Model Lesson 5: Reconstruction. Standard 8.11 Students analyze the character and lasting consequences of Reconstruction.

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Presentation transcript:

Model Lesson 5: Reconstruction

Standard 8.11 Students analyze the character and lasting consequences of Reconstruction

Divide up the columns of the lesson overview (1 column per person or 1 section per person). Take a minute to review your section/column. Share out with your team. Divide up the columns of the lesson overview (1 column per person or 1 section per person). Take a minute to review your section/column. Share out with your team.

Standard 8.11 Students analyze the character and lasting consequences of Reconstruction.

Substandards Addressed 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 Trace the rise of the Ku Klux Klan and describe the Klan’s effects Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.

Goals of the Lesson Students will analyze primary and secondary sources related to Reconstruction. Students will understand the complexities associated with Reconstruction. Students will write full length essay that incorporates analysis of documents, responding to the prompt: Was Reconstruction more of a success or failure for freedmen?

Overview of the Lesson Day 1: Hook Background Reading Introduce Document Analysis Tool Day 2: Modeling Document Analysis Day 3: Reviewing Documents, Mini-Debate Day 4: Student Writing

Day One: Hook What does it mean to be free? How do you know? Make a list individually. Then share with a partner. Whole class share out and creation of a class list.

Day One: Hook Use Student Handout 1 to focus student thinking.

Day One: Hook

Student Handout 2: Background Reading Read Student Handout 2. Define Reconstruction. Analyze the timeline. What title would you give this timeline? What item (on the timeline) will impact freedman the most? How could you categorize items on the timeline? Which item is most significant to the history of Reconstruction?

Student Handout 3 Student Handout 3 will be used to analyze documents. Model document analysis using Document 5. Student Handout 3 will be used to analyze documents. Model document analysis using Document 5.

Positive or negative for freedmen? Evidence to support? Additional notes. Positive or negative for freedmen? Evidence to support? Additional notes.

Day Two: Document Analysis

Analyze Document 8. Compare Document 8 to Document 5. Note the point of view of each. Analyze Document 8. Compare Document 8 to Document 5. Note the point of view of each.

Document Analysis In groups of 3 – 4, students analyze the remaining Documents and record their findings on Student Handout 3

Day Three: Reviewing Documents

Checking for Understanding Call on Students to share their findings. Notes on the Documents have been provided in the Teacher Guide.

Day Three: Mini-Debate Based on the documents you have analyzed, was Reconstruction more of a success or a failure for freedmen? Take a moment and formulate your response.

Day Three: Writing Prompt Review the writing prompt with students. Be certain to focus attention on the prompt and specific tasks. Also call attention to the suggested vocabulary to be included in student essays.

Day Three: Pre-Writing

Day Four: Writing and Reflection

Day Four Provide students ample time to complete their writing. Assigning students to complete the essay at home is also an option.

Day Four Upon completion of the writing task, have students reflect on their writing and learning.