"To Vote or Not To Vote" (Lesson 3 of 3)

Lesson Details Subject: Social Studies Learning Level: High School Author(s): Knolla/Nielsen Submitted by:

Abstract Using the findings from lessons 1 and 2, the students, in groups, will design a propaganda pamphlet that either promotes or discourages lifting the barriers that prevented African Americans from voting freely during the 1960’s. In this pamphlet, student should include news stories, editorial commentaries and advertisements— utilizing a variety of propaganda techniques in an effort to convince readers to adopt the paper’s position on the issue. Lesson fundamental understandings: Essential Questions: Various forms of propaganda influenced people's thoughts and decisions for many years concerning the discriminatory voting practices at the state level, specifically in the south. The passage of the Voting Rights Act in 1965 forced state governments to re-evaluate their discriminatory voting practices. ESSENTIAL QUESTIONS: 1. If the national government had not promoted fair and equal voting rights for all citizens during the 1960's, what effect might this have on our society today, both socially and politically? 2. How does the media influence people's thoughts and decisions? 3. Why did the political leaders in the south refuse to accept the federal government's jurisdiction to enforce non-discriminatory voting practices? Standards National Standards STANDARD 4 The struggle for racial and gender equality and for the extension of civil liberties. TECHNOLOGY STANDARDS: Students use technology to locate, evaluate, and collect information from a variety of sources. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. Students use technology tools to enhance learning, increase productivity, and promote creativity. LITERACY STANDARDS: Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Standard 3: The student who is information literate uses information accurately and creatively. State Standards Florida State Standards: SS.A.5.4 The student undestands U.S. History from 1880 to the present. SS.B.2.4 The student understands the interactions of people and the environment. SS.C.1.4 The student understands the structures, functions and purposes of government and how the principles and values of American democracy are reflected in American constitutional government. SS.C.2.4 The student understands the role of citizenship in American democracy. Lesson Prerequisite Skills Use of Desktop publishing equipment and various graphic tools, online research and reference skills, knowledge of basic newspaper publishing responsibilities, effective group work strategies and propaganda techniques. Students should also be able to associate famous political or social figures who were instrumental in the Civil Rights Movement, either in support or opposition to removing discriminatory voting barriers. Teacher Information/Situations/Setting/Time Time Frame: 5 days (50 minute class period) Materials/Resources: Computer access with online capabilities, DeskTop Publisher,scanner and/or digital camera, high quality printer, textbook Pre-lesson preparation: Organize groups and formulate student instructional handout outlining specifically what the project criteria will be. (To be determined by the teacher.) Teacher should show an example of a propaganda paper, if one is available. Assessment This project serves as the summative assessment for the unit. Successful completion of project criteria will allow the student to communicate their findings in both a written and verbal manner, which will determine level of understanding. Propaganda Pamphlet Rubric: TOTAL: 200 points (test grade) Overall Presentation: 100 points Followed Directions.....10 points Completed on time.......20 points Creativity..............50 points Relevant Graphics.......20 points Content: 100 points Cover page..............20 points Editorial Page..........20 points Advertisements..........20 points Local news page.........20 points National News page......20 points Student Activity/Tasks 1. Students will engage in discussion about how the media can influence people's beliefs on social and political issues through the use of propagnada techniques. Students will view various forms of propaganda literature to determine its level of effectiveness. 2. Students will participate in class discussion on the Voting Rights Act of 1965, what it's provisions were and how it effectively eliminated discriminatory voting practices in the south. 3. Students will be given instructional handout outlining the specifics of the project criteria. 4. Students will be divided into groups in order to collect relevant information. 5. Students will construct pamphlet using DeskTop Publishing or equivelant publishing software. 6. Students, in groups, will evalute at least two other pamphlets using the designated rubric. 7. Students will formally present their pamphlet to the class. 8. Students will determine which pamphlet was the most effective piece of propaganda literature. 9. Students will write a reflective essay on how our national identity would be differnet if the federal government had not promoted fair and equal voting rights to all citizens during the 1960's. Enrichment/Alternate Activity: The teacher may wish to bring in a classroom speaker from the NAACP to discuss current discriminatory voting practice issues adversely affecting the African American community. In addition, the teacher should invite a representative from the local voter registration department to discuss the significance of voting and offer registration cards to those wanting to participate. Cross-Curricular: Literature/Journalism Technology Requirements/Tools/Materials Computers with online access, DeskTop Presentation and Publisher program, graphics organizers Acknowledgements: Mr. Bob Downs, Atlanta, Georgia Additional Resources Main URL: Related Lessons Related Resources Copyright © 1997-2003 Career Connection to Teaching with Technology USDOE Technology Innovation Challenge Grant Marshall Ransom, Project Manager All rights reserved.