Schooling Differences after the Civil War

Lesson plan developed by

Jolyn Davis

Heather Kurtz

Theme: Schooling Differences after the Civil War

Grade: 1, 2, 3 (as the teacher you will know your classes potential)

Standards:

1st grade Social Studies standards:

Standard 5.0 History

~Topic

  1. Individuals and societies change over time

~Indicator

1. Examine differences between past and present time

~Objectives

  1. Use terms related to order events sequentially that have occurred in the school
  2. Classify events as belonging to past or present

~Indicator

  1. Compare people and objects of today and long ago

~Objectives

  1. Construct meaning from informational text and text features about the past
  2. Collect and examine photographs of the past and compare with current photographs of similar images, such as old photographs of the school and community

2nd grade Social Studies standards:

Standard 5.0 History

~Topic

  1. Individuals and Societies change over time

~Indicator

  1. Describe people, places and artifacts of today and long ago

~Objectives

  1. Gather and interpret information about the past from informational sources and biographies
  2. Collect and examine photographs of the past and compare with similar, current images

3rd grade Social Studies standards:

Standard 5.0 History

~Topic

  1. Individuals and societies change over time

~Indicator

2. Investigate how people lived in the past using a variety of primary and secondary sources

~Objectives

  1. collect and examine information about people, places, or events of the past using pictures, photographs, maps, audio or visual tapes, and or document

Objectives/Goals: The students will reinforce what they learned about schooling differences between black and white children after the Civil War, by comparing and contrasting them with school today.

Materials:

  • 12 hula hoops ( for 4 triple-circle Venn Diagrams)
  • Labels or each Venn diagram circle: Black Children after the Civil War, White Children after the Civil War, Children Today.
  • Phrases on sentence strips that describe schooling situations that apply to children in school after the Civil War and to children today. Below are some phrase ideas
  • Lots of books
  • Small amount of books
  • One room schoolhouse
  • Certified teachers (another word may work better for students to understand)
  • Blacks and whites in separate schools
  • Blacks and whites together in same school

Include as many more as needed

AND/OR

Pictures of different schooling situations that the students could use to compare and contrast. Make sure all pictures are printed in black and white so the students do not assume it is from a certain time period

(Here are some links to possible pictures that could be used for this activity)

http://www.libs.uga.edu/media/events/oldsite/bhm/bhm2004/images/avery_whiteschool.jpg

http://www.libs.uga.edu/media/events/oldsite/bhm/bhm2004/images/school.gif

  • 5 Blank sentence strips that will allow the students to come up with their own phrases

Procedure:

Arrange the Venn Diagrams in separate areas of the room. Gather the students in groups of 4 or 5. Explain to the students they will pick up phrases located in a container near their Venn diagram one at a time. Tell the students that in their groups, they are to decide together where the statements should be placed within the Venn diagram. The students will also have a marker available, and blank sentence strips for them to write down their own ideas to add to the Venn diagram. Allow the students about 10 minutes to complete their tasks. After the ten minutes are up, have the students all sit down on the floor next to their completed Venn Diagrams. Then, explain that each group is going to stand up and read their phrases and explain why and where they placed them. Have the groups stand up one at a time to complete this task. Then have all of the students return to their seats.

Summary: When the students return to their seats, pass out a Venn diagram handout. Have the children label the titles for their Venn circles with the same titles as the hula hoop diagrams. Allow them some time to fill in their diagrams with their ideas. Once they are finished, collect these handouts for assessment.