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Reconstruction

Name: Elmo Chae Class/Subject: 7th Grade Social Studies - Civil War Reconstruction Date: Student Objectives/Student Outcomes: For students to examine the effects of the Civil War on the U.S. and discover the pathways created towards Reconstruction Students to recognize and put into categories different objectives that helped meet the goals of Reconstruction

Content Standards:
CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. How? This will be accomplished through our presentation and shared reading of the Freedmans Bill on how the initiatives of the Ten Percent Plan, Wade-Davis Bill, and Freedmans Bureau helped reconstruct the country. They will take the information from these and put them on the assessment worksheet. CCSS.ELA-Literacy.RH.6-8.3: Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). How? This will be accomplished through the students noticing the steps that needed to be taken by the country after the civil war and why. The warm-up activity and our introduction to class will accomplish this. CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. How? Our video clip at the end on the assassination of Lincoln, and our worksheet will help the students visualize how events are connected and their effects on history.

Materials/Resources/Technology: - The students should have a pencil and paper - The students should be handed out the assessment worksheet during lecture - Reconstruction After the Civil War Prezi - Freedmans Bureau Bill (Sections 1, 2, and 4): http://www.sewanee.edu/Faculty/Willis/Civil_War/documents/Freedmen'sBureau.html - Lincoln Being Assassinated Video Here: http://www.history.com/topics/abraham-lincoln-assassination/videos#driving-force-behindlincolns-assassination

Teachers Goals: For students to successfully read and analyze a primary source. For the students to draw connections from the costs of the Civil War and its immediate impact on the U.S. To examine the various methods enacted by the U.S. government during the period of Reconstruction

Time 5 mins Start of Class: The students will be asked the question: After the Civil War ended, do you think the confederates should have been punished? Why or Why not? How? (fined, jail time, something else?) on the Promethean board. The students should take this time to write down their answers and be prepared to share their thoughts after the time is up. After the time is up, the students should be asked to share their answers to the discussion question. Using their responses to transition into the lessons main topic Reconstruction After the Civil War.

5 mins

Introduction of Lesson: Using the Prezi presentation Reconstruction After the Civil War we will introduce what the United States actually did after the Civil War in Reconstruction of the Union. There were three main goals of reconstruction: - To Unify the Nation - Rebuild after a costly war -Rejoining the union under federal law ACCOMODATIONS: There will be minimal Prezi slides. Reducing the number of slides will help to reduce the stress Richard may feel if there were a lot of slides. There are really only four slides, so the short length of the presentation should help maintain Richards attention. Also, since there only four slides, it allows the teacher to spend more time on the information covered in each slide. Even though some slides may have a couple points, the teacher can spend more time covering the information so that Richard will not feel overwhelmed. Also,

since well be going through the presentation together as a class, there is no real risk involved for Richard. Furthermore, Richards on grade level at verbal comprehension and is able to answer comprehension questions at between 85100% accuracy. The method by which I am delivering the information is verbally, which is one of Richards strengths. There will also be the use of graphics on the presentation and a short video clip at the end, which should help provide interest for Richard. Also, since it is a Prezi, it is probably something he has not seen before or is not used to, so the way the presentation flows will also help keep Richard interested.

15 mins

Lesson Instruction: The students will receive a worksheet, in the form of a grid, that they can fill out as we go through the Prezi presentation. We will introduce three methods that were initially used to pursue the goals of reconstruction: -The Ten Percent Plan -The Wade-Davis Bill -The Freedmans Bureau Well go through the Ten Percent Plan and the Wade-Davis Bill briefly, and then hand out portions of the Freedmans Bureau Bill for us to read together. ACCOMODATIONS: The worksheet is a graphic organizer, which should be less intimidating for Richard. Richard will also receive a modified version of it, where the grid will be spread across 2 pages, giving him more space to write. Well go over the directions of the worksheet together as a class and his copy will also have the directions written across the top for him to refer back to whereas the original copy just has the grid. Since the students will receive the worksheet to fill out as we go through the Prezi, there is little risk of Richard embarrassing himself in front of the class if he did not understand something. The reading portions of the Freedmans Bureau Bill have a Flesch-Kincaid reading level of 12.0. This is too high in general for the students as a whole, which we attempt to address by providing shared reading summaries after chunks of the text. Richard will receive a modified version of the text that has a Flesch-Kincaid reading level of 7.0. While the reading level may be a little high for Richard, since we will be reading through the text together as a class, his verbal comprehension skills should help him in understanding the text. There is also modified shared reading summaries provided on his copy as well. The reading of the document will be led by the teacher, so there is no risk of Richard feeling embarrassed about reading in front of the class or anything like that. We also start off the class asking the students how they thought the U.S. should move forward after the Civil War. Hopefully, this pre-reading technique would help tap Richards prior knowledge of

the Civil War and get him thinking about what the U.S. should do with the freed slaves and those affected by the Civil War. 10 mins Assessments/Checks for Understanding: Well have the worksheet up on the Promethean board so that we can go through and check to make sure they all follow what was going on and understand the portions of the Freedmans Bureau Bill. ACCOMODATIONS: The worksheet will also double as the assessment for the lesson. Since well be going through the graphic organizer together as a class and the worksheet will be projected in the front of the classroom, there are no additional accommodations for Richard. However, since Richard responds best when verbally asked questions, part of his grade on the worksheet will factor in his verbal responses in class. His verbal responses in class will help supplement the worksheet that he hands in, so the lack of a polished written worksheet will not be held against him.

5 mins

Closure/Wrap-Up/Review: Well review the main goals of Reconstruction and the methods that they tried to reach these goals. Then we will introduce the assassination of President Lincoln with a short video clip.

Self-Assessment: