K. Cornelius:

90 Minute Block Schedule

Subject: United States History Grade Level: 8

Unit: Reconstruction & SegregationDay: 4/7Standard: 8.11

Standards and Benchmarks:

Stnd: 8.11: Students analyze the character and the lasting consequences if Reconstruction…Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction.

Lesson Objectives:

What will the students be able to do as a result of this lesson?
Students will be able to describe and explain Reconstruction.
Students will be able to describe and explain the important role the 13th, 14th, and 15th amendments played in Reconstruction.
Students will be able to write a 5 paragraph essay explaining the role the 13th, 14th, and 15th amendments played in Reconstruction and determining if more should have been done.
Assessment:
Students will view slides depicting phases of Reconstruction and explain the importance of each slide.
Students will write a 5 paragraph essay explaining the role the 13th, 14th, and 15th amendments played in Reconstruction and determining if more should have been done.

Anticipatory Set:

Review of previous material:
Warm-up: Students will answer questions about what Reconstruction is. The, students will be asked to explain how African Americans got the write to vote, what happened to slavery, and they will be asked to predict what life will be like for African Americans during and after Reconstruction.

Agenda:

Warm-up: Questions on Power Point

Pictures of Reconstruction & Handout

5 paragraph essay on the 13th, 14th, and 15th amendments

Closure: What are the lasting impacts of the 13th, 14th, and 15th amendments?

Timeframe

85 minutes / Activities / Materials Needed:
Warm-up: 10
Lecture:
45
Closure: 10 / Input:
After the warm-up we will begin the power point. Students will fill in their handouts based on the information discussed about each slide/picture.
After the and slide show, students and I will spend more time discussing the importance of Reconstruction and it’s lasting influences (i.e. segregation).
Teacher will pass out Amendment essay directions. Students and teacher will read directions together, and students will begin writing essay in class.
Students will write the answer to a few questions as a ticket out the door. / Power Point Warm-Ups
LCD Projector and PP Lecture
Copies of Amendment Essay
Model:
Students will be shown examples of A, B, and C essays. We will discuss the grade for each. They will also be shown the rubric. / Magazine Examples
Check for understanding:
During the lecture students are expected to complete their handouts for the power point and ask critical thinking questions through lesson. Teacher will also be asking students critical thinking questions as well. Teacher can gage where students level of understanding based on questions and discussions.
Guided Practice:
Students will begin their essays in class and complete the final draft to be turned in 2 days later.
Closure: (students answer questions each day based on the days learning and turn in that day so I can check their understanding)
  1. What was Reconstruction?
  2. What were the lasting effects of Reconstruction?
  3. What role did the 13th, 14th, and 15th amendments play in Reconstruction.

Independent Practice/HW:
Finish Essay…turn in 2 days from now.

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