Goals & Objectives
Goal:
Appreciate how Jim Crow policies were structured to disenfranchise non-white citizens.
Objective:
By playing various roles in a simulated, Jim Crow-era county courthouse, students will understand how literacy tests were rigged to prevent non-white citizens from voting.
Appreciate how Jim Crow policies were structured to disenfranchise non-white citizens.
Objective:
By playing various roles in a simulated, Jim Crow-era county courthouse, students will understand how literacy tests were rigged to prevent non-white citizens from voting.
California State Content Standards
11.10.6 Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act, Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education and to the political process.
Common Core Literacy Standards
CCSS.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.RH.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Driving Historical Question
How did politicians opposed to civil rights use literacy tests to prevent qualified voters from registering?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 Min.
I will start the class by informing the students that they are going to take part in a simulation designed to highlight the inequalities of the Jim Crow Era. I will remind them that those inequalities were the driving forces behind the Civil Rights Era and the laws, rulings and amendments that were designed make a more just society. I will give the students a brief overview of literacy tests. I will explain that after the Civil War, many Southern politicians crafted so-called literacy tests that didn’t really test “literacy”. Instead, they put together quizzes that always contained questions no person could reasonably be expected to answer (such as: “If election of the President becomes the duty of the U.S. House of Representatives and it fails to act, who becomes President and when?”). To engage the students, I will project two of these historical question on the overhead and ask them to answer quickly and accurately. After 10 seconds, I’ll start calling on students. I will shout out “WRONG! YOU CAN’T VOTE!” each time they can’t answer or answer incorrectly. The students will be informed that these “tests” were not given to all citizens. Rather, officials typically gave them to black residents and simply “passed” white residents. The intent was clear: preventing minorities from registering to vote. This will generate student interest and access prior knowledge while students witness injustice.
Vocabulary (Content Language Development) ‖ Time: Throughout lesson
I will incorporate these words and phrases in the lesson and explain how they are being used in context:
Jim Crow Segregation
Literacy tests
Disenfranchisement
1965 Voting Rights Act
Jim Crow Segregation
Literacy tests
Disenfranchisement
1965 Voting Rights Act
Content Delivery (Method of Instruction) ‖ Time: 20 min.
While seated, students will be numbered off by the teacher. I will number them off 1,2,3,4 & 5. Each student will get a slip of paper with their number. Next, I will tell them that each of them will be playing a part in a simulation designed to demonstrate a literacy test. The simulation will culminate with an election that will impact each student. I’ll tell the class that students who received the number “5” will take on the role county clerks in a fictitious 1960s Alabama town that we’ll call Voterville. I’ll ask those students to meet me in the corner of the room. The rest of the students will be told to stand at the back of the room.
Next, I’ll meet with the clerks in a far corner so the other student can’t hear us. I’ll tell them that they’ll each be registering 4 voters: 2 from the “1 or 2” group and 2 from the “3 or 4” group. I’ll inform them that every student who was numbered “1 or 2” must be given this historic 1965 Alabama Literacy Test:
Next, I’ll meet with the clerks in a far corner so the other student can’t hear us. I’ll tell them that they’ll each be registering 4 voters: 2 from the “1 or 2” group and 2 from the “3 or 4” group. I’ll inform them that every student who was numbered “1 or 2” must be given this historic 1965 Alabama Literacy Test:
Those students will be given 5 minutes to pass the test. A single wrong answer will produce a “fail” and the citizen will be told they can’t vote and must sit at their desk. The same thing will happen to anyone from the “1 or 2” group who has not completed the 68 question test in under 5 minutes. Students who were numbered “3 or 4” will simply be given a slip of paper reading “REGISTERED VOTER”. In a class of 35, there should be 7 “county clerks”, 14 from the “1 or 2” group and 14 from the “3 or 4” group. I’ll adjust the groups slightly if there are not even numbers on each side.
