Who Gets the Right to Vote?

Overview

For this item, students will read the free, cited informational text about black suffragists and watch the video that explains the timeline of voting rights amendments throughout U.S. history. While reading and watching, students will complete a graphic organizer that helps them organize their thinking and prepare them to participate in a Socratic Seminar.

After reading and watching, students will participate in a Socratic Seminar where they compare and contrast the ideas, information, and concepts in the text and video.

This assessment item would best come after students have learned about informational texts and would pair nicely with lessons about voting and/or voting history in Social Studies. You will also want to provide students with instruction about how to participate in a Socratic Seminar.

For more information on how to run a Socratic Seminar, see the guide from Facing History & Ourselves. Depending on how comfortable students are with class discussions, they may need additional practice and support in how to have productive conversations with their classmates.

Download Teacher Booklet Download Student Booklet

Details

5th
Two 50-minute sessions
Big Ideas & Competencies View Section Below

Big Ideas & Competencies

Big Ideas	Competencies
B. Reading Informational Text Students can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts.	B3 Students can compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.
D. Speaking and Listening Students can listen effectively, present information appropriately given the situation, and collaborate with peers.	D1 Students can engage effectively in collaborative discussions (one-on-one, groups, teacher-led) with a variety of partners about grade 5 topics and texts building on others’ ideas and expressing their own ideas clearly (come to discussions prepared, having read, or studied required material and explicitly drawing on that preparation and other information known about the topic to explore ideas under discussion).

Big Ideas

Competencies

B. Reading Informational Text

Students can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts.

B3

Students can compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts.

D. Speaking and Listening

Students can listen effectively, present information appropriately given the situation, and collaborate with peers.

D1

Students can engage effectively in collaborative discussions (one-on-one, groups, teacher-led) with a variety of partners about grade 5 topics and texts building on others’ ideas and expressing their own ideas clearly (come to discussions prepared, having read, or studied required material and explicitly drawing on that preparation and other information known about the topic to explore ideas under discussion).

NOTE ABOUT ASSESSMENT RUBRICS

Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Rubric

Dimensions	Not Yet Meeting Expectations	Meeting Expectations	Exceeding Expectations
Socratic Seminar Participation	Applies some appropriate mathematical processes and/or strategies demonstrating partial understanding of the required concepts and procedures.  A basic or partially correct approach is used to solve the problem but provides insufficient evidence of the ability to carry out the necessary procedures.  Calculation errors are present.  Attempts to explain the solution(s) to the task and may provide an incomplete justification for the conclusion(s).  Uses some, but limited, mathematical terminology and/or notation.  Identifies some patterns, structure, and/or repeated calculations in math problems, but applies them incorrectly or in a limited way to solve the problem more efficiently. No exemplars at this time.	Applies appropriate mathematical processes and strategies demonstrating complete understanding of the required concepts and procedures.  Uses a logical approach to solve the problem.  No calculation errors. Solutions are complete and address all mathematical components presented in the task.  Appropriately explains the solution(s) so that the reader does not have to infer how the task was completed.   Justifies the conclusion(s) appropriately at multiple decision points.  Uses accurate and appropriate mathematical terminology and notation.  Identifies patterns, structure, and/or repeated calculations in math problems and uses that information to solve part of the problem more efficiently.   No exemplars at this time.	Clearly and effectively communicates the solution(s) to convey advanced conceptual understanding of the mathematical content.  Justifies the conclusion(s) effectively at multiple decision points and may evaluate the efficiency or adequacy of differing approaches.  Uses precise and sophisticated mathematical terminology and notation.  No exemplars at this time.

Leave Feedback for this Assessment

What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!

Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.

You must be logged in to leave feedback.

Don't have an account? Register Here