2. Voter Suppression: Literacy Tests

2. Voter Suppression: Literacy Tests

Beautiful Agitators Lesson Plan: Scene Two

LESSON: Literacy Test

OBJECTIVES:

Through primary source analysis and group discussions, students will be able to:

  1. Examine how literacy tests were a means of disenfranchising voters.
  2. Determine who benefitted from placing these barriers to voting.
  3. Explain how the role of strategic organization sought to circumvent these discriminatory practices.

Distribute copies of MS voter registrations/literacy tests to students. Working in small groups students will be asked to answer the following questions:

  1. What information did the potential voter have to provide?
  2. Who was being targeted by the literacy test? Why?
  3. How does the information required provide data for intimidation of those registering to vote?
  4. What reasons might a registrant fail to pass the literacy test?

ACTIVITY: Literacy Test Results

Instructor will hand back the students' literacy tests that were administered prior to the viewing of Beautiful Agitators. Instructor will assign a grade at random: pass or fail. Discussion will continue with the gauge students' reaction.

  1. How does it feel to be graded this way?
  2. What is the goal of this restrictive system?
  3. How does it feel to be denied the right to vote because of this system?

REFLECTING ON THE SCRIPT:

Nick: Then what's the point of the citizenship class?

  1. What is Nick feeling?
  2. Do you relate to his frustrations?
  3. What was the point of the citizenship class?

ACTIVITY: In-class research projects: Citizenship Classes

Students will look at primary source documents that were used to explain, advertise and recruit teachers and students for citizenship classes across the Mississippi Delta. Students will answer the following questions:

  1. Who was recruited to teach the citizenship classes?
  2. Did the teachers receive training?
  3. Beyond registering citizens to vote, how did the citizenship classes work as a recruitment tool for the civil rights work in Mississippi?

ACTIVITY: Registering to Vote Today

Compare and contrast the voter registration process in the MS Delta in the 1950s-1960s with the present day voter registration process where you live today:

Students can work in small groups or individually to determine voter eligibility and the process to register to vote and in their state.

  1. How does your county handle voter registration?
  2. When is a citizen able to register to vote?
  3. Where is a citizen able to register to vote?
  4. When are registered voters able to vote? (Ex: Day of election, week before, etc.)
  5. How are registered voters able to vote?
  6. What policies are in place to deny citizens the right to vote?
  7. What observations can you make regarding barriers to voting during the civil rights era and today?
  8. What are the differences in voting laws/regulations across the United States?  
  9. Which states have the most open voter registration and voting access and which states have the most complicated or restrictive voting registration process and voting access?

 

EXTENSIONS:

Furthering the research process students will investigate the status of voting rights in their home state.

  1. Are there any legal battles regarding voting rights in your state?
  2. Identify the bills in the state legislature that have been introduced and/or bills that are being debated and voted on.  
  3. If so, what are the goals of these proposed bills?
  4. Are there any lawsuits before the courts concerning voting rights or voting procedure?
  5. What are the goals of the legal challenges?
  6. What organizations are involved in the debate of these voting rights issues?  What are their positions?

ACTIVITY: Participating in the Conversation

Option 1:

Students will develop a plan to contact their representatives at the state or national level to engage in a conversation regarding their position on the pieces of legislation being considered/debated.  Before reaching out, students will be prepared to present their thoughts and opinions regarding the proposed legislation and will use evidence to support their argument. 

 

Option 2:

Students will write a Letter to the Editor for their school or local paper in response to the debate over a particular voting rights bill or lawsuit.  Students will be required to present
strong supporting evidence to bolster their argument. Students should be mindful of their audience and be sure to offer their proposed action when concluding their article.

 

Option 3:

Students will work together to identify voting rights advocates or scholars that they would like to interview.  Students will work collaboratively to determine the questions they would like to ask.  Students will work in small groups to contact potential interviewees.  Students will schedule interviews, conduct the interviews and share the recordings and transcripts with the class.

1 of 3