Next, I’ll talk with both groups of citizens. I’ll tell them they’re all preparing to register to vote for an important election. I’ll tell them that the vote can only take place after voter registration. In order to register, they must meet with a county clerk. The county clerks will each have their own desk at the front of the room. Facing each “clerk” station will be four empty desks. I’ll have the students in the “1 or 2” group raise their hands. I’ll divide that group of 14 so that there are two of them at each of the 7 “clerk” stations. I’ll repeat that procedure with the “2 or 3” group. In the end, each of the 7 “clerk” will be facing 2 citizens from each group.
Next, I’ll talk with both groups of citizens. I’ll tell them they’re all preparing to register to vote for an important election. I’ll tell them that the vote can only take place after voter registration. In order to register, they must meet with a county clerk. The county clerks will each have their own desk at the front of the room. Facing each “clerk” station will be four empty desks. I’ll have the students in the “1 or 2” group raise their hands. I’ll divide that group of 14 so that there are two of them at each of the 7 “clerk” stations. I’ll repeat that procedure with the “2 or 3” group. In the end, each of the 7 “clerk” will be facing 2 citizens from each group.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20
After I’ve explained the content delivery, I’ll get the students engaged. The clerks will be at their “stations” facing 4 citizens. They’ll inform the two citizens from the “1 or 2” group that they must pass the 68 question 1965 Alabama Literacy Test in the next 5 minutes. The 2 students will be given the test and a pencil, then the clerk will note the time on the classroom clock and say “BEGIN!” Once those students have started their tests, the “clerk” will turn to the “3 or 4” students and address them by name saying, “CONGRATULATIONS, YOU ARE NOW REGISTERED TO VOTE!” The clerk will then hand each student a slip of paper reading “REGISTERED VOTER” and ask the student to remain seated so they can get ready for the election. At the end of 5 minutes, the clerk will say “TIME’S UP, PENCILS DOWN!” The “clerk” will then examine each literacy test using the answer key provided:
Once the clerk has found a blank answer or incorrect answer, the clerk will tell the student from the “1 or 2” group that they have failed the test and cannot register to vote.
By participating in a simulation, students will be able to experience the injustice of literacy tests. Interacting with a real-life literacy test will allow the students to evaluate and judge the motivations behind the tests. It will also give them a chance to examine an actual literacy test and analyze how the tests didn’t actually test for “literacy” but functioned as a tool of segregation.
Once all the tests have been completed, the teacher will announce that a vote is going to take place in “Voterville”. The teacher will ask students to stand up if they have a slip of paper reading “REGISTERED VOTER”. Next the teacher will announce the question before all registered voters: “Should all registered voters in Voterville receive credit for this assignment?” The teacher will tell the “registered voters” to raise their hands for yes and hold their hands down for no. Assuming the “yes” votes win, all of the “registered voters” will be told they’ve received full credit. After letting that idea soak in for a few seconds, the teacher will announce that the simulation is over and everyone in the class gets full credit.
By participating in a simulation, students will be able to experience the injustice of literacy tests. Interacting with a real-life literacy test will allow the students to evaluate and judge the motivations behind the tests. It will also give them a chance to examine an actual literacy test and analyze how the tests didn’t actually test for “literacy” but functioned as a tool of segregation.
Once all the tests have been completed, the teacher will announce that a vote is going to take place in “Voterville”. The teacher will ask students to stand up if they have a slip of paper reading “REGISTERED VOTER”. Next the teacher will announce the question before all registered voters: “Should all registered voters in Voterville receive credit for this assignment?” The teacher will tell the “registered voters” to raise their hands for yes and hold their hands down for no. Assuming the “yes” votes win, all of the “registered voters” will be told they’ve received full credit. After letting that idea soak in for a few seconds, the teacher will announce that the simulation is over and everyone in the class gets full credit.
Lesson Closure ‖ Time: 5 min.
On the overhead projector, the teacher will display this quote from the 1965 Voting Rights Act that banned literacy tests:
“To assure that the right of citizens of the United States to vote is not denied or abridged on account of race or color, no citizen shall be denied the right to vote in any Federal, State, or local election because of his failure to comply with any test or device in any State…”
I will ask the students to silently read along as I read this quote out loud. Finally, I will conclude the class with a quick “Basketball Discussion”. I’ll ask the students to tell me if they think the Voting Rights Act solved the problem of voting discrimination for good. I’ll toss a foam ball to one student and ask for an answer. After answering, that student will toss the ball to another student who will give another answer. The process with repeat until the bell rings.
