voting rights voting rights
Voting Rights Chapter 1 Vocabulary •U se antonyms to determine word meaning: What does the word extend mean in this book? Look for clues for the meaning of this word on page 10. (Answer: to make longer or more; Clues/evidence: While the states were limiting rights, some Americans were working to extend rights.)
Find It! Level 1 Comprehension
Level W/60
Road to Voting
slavery abolished
t
14th Amendment
t
?
t
African Americans could vote
• Identify facts and details: The first goal of the _____ was to free African Americans. (abolitionists, page 10) • Identify facts and details: When was the Thirteenth Amendment ratified? (December 1865, page 10)
Look Closer! Level 2 Comprehension • Identify cause and effect: Only white colonists had a voice in the government because . . . (only whites were allowed to choose their representatives, page 8) •R epresent text in a different way: Look at the sequence-of-events chart with information from page 12. What information belongs in the blanks? (15th Amendment)
Prove It! Level 3 Comprehension •D raw conclusions: What can you conclude about the need for the 13th, 14th, and 15th Amendments? (Answer: Laws must be clear and specific or problems will come up. Clues/evidence: When slavery was abolished, four million African Americans became free. Shouldn’t this have guaranteed them the right to vote? It did not. Another amendment was added to the Constitution to guarantee citizenship to African Americans. The Fourteenth Amendment defined citizenship. Shouldn’t this have guaranteed African Americans the right to vote? It did not. At last, the Fifteenth Amendment made it clear that states could not deny African Americans the right to vote. page 12) • S ummarize information: Write a one-sentence summary for pages 14 and 15. (Answer: Though the Fifteenth Amendment protected African American voters, many people in the South continued to terrorize and separate those who tried to vote. Clues/evidence: Quickly, Southern states found ways to keep African Americans from voting. All were designed to keep political power in the hands of white voters. At the same time, groups like the Ku Klux Klan terrorized African American in the South. In the KKK, as it was called, groups of white men worked to prevent African Americans from voting. In the South, state laws enabled a system of segregation to be put into place. This system kept blacks and whites apart in public places.)
Take It Apart! Level 4 Comprehension •A nalyze text structure and organization: The author used a compare and contrast text structure on page 8. What other text structure does the author use on this page? (sequence of events) • E valuate author’s purpose: Why did the author include questions on page 12? (to help the reader see the obvious)
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Chapter 2 Vocabulary •U se descriptions to determine word meaning: What does the word passionate mean in this book? Look for clues for the meaning of this word on page 20. (Answer: to feel very strongly about something; Clues/evidence: Angelina and Sarah Grimké were among the first women to make speeches in public. They also supported the equality of women and men.)
Find It! Level 1 Comprehension girls’ schools and women’s colleges t
Women’s Worlds Widen
• Identify facts and details: Women made up half of the nation’s population, but they had little or no . . . (political power, page 18) • Identify facts and details: In January 1918, President Woodrow Wilson came out in support of the _____ Amendment. (Nineteenth, page 26)
Look Closer! Level 2 Comprehension •R epresent text in a different way: Look at the web with information from page 20. What information belongs in the blank? (women were working outside the home) •C ompare and contrast: How were the National Woman Suffrage Association and the American Woman Suffrage Association alike? (both groups fought for women’s right to vote, page 24)
Prove It! Level 3 Comprehension
t
?
• S upport responses using text: Women went to great extremes to gain the right to vote. How can you tell? (Some even went on hunger strikes when they were arrested and jailed. The fight for women’s suffrage was becoming more intense. page 25) •M ake inferences: What can you infer about women voting from the last paragraph on page 26? (Answer: Women had to fight for the right to vote. Clues/evidence: Supporters of women’s suffrage had made speeches, campaigned, petitioned legislatures, marched, and picketed. They had taken to the streets and gone to jail.)
Take It Apart! Level 4 Comprehension • E valuate author’s purpose: Why did the author include a definition in parenthesis on page 21? (to help the reader understand the meaning of the double-meaning word “sentiments”) •A nalyze text structure and organization: Where does the author write a one-paragraph summary of for Chapter 2? (the last paragraph on page 26)
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Chapter 3 Vocabulary •U se synonyms to determine word meaning: What does the word unconstitutional mean in this book? Look for clues for the meaning of this word on page 32. (Answer: illegal; Clues/evidence: In 1954, the U.S. Supreme Court declared that school segregation was unconstitutional, or illegal.)
