that will inspire you to get to the polls on election day. 100 Quotes for every Occasion. https://www.countryliving.com/life/g24446791/voting-quotes/
Smithsonian Channel. (2020, August 18). Fannie Lou Hamer risked her life for the right to vote. [Video]. YouTube. https://www.youtube.com/watch?v=J99ldHD6qeQ