This type of reflection will allow the students to continue processing the lesson and it will allow them to think critically about voting in present day America. This will also give students an opportunity to connect the past with the present, which will allow the lesson to have even more meaning. Finally, student interaction will be equal. Even though the “literacy test” lesson was just a simulation, it’s good to get the students back into an equitable classroom where every student’s contribution is valued.
“To assure that the right of citizens of the United States to vote is not denied or abridged on account of race or color, no citizen shall be denied the right to vote in any Federal, State, or local election because of his failure to comply with any test or device in any State…”
I will ask the students to silently read along as I read this quote out loud. Finally, I will conclude the class with a quick “Basketball Discussion”. I’ll ask the students to tell me if they think the Voting Rights Act solved the problem of voting discrimination for good. I’ll toss a foam ball to one student and ask for an answer. After answering, that student will toss the ball to another student who will give another answer. The process with repeat until the bell rings.
This type of reflection will allow the students to continue processing the lesson and it will allow them to think critically about voting in present day America. This will also give students an opportunity to connect the past with the present, which will allow the lesson to have even more meaning. Finally, student interaction will be equal. Even though the “literacy test” lesson was just a simulation, it’s good to get the students back into an equitable classroom where every student’s contribution is valued.
Assessments (Formative & Summative)
Formative:
The lesson introduction will allow me to assess how familiar the students are with literacy tests. By asking the students to quickly answer a couple of ridiculously difficult questions, I’ll be able to judge their reactions. Some students may incorrectly assume the questions will be easy to answer for any “literate” person, while others may know from prior knowledge that the questions are designed to be a trap.
Summative:
Completion of the simulation will serve as a summative assessment. When the voter “registration” is conducted, students will experience the institutionalized discrimination that was built into Jim Crow segregation. The final “voting” portion of the simulation will force students to evaluate the consequences of discriminatory voting laws.
The lesson introduction will allow me to assess how familiar the students are with literacy tests. By asking the students to quickly answer a couple of ridiculously difficult questions, I’ll be able to judge their reactions. Some students may incorrectly assume the questions will be easy to answer for any “literate” person, while others may know from prior knowledge that the questions are designed to be a trap.
Summative:
Completion of the simulation will serve as a summative assessment. When the voter “registration” is conducted, students will experience the institutionalized discrimination that was built into Jim Crow segregation. The final “voting” portion of the simulation will force students to evaluate the consequences of discriminatory voting laws.
Accommodations for English Learners, Striving Readers and Students with Special Needs
All students will be reminded that this is just a simulation, and that these tests were always designed to be impossible to pass - even for the teacher. So, students of every ability should not feel self-conscious about any “wrong” answers. The lesson is not the literacy test itself, but the reasons behind the literacy test.
EL students will be paired up with an appropriate partner who can help dissect the literacy test if they’re selected in the “1 or 2” group. For learning purposes, the two can work on the test together. Striving readers will be encouraged to select the test questions that don’t contain difficult words or sentence structures. Students with special needs will be accommodated according to need. Some students might just need a partner while others would be better off in the “3 or 4” group so they do not confuse the simulation with a real rejection.
EL students will be paired up with an appropriate partner who can help dissect the literacy test if they’re selected in the “1 or 2” group. For learning purposes, the two can work on the test together. Striving readers will be encouraged to select the test questions that don’t contain difficult words or sentence structures. Students with special needs will be accommodated according to need. Some students might just need a partner while others would be better off in the “3 or 4” group so they do not confuse the simulation with a real rejection.
Resources (Books, Websites, Handouts, Materials)
For a class of 35 students:
14 “APPROVED VOTER” slips
7 slips numbered “1”
7 slips numbered “2”
7 slips numbered “3”
7 slips numbered “4”
Website with text of 1965 Voting Rights Act
14 “APPROVED VOTER” slips
7 slips numbered “1”
7 slips numbered “2”
7 slips numbered “3”
7 slips numbered “4”
Website with text of 1965 Voting Rights Act