Find It! Level 1 Comprehension • Identify facts and details: Native Americans did not receive the right to vote until the . . . (1950s, page 32) • Identify facts and details: What provision does the Twenty-Sixth Amendment provide? (it lowered the voting age to 18 years of age, page 34)
Look Closer! Level 2 Comprehension •R epresent text in a different way: Look at the cause-and-effect chart with information from page 32. What information belongs in the blank? (In the summer of 1964, three young civil rights workers were killed.) •C ompare and contrast: What do felons and legal aliens have in common? (they do not have the right to vote in most states, page 37)
Prove It! Level 3 Comprehension •U se graphic features to interpret information: What can you conclude about voting from the graphic on page 35? (Answer: Everyone, no matter their location, education, or finances, has the right to vote; Clues/evidence: In 1966, the Supreme Court banned all poll taxes as unfair to people who did not have much money. In 1970, the Supreme Court banned literacy tests, saying they discriminated against voters who had little or no education. Residency requirements had kept millions of Americans from voting. In 1970, Congress changed the rules to thirty days for voting in a federal election and made it easier to vote with an absentee ballot. In 1975, Congress said that Hispanics, Asian Americans, Native Americans, and others could vote even if they could not read English.) • S upport responses using text: Our voting system is not perfect. How can you tell? (Answer: The result depended on the vote in the state of Florida. But sorting out the winner there became very complicated: recounting votes, examining voting machines, and finally, a Supreme Court decision. page 38)
Cause ?
t
EFFECT Freedom Summer drew national publicity to voting rights
Take It Apart! Level 4 Comprehension •A nalyze text structure and organization: What text structures does the author use on page 37? (description) • E valuate author’s purpose: Why did the author include questions on page 38? (to help the reader think about the text)
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Tips for Answering Text-Dependent Questions
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You will have to be a detective. You will not find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did he or she write the book?”
PRIME Social Studies Set A ©2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
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Find It! Level 1 Comprehension
Level W/60
Road to Voting
slavery abolished
t
14th Amendment
t
?
t
African Americans could vote
• Identify facts and details: The first goal of the _____ was to free African Americans. (abolitionists, page 10) • Identify facts and details: When was the Thirteenth Amendment ratified? (December 1865, page 10)
Look Closer! Level 2 Comprehension • Identify cause and effect: Only white colonists had a voice in the government because . . . (only whites were allowed to choose their representatives, page 8) •R epresent text in a different way: Look at the sequence-of-events chart with information from page 12. What information belongs in the blanks? (15th Amendment)
Prove It! Level 3 Comprehension •D raw conclusions: What can you conclude about the need for the 13th, 14th, and 15th Amendments? (Answer: Laws must be clear and specific or problems will come up. Clues/evidence: When slavery was abolished, four million African Americans became free. Shouldn’t this have guaranteed them the right to vote? It did not. Another amendment was added to the Constitution to guarantee citizenship to African Americans. The Fourteenth Amendment defined citizenship. Shouldn’t this have guaranteed African Americans the right to vote? It did not. At last, the Fifteenth Amendment made it clear that states could not deny African Americans the right to vote. page 12) • S ummarize information: Write a one-sentence summary for pages 14 and 15. (Answer: Though the Fifteenth Amendment protected African American voters, many people in the South continued to terrorize and separate those who tried to vote. Clues/evidence: Quickly, Southern states found ways to keep African Americans from voting. All were designed to keep political power in the hands of white voters. At the same time, groups like the Ku Klux Klan terrorized African American in the South. In the KKK, as it was called, groups of white men worked to prevent African Americans from voting. In the South, state laws enabled a system of segregation to be put into place. This system kept blacks and whites apart in public places.)
Take It Apart! Level 4 Comprehension •A nalyze text structure and organization: The author used a compare and contrast text structure on page 8. What other text structure does the author use on this page? (sequence of events) • E valuate author’s purpose: Why did the author include questions on page 12? (to help the reader see the obvious)
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Chapter 2 Vocabulary •U se descriptions to determine word meaning: What does the word passionate mean in this book? Look for clues for the meaning of this word on page 20. (Answer: to feel very strongly about something; Clues/evidence: Angelina and Sarah Grimké were among the first women to make speeches in public. They also supported the equality of women and men.)
