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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
Student Action
10
minutes
15
minutes
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
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.