Students will be using this information during each lesson
PRE-ASSESSMENT
Students need to be familiarized with the Civil War that led to this period. The pre-assessment will be a fill in the blank, non graded worksheet students will be asked to work on. It will test students by interest and readiness so the teacher will know how to form instruction as well as how to categorize students by interest. This can be found here.
*INSTRUCTIONAL STRATEGIES THAT WILL BE DONE THE FIRST THREE DAYS*
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.
Students will be informed that these groups will be who they will be representing for the next four days according to the three different amendments as well as which region they will be learning about each day.
Students will be responsible for showing the effects Reconstruction had on the group they are representing. Specifically, students will explain how the 13th, 14th, and 15th amendments affected the lives of the group they are representing. Finally, they will explain how this group was affected depending on which region they lived in (North or South). This will be then displayed to a presentation to the classroom on the fourth day. At the end of the week, the students will be going on a field trip to the Senate to learn about the concept of amendments in more detail and how American lives are affected by them today in comparison to how they were compared to them in the past (time, continuity, and change)
In order to help students understand this more effectively, each group will have a group proposal (found here) to help guide them with the presentation and a rubric (found here) so that they are offered with ample amount of guidance.
Each student will also be given a summarize graphic organizer (found here) where they will write a summary about their topic using multiple research methods of their choice as well as writing down important facts to help guide them for their presentation.
5. In order to ensure more student choice, each student in the group will be given the opportunity to choose what types of resources they will use for their research. In addition, each group will be required to make a poster board, but will have the choice on what additional ways they can present the information.
6. The teacher will explain that other forms of presentation include video, skits, student handouts, props, artifacts, etc. The students will be given a Choice Board (found here) so that they can better understand what different ways they can present their information. This Choice Board will allow students to choose the form they will be presenting, and it includes many of Bloom's taxonomy action verbs so that students are using higher level thinking to create their presentations. The students will have to choose one box from each row for their presentations. This is so that all multiple intelligences are addressed, and integration of other content areas, specifically the arts, is present. The Choice Board gives students the opportunity to be creative and teach to their peers in a way that will be interesting to everyone involved.
7. The teacher will then display student groups on the board, as well as who they are representing, and ask each group to get together.
8. Because the groups will be made of mixed readiness and learning profile, the teacher will provide many different choices for student research.
9. Each group will be given these resources to help guide them in their research:
· Their student textbook
· Specific youtube videos on their topic
· People of the Reconstruction : This website has specific details about each group, and their reactions to the period of Reconstruction
· multiple books
· The constitution itself
· PBS video documentaries
· Newsletters from each specific group
Students need to be familiarized with the Civil War that led to this period. The pre-assessment will be a fill in the blank, non graded worksheet students will be asked to work on. It will test students by interest and readiness so the teacher will know how to form instruction as well as how to categorize students by interest. This can be found here.
*INSTRUCTIONAL STRATEGIES THAT WILL BE DONE THE FIRST THREE DAYS*
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.
Students will be informed that these groups will be who they will be representing for the next four days according to the three different amendments as well as which region they will be learning about each day.
Students will be responsible for showing the effects Reconstruction had on the group they are representing. Specifically, students will explain how the 13th, 14th, and 15th amendments affected the lives of the group they are representing. Finally, they will explain how this group was affected depending on which region they lived in (North or South). This will be then displayed to a presentation to the classroom on the fourth day. At the end of the week, the students will be going on a field trip to the Senate to learn about the concept of amendments in more detail and how American lives are affected by them today in comparison to how they were compared to them in the past (time, continuity, and change)
In order to help students understand this more effectively, each group will have a group proposal (found here) to help guide them with the presentation and a rubric (found here) so that they are offered with ample amount of guidance.
Each student will also be given a summarize graphic organizer (found here) where they will write a summary about their topic using multiple research methods of their choice as well as writing down important facts to help guide them for their presentation.
5. In order to ensure more student choice, each student in the group will be given the opportunity to choose what types of resources they will use for their research. In addition, each group will be required to make a poster board, but will have the choice on what additional ways they can present the information.
6. The teacher will explain that other forms of presentation include video, skits, student handouts, props, artifacts, etc. The students will be given a Choice Board (found here) so that they can better understand what different ways they can present their information. This Choice Board will allow students to choose the form they will be presenting, and it includes many of Bloom's taxonomy action verbs so that students are using higher level thinking to create their presentations. The students will have to choose one box from each row for their presentations. This is so that all multiple intelligences are addressed, and integration of other content areas, specifically the arts, is present. The Choice Board gives students the opportunity to be creative and teach to their peers in a way that will be interesting to everyone involved.
7. The teacher will then display student groups on the board, as well as who they are representing, and ask each group to get together.
8. Because the groups will be made of mixed readiness and learning profile, the teacher will provide many different choices for student research.
9. Each group will be given these resources to help guide them in their research:
· Their student textbook
· Specific youtube videos on their topic
· People of the Reconstruction : This website has specific details about each group, and their reactions to the period of Reconstruction
· multiple books
· The constitution itself
· PBS video documentaries
· Newsletters from each specific group