Find It! Level 1 Comprehension girls’ schools and women’s colleges t
Women’s Worlds Widen
• Identify facts and details: Women made up half of the nation’s population, but they had little or no . . . (political power, page 18) • Identify facts and details: In January 1918, President Woodrow Wilson came out in support of the _____ Amendment. (Nineteenth, page 26)
Look Closer! Level 2 Comprehension •R epresent text in a different way: Look at the web with information from page 20. What information belongs in the blank? (women were working outside the home) •C ompare and contrast: How were the National Woman Suffrage Association and the American Woman Suffrage Association alike? (both groups fought for women’s right to vote, page 24)
Prove It! Level 3 Comprehension
t
?
• S upport responses using text: Women went to great extremes to gain the right to vote. How can you tell? (Some even went on hunger strikes when they were arrested and jailed. The fight for women’s suffrage was becoming more intense. page 25) •M ake inferences: What can you infer about women voting from the last paragraph on page 26? (Answer: Women had to fight for the right to vote. Clues/evidence: Supporters of women’s suffrage had made speeches, campaigned, petitioned legislatures, marched, and picketed. They had taken to the streets and gone to jail.)
Take It Apart! Level 4 Comprehension • E valuate author’s purpose: Why did the author include a definition in parenthesis on page 21? (to help the reader understand the meaning of the double-meaning word “sentiments”) •A nalyze text structure and organization: Where does the author write a one-paragraph summary of for Chapter 2? (the last paragraph on page 26)
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Chapter 3 Vocabulary •U se synonyms to determine word meaning: What does the word unconstitutional mean in this book? Look for clues for the meaning of this word on page 32. (Answer: illegal; Clues/evidence: In 1954, the U.S. Supreme Court declared that school segregation was unconstitutional, or illegal.)
Find It! Level 1 Comprehension • Identify facts and details: Native Americans did not receive the right to vote until the . . . (1950s, page 32) • Identify facts and details: What provision does the Twenty-Sixth Amendment provide? (it lowered the voting age to 18 years of age, page 34)
Look Closer! Level 2 Comprehension •R epresent text in a different way: Look at the cause-and-effect chart with information from page 32. What information belongs in the blank? (In the summer of 1964, three young civil rights workers were killed.) •C ompare and contrast: What do felons and legal aliens have in common? (they do not have the right to vote in most states, page 37)
Prove It! Level 3 Comprehension •U se graphic features to interpret information: What can you conclude about voting from the graphic on page 35? (Answer: Everyone, no matter their location, education, or finances, has the right to vote; Clues/evidence: In 1966, the Supreme Court banned all poll taxes as unfair to people who did not have much money. In 1970, the Supreme Court banned literacy tests, saying they discriminated against voters who had little or no education. Residency requirements had kept millions of Americans from voting. In 1970, Congress changed the rules to thirty days for voting in a federal election and made it easier to vote with an absentee ballot. In 1975, Congress said that Hispanics, Asian Americans, Native Americans, and others could vote even if they could not read English.) • S upport responses using text: Our voting system is not perfect. How can you tell? (Answer: The result depended on the vote in the state of Florida. But sorting out the winner there became very complicated: recounting votes, examining voting machines, and finally, a Supreme Court decision. page 38)
Cause ?
t
EFFECT Freedom Summer drew national publicity to voting rights
Take It Apart! Level 4 Comprehension •A nalyze text structure and organization: What text structures does the author use on page 37? (description) • E valuate author’s purpose: Why did the author include questions on page 38? (to help the reader think about the text)
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Tips for Answering Text-Dependent Questions
Vocabulary
Reread and look for clues to help you define the unfamiliar word. Can you find a synonym, a definition, text clues, or picture clues?
Find It! Level 1 Comprehension
The answers are right in the text. Reread to locate facts and details to answer the questions.
Look Closer! Level 2 Comprehension
The answers are in the text, but you may need to look in more than one place to find them.
Prove It! Level 3 Comprehension
You will have to be a detective. You will not find the exact answers to these questions, but you will find clues and evidence to support your inferences and conclusions.
Take It Apart! Level 4 Comprehension
As you reread, ask yourself, “How did the author organize the information? Why did he or she write the book?”
PRIME Social Studies Set A ©2011 Benchmark Education Company, LLC. All rights reserved. This card may be photocopied for classroom use only. Based on the Comprehension Through Deductive Reasoning Model developed by Margaret Kilgo.
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