Goals and objectives
Students will learn about the Reconstruction and its affect on the United States.
Students will be able to argue their opinions about different parts of Reconstruction when put into small groups and will be able to cite specific reasons for their arguments.
California state content standards
8.11 Students analyze the character and lasting consequences of Reconstruction.
1. List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.
2. Identify the push-pull factors in the movement of former slaves to the cities in the North and to the West and their differing experiences in those regions (e.g., the experiences of Buffalo Soldiers).
3. Understand the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and “Jim Crow” laws.
4. Trace the rise of the Ku Klux Klan and describe the Klan’s effects.
5. Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.
Common Core Standards
CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
Driving historical question
Did the Reconstruction improve life in America after the Civil War?
Lesson Introduction
Students will analyze and discuss the following political cartoon:
Vocabulary
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Content Delivery
Students will watch this video:
The students will watch the video about the Reconstruction. As the students watch the video they will take notes on the different vocabulary terms used in the video. Students will use the information from the video and from the textbook to come up with their arguments. |
Student Engagement
Students will each be assigned a color for the “Rainbow Group” discussion. Each color will have a specific question to answer regarding the Reconstruction. After each color comes up with an answer to their question, a new rainbow group will be formed with one person from each color. The students will explain what their color’s argument was and give an explanation for it. Each student will write down what each argument was. This exercise will have students practice their listening, speaking, reading, and writing skills and they will learn why people thought they way they did during Reconstruction.
Lesson closure
The teacher will collect the assignments from the students. Students will have an “exit slip” where they will quickly write down what part of Reconstruction they thought was the most interesting (either because of positive or negative affects on society) and why.
Assessments
Formative: The teacher will informally assess students as they work with their groups. The teacher will listen to the different ideas and correct any misconceptions as they happen.
Summative: The teacher will collect the vocabulary list, the discussion sheet, and the exit slip from each student. Each paper will be read and assessed for accuracy and to gauge what each student took away from the lesson. This information will be used to correct any misconceptions that may be formed.
Accommodations
Students will be working collaboratively with small groups. The small group size will make sure each student is able to participate. During this lesson, all students will be able to practice their reading, writing, listening, and speaking skills.
Resources
Political Cartoon
Youtube Video
Handouts
Textbook
Youtube Video
Handouts
Textbook