Lesson Plan : Reconstruction
Teacher Name: | Sarah Gallagher |
Grade: | Grade 11-12 |
Subject: | Social Studies |
Topic: | The three phases of Reconstruction and the measure of their success |
Content: | Key vocabulary: Reconstruction, Abraham Lincoln, Andrew Johnson, 10% Plan, Radical Republicans, impeachment, military occupation, carpetbaggers, scalawags, black codes, Civil War amendments (13, 14, 15), Jim Crow, Rutherford Hayes |
Goals: | One of the outcomes for this lesson are for students to be able to identify three separate phases of Reconstruction as the country tries to unify and rebuild after the Civil War. Another outcome of this lesson is for students to evaluate the different amounts of success/failure each plan for Reconstruction obtained. |
Objectives: | TLW identify the three phases of Reconstruction. TLW evaluate the successes of each phase. |
Materials: | Textbook, overhead projector, powerpoint presentation with OneEye link to television |
Introduction: | Mini-lesson: Students will have six to eight minutes to write down the eight questions displayed on the overhead projector. Some questions will be review to help students recall pertinent information regarding the end of the Civil War and the political and social climate of the time period. Other questions will cover new material to help focus student learning for the lesson. |
Development: | After reviewing the answers to the mini-lesson questions, the instructor will lead the class through the material by way of a powerpoint presentation. The students will take notes of the presentation (it will be presented in an organized outline format) to reinforce learning and help students chunk the information in to meaningful blocks of information. |
Practice: | Students will use their notes and textbook to complete a graphic organizer. The students will need to organize key events/terms/people in to one of the three phases of Reconstruction. This will reinforce the chunking of information as it was presented in the notes, as well as help the students and teacher clear up any misconceptions before the material goes to long-term memory. Once appropriate time has elapsed, the teacher will ask for examples of each phase from the students and complete the same graphic organizer on the overhead projector. Again, this will not only reinforce the material but it will also prohibit students from allowing misinformation to be processed to long-term memory. |
Accommodations: | ESL students are allowed to use dictionaries, translating devices and use extra time. Students with an identified and document SLD will be able to use the appropriate accomadations as provided within their IEPS. |
Checking For Understanding: | Discussion of the notes and graphic organizers will serve as a way to assess understanding during those chunks of time. Formal assessment and feedback will come from the grading of the independent practice assignment. Each student will be evaluated on the expectations as previously explained. |
Closure: | Ticket out of here: Each student must turn in a piece of paper with five things they learned/reinforced in today's lesson. The teacher will randomly choose two tickets to discuss before the end of class. |
Evaluation: | Measures of progress will include the ability to complete the graphic organizers with little/no help from the instructor and the quality of responses from the independent practice. |
Teacher Reflections: |
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