Objectives

By the end of this lesson, SWBAT:

(1) Compare and contrast the Reconstruction agendas of the Presidents and Congress. 

(2) Discuss the reasons and/or methods for interpreting and amending the US Constitution.  

(3) Sucessfully complete a take home quiz 

Standards

[Applicable DCPS content and skills standards as well as Common Core standards should be listed by number and include the actual text of the standard.]

Common Core Standards 

RH.11-12.2 Determine the central ideas or information from primary or secondary source documents; provide accurate summary.

RH.11-12.4 Determine the meaning of words and phrases in a text as they are used in the text.

WHST .11-12.5a Develop and strengthen writing as needed by planning.

Common Core Reading Literacy

RH. 11-12.1; RH. 11-12.2; RH. 11-12.4; RH. 11-12.10 Cite evidence, summarize, vocabulary, and complex texts.

Common Core Writing for Literacy

WHST 11-12.8A; WHST 11-12.8c; WHST11-12.5a Use digital resources, determine the value of a source, brainstorming, outlining.

DC Social Studies Standards 

11.1.9: Explain the effects of the Civil War and Reconstruction and of the Industrial Revolution, including demographic shifts and the emergence in the late 19th century of the United States as a world power. (G, P, E) 

12.3.2 Explain the process through which the Constitution can be amended. 

Resources

[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

(1) The Reconstruction: Primary Source Documents.  Obtained from: http://www.loc.gov/rr/program/bib/ourdocs/CivilWarRecon.html. 

     (a) Abraham Lincoln Second Inaugural Address (1865)

(2) Library of Congress. "Abraham Lincoln Papers". 

     (a) Lincoln: Proclamation of Amnesty and Reconstruction 

     (b) Letter from  Salmon P. Chase to Abraham Lincoln

Lincoln sources obtained from:  http://www.loc.gov/teachers/classroommaterials/connections/abraham-lincoln-papers/history8.html

(2a) The Military Reconstruction Act

Source:  https://www.tsl.state.tx.us/ref/abouttx/secession/reconstruction.html

(3) Video Clips: The Constitution

(a) "The Future of the Constitution, Part I: Interpreting the Constitution." Source:http://www.pbs.org/search/?q=interpreting%20the%20constitution;

(b) "Is There Truth in Interpretation?" Soruce: http://www.youtube.com/watch?v=742JyiqLhuk&list=PLF6C5ABE020EE90E7

Warm Up

[The warm-up refers to how you are going to introduce your lesson to the students you are teaching. While you can include administrative tasks here, you should primarily think about how you can prompt your students to begin thinking about the content and skills you will be teaching them. This can range from telling them your instructional objectives to asking them to respond to a question which engages their prior knowledge and experience with a major concept you will be teaching. Warm-ups can vary quite a bit from day to day, but should reflect the instructional objectives of the daily lesson plan and the curricular unit.]

Question:  Discuss at least two purposes for the Freedman's Bureau. 

New Material

[In this section, descriptively list the substantive material you will be using, how you will introduce it to students pedagogically, and what you want students to come away with. Any new content and skills material as well as distinct methods of inquiry that have not been introduced in earlier lessons within the curricular unit should be included here. Inquiry methods are the primary means through which research is conducted; these tend to vary by discipline. They relate to the types of questions, activities and sources that are used with specific content. Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For example, literary critics may perform critical textual analysis, historians may conduct document analysis and triangulate evidence; political scientists may analyze public opinion polls. Inquiry methods can also be cross-disciplinary.]

Students will be required to read a variety of primary source documents  pertaining to Lincoln.  For example, students will examine the document pertaining to his amnestry program. 

In addition, students will read a variety of other primary source materials and engage in a document sourcing analysis.  

Further, students will participate in lecture-discussion segments (guided notes) on the Presidential/Congressional Reconstruction. .

Finally, students will view video clips and answer guided questions pertaining to constitutional interpretation. 

Practice

[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]

(1) Warm-Up (5 Minutes)

(2) Guided Notes: Presidential/Congressional Reconstructions (30 Minutes)

     (a) Lincoln

     (b) Johnson

     (c) Grant

     (d) Radical and Moderate Republicans 

(3) Select Primary/Secondary Documents: The Reconstruction (DBQs) (30 Minutes) (Group Reading)

     (a) Second Inaugural Address (1865)*

     (b)  Proclamation of Amnesty and Reconstruction (1865)*

     (c) Military Reconstruction Act (1867)* 

           * Sourcing Exercise on these primary source documents 

(4) Introduction to Constitutional Interpretation (Video Clips) (20 Minutes)

 (a) The Future of the Constitution, Part I: Interpreting the Constitution.  Source:http://www.pbs.org/search/?q=interpreting%20the%20constitution;

(b) Is There Truth in Interpretation? Soruce: http://www.youtube.com/watch?v=742JyiqLhuk&list=PLF6C5ABE020EE90E7

(5) Summary, Closure and Exit Ticket (5 Minutes)

Assessment

[This section illustrates how you will know that your students have learned what you taught them. This usually means that you will have students use the knowledge, skills, and dispositions they have learned in some way. The assessment should directly reflect the instructional objectives and be buttressed by the new material and practice engaged over the course of the lesson. It can be helpful to figure out how you are going to assess student learning after you develop the instructional objectives but before you develop the teaching methods you will use. Assessment includes formative “checks for understanding” throughout the lesson and summative, end of lesson evaluations.]

(1) Lesson Activator

(2) DBQs/Document Sourcing Exercise

(3) Completion of  Guided Notes Outline

(4) Completion of Guided Video Questions 

(5) Exit Ticket 

(6) Homework Assessment Assignment

    (a) Students will be given a take home quiz assignment (20 points) 

Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]

After the teacher provides a summary of lesson activites and probes further for understanding of the lesson materials, students will be asked to complete a learning log and reflect on what they have learned in this lesson.