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LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:_____Chris Glatfelter______________Date:____12/11/2014______________________
Unit Essential Questions:__ How will the southern states come back in to the Union? What
will the rights of former slave be? How will the Southern economy be transformed?______
Lesson Topic:___Reconstruction_______________Class:____U.S. History_________________
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
This lesson plays a part in the enculturation of our society. Through this lesson students will
gain an understanding of the unintended challenges that can come with significant political
shifts.
STANDARDS (www.cde.state.co)
Content:
S.S 1.1 The historical method
of inquiry to ask questions,
evaluate primary and
secondary sources, critically
analyze and interpret data,
and develop interpretations
defended by evidence from a
variety of primary and
secondary sources.

Literacy and Numeracy:


Access and use Primary
sources to explain questions
being researched.

Democracy and
21st Century Skills:
Apply logical reasoning and
analytical skills.

Literacy and Numeracy:


Students will engage in deep
reading of primary sources
while pulling important
information and details from
the text

Democracy and
21st Century Skills:
Students will be able to
discuss that challenges that
arise in our nation following
the emancipation

OBJECTIVES
Content:
SWBAT discuss the unit
questions by reading and
critiquing primary sources

proclamation by applying
logical reasoning and
analytical skills to primary
sources.
ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
-Individual: Each student will
be responsible for completing
the template for four
different primary source
documents.

Literacy and Numeracy:


Read and pull information
from primary sources to fill
out the Reconstruction
template

Democracy and
21st Century Skills:
Engage in a discussion that is
thought provoking and
addresses the challenging
issues surrounding the
reconstruction era.

Literacy and Numeracy

Democracy and
21st Century Skills

-Class: engage in a discussion


and try to answer the major
unit questions.
KEY VOCABULARY
Content
Reconstruction
Emancipation Proclamation
Share Cropping
Black Codes

HIGHER ORDER QUESTIONS for this lesson


Content
How does federalism play a
factor in the reconstruction
era?
Does the subjugation of
African Americans continue
even after emancipation?
How does racism become
legislated?

Literacy and Numeracy

Democracy and
21st Century Skills
Where do we come across
similar problems in the
contemporary setting?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance


N/A

Time

Pre-Assessment
N/A

Time

Building Background
Rypma lecture will set the stage.

Time

Activity Name Should be creative title for you and the students to associate
with activity.
The Primary Source of Share Cropping: Students will be arranged into groups and
work through stations. Each station will have a different primary source
document that students will discuss. Each student will fill out their template while
preparing for a class discussion.

Time

Instructional Input Includes: Model the process, ask for participation in filling out
the first one.
Models of Teaching:
Cooperative learning: Students will arrange into groups, display positive inter
dependence as they complete their own forms. Groups will discuss the
documents and provide insight to the primary source documents.
SIOP Techniques: I do, We do, You do.: I will model the process of filling one of
these out with the class/on the board

Time

Accommodations, Modifications, and Student Adjustments


The activity is not rigidly structured and is fairly open to what the students can
submit. The stations will be limited on time but cooperation is the name of the
game.

Time

Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?
Content:
The submitted templates will be reviewed for understanding of the content. Class
discussion will also help to enhance understanding.
Literacy and Numeracy:
Clear writing skills and critique of the documents.
Democracy and 21st Century Skills:
Discussion and participation in the social injustices of the reconstruction era.

Time

Closure
This lesson will end with a farewell to the class. I know it isnt the most
educationally sound policy, but I will miss them greatly and I want to express how
much I have enjoyed their time, patience and friendship.

Time

Next Step
Go on break, eat ham

Post-Lesson Reflection ( For the Teacher)


1. To what extent were all objectives achieved?
2. What changes would you make if you teach the lesson again?

3. What do you envision for the next lesson?


4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?