Digital Unit Plan Template

Unit Title: Traveling Back In Time Name: Desiree Drew

Content Area: 8
th
grade US History Grade Level: 6-8
CA Content Standard(s)/Common Core Standard(s):
8.11 Students analyze the character and lasting consequences of Reconstruction.

Understand the effects of the Freedmens Bureau and the restrictions placed on the rights and opportunities of freedmen, including
racial segregation and Jim Crow laws
Trace the rise of the Ku Klux Klan and describe the Klans effects.
Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.



Big Ideas:

Students will understand the connection of the Civil War Amendments to Reconstruction. In addition they will understand its lasting effects.


Unit Goals and Objectives:
By the end of this lesson plan students will be able to state the significance of the Civil War Amendments, major court cases and how these
Amendments influenced their lives today. In addition, they will understand what policies and laws were passed by southern states and which
were common practices with no actual authority were.




Unit Summary:

In this unit, we will be learning about the lasting effects of slavery. How the ideology from the North differed from those of the South. In order to
understand the lasting effects of the Civil War & the Reconstruction period that followed students will learn about many policies put in place by
the southern states, such as Black Codes and Jim Crow Laws. In addition, they will be able to connect how these ideologies and policies still affect
us until this day.

Assessment Plan:
Entry-Level:
Brainstorming class discussion about the
denotations and connotations of the concepts
the concepts that will be used in this unit.
Formative:
Online quiz- Students will connect the correct definition
with the correct concept through QuizStar.
http://quizstar.4teachers.org/servlet/quizrepositoryservlet

Online quiz-Students will be asked multiple-choice
questions on the concepts they have learned through Survey
Monkey.
https://www.surveymonkey.com/s/88G23ND

Exit Cards- at the end of class each student will have a card
(3x5) I will write a Identification word on the board and
each student will have to come up with Who, What, When,
Where, Why and the significance. At this point, there does
not have to be complete sentences. As students leave class
they will drop the cards in a box and I will grade them and
have them back to them the next day.

Summative:

1. Students will have a choice of two short
essays and 1 long essay to write on. Students
will pick 2 out of 4 for the short essay portion
and 1 out of 2 for the long essay portion.


2. Students will write in complete sentences in
paragraph format on 7 Identification words
(IDs). They will have their pick out of 15.



Lesson 1
Student Learning
Objective:

Understand the
Thirteenth, Fourteenth,
and Fifteenth
Amendments to the
Constitution and
analyze their
connection to
Reconstruction
Acceptable Evidence:

Prior knowledge and
basic understanding of
what each amendment
provides in its basic
element.


Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:

This is a teacher lecture. In the lesson, students will learn and become
familiar with the Civil War Amendments. The attitudes of how white
southerners felt about slavery as well as how white northerners felt about
slavery. They will tap in to their prior knowledge and what we have
discussed thus far in the lecture when it comes to discussion questions that
are placed periodically throughout the lecture.
Lesson 2
Student Learning
Objective:

Understand the reason for
the Civil War and the
period of Reconstruction.
Connect concepts to
previous lecture
Acceptable Evidence:

Class discussion.
Completion of the
webercise handout as well
as naming as least 4 out of
6 points on the exit cards
(who, what, when, where,
why, significance)
Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:

The exercise lesson allows students to explore different websites in order
to complete a handout with various questions on the handout. Some of the
questions are on topics and concepts previously discussed. Other questions
have to do with the long-standing effects of some of the Civil War
Amendments, Black Codes, and Jim Crow Laws.
Lesson 3
Student Learning
Objective:
Understand the effects
of the Freedmens
Bureau and the
restrictions placed on
the rights and
opportunities of
freedmen, including
racial segregation and
Jim Crow laws

Trace the rise of the Ku
Klux Klan and describe
the Klans effects.

Acceptable Evidence:

Acceptable evidence
should include giving
examples of each concept
in their graphic organizer.
Each example must be in
complete and coherent
sentences.
Instructional Strategies:
Communication
Collection
Collaboration
Presentation
Organization
Interaction
Lesson Activities:

The graphic organizer will have a list of concepts not yet used or discussed
in previous lessons/activities or mentioned very little. Students will chose
from a list of concepts and put them in order according to relevance of each
other. Once put in order they will give an example for each concept.
Students will work in groups of 4 and will have one graphic organizer per
group. Examples must be in complete and coherent sentences.
Unit Resources:
Civil War
http://www.civilwar-history.com/

Full List of Constitutional Amendments
http://www.archives.gov/exhibits/charters/constitution_amendments_11-27.html

Jim Crow Laws
http://www.pbs.org/wnet/jimcrow/

Voting Rights Act
https://www.aclu.org/timeline-history-voting-rights-act

Earl Warren
http://www.pbs.org/wnet/supremecourt/democracy/robes_warren.html

Crash Course in History
http://www.youtube.com/watch?v=nowsS7pMApI

All White Primaries
http://www.encyclopedia.com/topic/White_primary.aspx

Ku Klux Klan
http://www.history.com/topics/ku-klux-klan





Useful Websites: