Jonathan Brown South Charleston High School: 10th Grade Social Studies Unit: The Battle Over Reconstruction

(3 Lessons) Lesson 1: Effects of Reconstruction on the Nation INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES 1. Students will explain why a plan was needed for Reconstruction of the South. 2. Students will compare the Reconstruction plans of Lincoln, Johnson, and Congress. 3. Students will Discuss Johnson's political difficulties and impeachment. 4. Students will be able to identify/explain key terms/people related to the Reconstruction of the South: -Reconstruction -Radical Republican -Wade-Davis Bill -Freedman's Bureau - Andrew Johnson -black code -Civil Rights Act of 1866 -Fourteenth Amendment -Impeachment -Fifteenth Amendment WV CSO's SS.10.H.CL.4.5 - evaluate the effects of Reconstruction on the nation (e.g., the roles of Civil War Amendments, Radical Republicans, etc.). SS.9-10.L.4- determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies.

NATIONAL STANDARDS *NSS-USH.5-12 Era 5: Civil War and Reconstruction (1850-1877)

MANAGEMENT FRAMEWORK Overall time: 100mins. Time Frame: (Day 1)

 5 minutes Introduction/ Essential Question 30minutes Group Activity (Collaborative Learning) 15minutes Teacher Led discussion (Day 2) 5minutes to explain that the packets are not going to be used 5 minutes to introduce Brochure 30 minutes to work on brochure 10 minutes to review brochure (make sure that everyone has all the information I want them to have.) STRATEGIES Collaborative Learning Teacher Led Discussion Guided Instruction Guided Note-taking Graphic Organizer

Needs-Based Planning
Learning Differences
Graphic organizer

Sensory Differences Graphic Organizer Behavioral Differences Ability Differences Differentiated Instruction Cultural Differences- translator/ interpreter Enrichment
Graphic Organizer

Attention Differences
Guided Instruction

Motivational Differences
Personalized content

Physical Differences
Extended time, group collaboration Communication Differences- Guided Instruction

Multiple Intelligences Addressed: Check All that Apply _X_Verbal __Naturalist _X_Spatial _X_Interpersonal _X_Logical/Mathematical __Existential _X_ Bodily (kinesthetic) __Other __ Musical

PROCEDURES (Day 1) Introduction/ Lesson Set

Introduction/ Essential Question (Will be essay on quiz) What was reconstruction? Do you think it was necessary to rebuild? Whose job was it to oversee the planning, President of Congress? State Objectives We are going to break into groups, and each group is going to have a portion of the packet to do Pass out worksheet packets (These will have four sections, each group will be assigned a section to discover the answers, then present their findings to the class during group discussion)

Body and Transition

Break into 4 groups of 3 students I chose the groups to be sure that a few students werent in the same group Restate Objectives We are getting only the section we are assigned done, so that we can present our findings to the class. Group Activity/ Collaborative learning Students seemed to do relatively well together

Closure Teacher Led Discussion/ Presentation of findings Each group still had a few questions a piece to finish, I gave them the option of doing it for home work, or first thing the following day. What did you think of the activity? **NOTE: At the end of the lesson, my collaborative teacher gave me some great feedback; she also proposed the idea of using a brochure or graphic organizer to have done that lesson. I have to say in that moment I had an epiphany , she said keep it simple; I had this idea about how I used to read comic books all the time and how I could recall them because of the visuals.**** (Day 2) Introduction/ Lesson Set

 Teacher led discussion How many students finished their packets? Explained to them that I am a student as well, and that we have to experiment sometimes. That I thought my packet Idea was not good, and that I had a better idea thanks to their wonderful teacher. Introduced the graphic organizer Gave them the questions that needed to be addressed explained where everything was going to go in the organizer

Body and Transition Collaborative or Individual Work I gave them the option of working by themselves or with a partner to fill out the organizers.

Closure Teacher Led discussion I went through all the questions that I had given them to fill out there organizers:

e.g.

What was Lincolns attitude towards the south? What was the 10% plan? What was Lincolns stance on slavery? Education? Voting? For blacks. What did the radical republicans want? What was the Wade-Davis bill? Did Lincoln ratify or veto? What did the freedmens bureau do for southerners? Etc

ASSESSMENT Diagnostic Essential Question: -what is reconstruction? -whose job was it to formulate the plan? -who finished their packet? -Does everyone understand what I want in the organizer? thumbs up, thumbs down

Formative Stating clear learning objectives

 Explanation of the organizer checking for understanding while reviewing the organizers -Pausing during discussion for reflection/question to ensure students are retaining and understanding, restating objectives clearly (Addressing Objectives #1, 2, 3, &4) Summative

Checking to see if everyone had the organizers filled out Finished organizers, and packets will be taken up at the end of the unit as a package for a grade Review first thing next morning before beginning next lesson

MATERIALS Technology: Internet Access Smart-board

Printed Materials:

Worksheet Packets Brochure Possible print-outs of original Lincoln, Johnson, and congress reconstruction plans if available.

Supplies: *Pencils/Pens Internet Resources: Video: Video on the American Reconstruction Era (Teacher Tube) Other Resources: N/A

Extended Activities: If student finishes early: - If the student finishes early they will be expected to read ahead to prepare for the next lesson.

 If technology fails: - We will have a discussion about the video we were supposed to watch, addressing the questions on the provided worksheet.

Reflection

Planning I had thought that the students would enjoy collaborative groups, similar to a jigsaw activity, I spent several hours typing up what I thought I would want them to know; and the packet ended up like 7 pages long. Implementation I found the activity that I had initially planned to have been a bust. The students did very well working together, and had finished their portions of the activity. The Graphic organizer was an awesome; it was simple, but highly effective. Clarity of presentation I was very clear about what I had expected, I explained the activities very well, and took out time to address any questions that arose. Attention to Individual differences I walked around the room to ensure that all students were on task, I would ask some comments to those students off task, like you planning on doing this? I had some students who worked slower, or were absent for one of the days, I would sit with them to makes sure that they were caught up with the rest of the class. I really felt the graphic organizer helped all of the students, it was laid out clearly; and had images to connect to the information. I even let them fold it up like a brochure, but then they had to write on the front of it the Reconstruction Era. Student Response At first the students didnt like the idea of a seven page hand out, but they worked on them anyways. The second day they were a little perturbed by the fact I was scratching the packet idea; but I ensure them it would be part of the grade for the class. The really liked the idea of the graphic organizer, it was simple and one paged, and to the point. Planning and Implementation of Higher order thinking skills I implemented higher order of thinking by having the students relate the issue of inequality to something that we have going on today in society. (Gay Marriage rights, equal pay for women).

Assessment

I really felt that the students had gained from the lesson what I wanted them to know, during our review session of the packet I had several students who answered the questions without having to look at their organizers.

Special Addition: Area of Improvement I feel as though I improved significantly from the first day of the lesson to the next. The graphic organizer really put things into perspective for me when dealing with how to be effective. I really got the idea of simple yet effective. I am so grateful for the teacher I have this semester, she really just helped to steer me into a new direction and save myself a lot of headaches.