Objectives

[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]

By the end of this lesson, SWBAT: 

(1) Discuss the basis for constitutional  interpretation (continuation);

(2) Analyze the difference between a constitutional amendment and a legislative act (i.e., the Enforcement Acts);

(3) Analyze a geographical map and answer questions pertaining the Reconstruction;

(4) Discuss the economic conditions confronting segments of the African American population after the Civil War. 

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.]

DC Social Studies Standards 

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

12.4.4. Explain the controversies that have resulted over changing interpretations of civil rights before Plessy v. Ferguson (tailored for this lesson)

Common Core Standards

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

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.

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) Video Clip(s) on the Reconstruction: Obtained from: http;//www.PBS.org.

     (a) Slavery By Another Name, "The Rise and Fall: Reconstruction" 

(2)  "Interactive Maps on the Reconstruction". Obtained from: http://civclients.com/nehint/recon/

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: What were the main components of Lincoln's Reconstruction Amnesty Program? (List/discuss at least two or three requirements) 

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.]

In addition to the guided notes format, for this lesson, students will be required to access the on-line maps concerning the Reconstruction and answer guided questions.  This exercise will contribute new knowledge to the subject and increase the comprehension of the content (especially for visual learners).

Finally, students will view a short series of video clips on the various manifestation of "new slavery", conflict labor.  Also, the instructor may add comments on debt peonage (if not discussed in the video clips). 

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) Extended Warm-up: "Interactive Maps on the Reconstruction". Obtained from: http://civclients.com/nehint/recon/     (20 Minutes)

(2) Guided Notes: The Constitution (short review) and Approaches to Constitutional Interpretation (20 Minutes)

(3)  Video Clip: Slavery by Another Name (15 minutes)

(4) Group Reading Assignment, Fun Activity or Gallery Walk: The Enforcement Acts (10 Minutes)

(4) Guided Notes: the Enforcement Acts (Civil Rights Acts) (20 Minutes)

(5) Closing/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) Analysis of the "Interactive Maps on the Reconstruction". Completion of an answer sheet. 

(2) Completion of guided notes outlines.  

(3)  Completion of a question guide on the video clip, Slavery by Another Name 

(4) Exit Ticket 

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.