Lesson ONE of Unit
Procedure
(75 minutes)
Introduction
(20 minutes)
Engage – Whole Group Instruction:
Student will watch the youtube video on the homepage of this website as an introduction to the unit. The teacher will then thoroughly explain the unit project that will be done over the course of the week. The information for this project is found under the Introduction tab: "People of the Reconstruction".
Students will be handed out a graphic organizer (found here) that they will be filling out over the course of the next three days. They will be told to listen to the PowerPoint presentation and fill out their graphic organizer accordingly.
Teacher will show PowerPoint slides 1-9 (PowerPoint found here)
To ensure that all students are correctly filling out the graphic organizer, the teacher will first model for the students the correct fill-in-the blank answers for the 13th amendment box, as well as add additional notes to show students that the should be doing the same thing.
Students will be then asked to Think-Pair-Share with a student next to them to discuss their answers.
To ensure that all students understand what they are filling out in their graphic organizers, students will then be asked to use them to fill out an exit ticket that must be completed before working on their presentations. The students need to show the teacher the completed exit ticket, which the teacher will mark with a check before the student can proceed. By doing this, the teacher can see who may still need help. Those students who get more than two of the five questions wrong will be asked to wait in a group as the teacher additionally instructs them on the lessons.
This is the exit ticket:
1. What is the meaning of Reconstruction?
2. How were people affected by Reconstruction?
3. What did the 13th Amendment do?
4. How were people in that time affected by the 13th Amendment?
5. How do laws in government affect our lives?
Instructional Strategies
(15 minutes)
1. Teacher will have six groups of students made according to their answers on the pre-assessment sheet. There will be five groups of four students and one group of five. The groups will be made based on student rankings, and will be the following: Lincolnites, Radicals, The White League, Johnsonians, Yankees, and Freedmen.
2. Students will be informed that these groups will be who they will be representing for the next three days according to the three different amendments they will be learning each day. The teacher will then put a list on the board of the students, and which group they are representing.
Summary
(40 minutes)
The teacher will show a presentation from a group of students the previous year so that students can be modeled what their expectations are. The teacher will point out strengths and weaknesses of the presentation, and ask students if they have any further questions before starting their research.
Students will be asked to work on their presentations in their groups as the teacher will play classical background music. After about 30 minutes, students will be asked to clean up while the teacher asks if there are any questions. Teacher will have a “comments” drop box for students to write any questions or comments down that they wish not to share in front of the class that she can look at to further assist her with instructions.
Extension Activity
Students will be asked to think about how life would be different without the 13th Amendment. They will be asked to write a song, poem, or journal entry about what life would be like right now if the 13th Amendment did not exist, and slavery was still legal.
(75 minutes)
Introduction
(20 minutes)
Engage – Whole Group Instruction:
Student will watch the youtube video on the homepage of this website as an introduction to the unit. The teacher will then thoroughly explain the unit project that will be done over the course of the week. The information for this project is found under the Introduction tab: "People of the Reconstruction".
Students will be handed out a graphic organizer (found here) that they will be filling out over the course of the next three days. They will be told to listen to the PowerPoint presentation and fill out their graphic organizer accordingly.
Teacher will show PowerPoint slides 1-9 (PowerPoint found here)
To ensure that all students are correctly filling out the graphic organizer, the teacher will first model for the students the correct fill-in-the blank answers for the 13th amendment box, as well as add additional notes to show students that the should be doing the same thing.
Students will be then asked to Think-Pair-Share with a student next to them to discuss their answers.
To ensure that all students understand what they are filling out in their graphic organizers, students will then be asked to use them to fill out an exit ticket that must be completed before working on their presentations. The students need to show the teacher the completed exit ticket, which the teacher will mark with a check before the student can proceed. By doing this, the teacher can see who may still need help. Those students who get more than two of the five questions wrong will be asked to wait in a group as the teacher additionally instructs them on the lessons.
This is the exit ticket:
1. What is the meaning of Reconstruction?
2. How were people affected by Reconstruction?
3. What did the 13th Amendment do?
4. How were people in that time affected by the 13th Amendment?
5. How do laws in government affect our lives?
Instructional Strategies
(15 minutes)
1. Teacher will have six groups of students made according to their answers on the pre-assessment sheet. There will be five groups of four students and one group of five. The groups will be made based on student rankings, and will be the following: Lincolnites, Radicals, The White League, Johnsonians, Yankees, and Freedmen.
2. Students will be informed that these groups will be who they will be representing for the next three days according to the three different amendments they will be learning each day. The teacher will then put a list on the board of the students, and which group they are representing.
Summary
(40 minutes)
The teacher will show a presentation from a group of students the previous year so that students can be modeled what their expectations are. The teacher will point out strengths and weaknesses of the presentation, and ask students if they have any further questions before starting their research.
Students will be asked to work on their presentations in their groups as the teacher will play classical background music. After about 30 minutes, students will be asked to clean up while the teacher asks if there are any questions. Teacher will have a “comments” drop box for students to write any questions or comments down that they wish not to share in front of the class that she can look at to further assist her with instructions.
Extension Activity
Students will be asked to think about how life would be different without the 13th Amendment. They will be asked to write a song, poem, or journal entry about what life would be like right now if the 13th Amendment did not exist, and slavery was still legal.