Download Reconstruction 40-Thompson, Christine From Division to

Thompson, Christine
Lesson 3
TAH ISC Yr 2
Social Studies Lesson Plan
Teacher’s Name: Christine Thompson
School: Barbara Goleman Senior High
Employee Number: 160116
Work Location Number: 7751
1. Title: From Division to Reconstruction (The Civil War)
2. United States History ( Grade 11)
3. Overview - Big Ideas:
Enduring Understandings – It is important for students to understand:
1)
Understand sectional conflict over the issue of slavery deeply divided the country
2) Recognize how actions of the President, Congress, and the Supreme Court further polarize
the nation concerning the treatment of enslaved persons.
3) Discuss the effectiveness of the Civil Rights amendments (13th, 14th, and 15th amendments)
public schools, and integration of emancipated slaves in society during Reconstruction
4) Analyze economic programs created after reconstruction
Essential Question: Why did the Union dissolve and what was done to ensure social, political,
and economic reunification after the war?
Lesson Objective:
Students will understand why southern states felt forced to secede from the Union in 1860 and
by 1870 what steps were taken to restore the Nation following the Civil War.
Key Vocabulary:
public works programs, Kansas-Nebraska Act, Compromise of 1850, Missouri Compromise,
Emancipation Proclamation, Confiscation Acts, Dred Scott, secession, thirteenth amendment,
fourteenth amendment, fifteenth amendment, Freedmen’s Bureau,
Thompson, Christine
Lesson 3
TAH ISC Yr 2
NGSSS Standards
SS.912.A.2.1
Review causes and consequences of the Civil War.
SS.912.A.2.2
Assess the influence of significant people or groups on Reconstruction.
SS.912.A.2.3
Describe the issues that divided Republicans during the early Reconstruction era.
SS.912.A.2.4
Distinguish the freedoms guaranteed to African Americans and other groups with
the13th, 14th, and 15th Amendments to the Constitution.
SS.912.A.2.5
Assess how Jim Crow Laws influenced life for African Americans and other racial/ethnic
groups
4. Evidence of Student Understanding (Assessment) in this Lesson:
Students will be able to chronologically thread events that precipitated the Civil War and reason
why the North’s abandonment of the South during Reconstruction was justified given the level
of destruction it left there.
Students will use critical thinking skills and write an essay supporting or defending the idea
Southerners were right to fight against North in order to preserve their way of life.
5. Materials Needed: (Include primary sources you will use in this lesson)

Slavery Divides A Nation (powerpoint)

Reconstruction and Race Timeline (handout)

The Emancipation Proclamation By Abraham Lincoln (primary source)

Slavery Through the Eyes of Dred Scott (handout)

On the Irrepressible Conflict by William Seward (primary source)

SPEc and ARTIST Organizer
Thompson, Christine
Lesson 3
TAH ISC Yr 2
6. Steps to Deliver the Lesson:
1) Define Key Terms
2) Show and discuss powerpoint Slavery Divides a Nation
3) Present and elicit comments from students on the political and cultural underpinnings of
slavery in William Seward’s “On the Irrepressible Conflict”
4) Present handouts on Dred Scott, The Emancipation Proclamation and Reconstruction and
Race and analyze social, economical and political themes in each using graphic organizer
5) Work in groups using ARTIST and SPEc to unlock deeper meaning and scaffold the learning
process
7. Specific Activities: (From Guided to Independent)
1) Teacher will present powerpoint and guide students through ARTIST strategy
(Author,Reason, to whom, Immediate Effect, Subsequent effect, and Time Period) using the
William Seward piece-- guided
2) Students will be placed in groups and use the SPEc strategy to examine political, social, and
economic themes buried within Dred Scott, The Emancipation Proclamation, and The
Reconstruction Timeline. Present findings to class. (independent)
3) Define key terms (independent)
8. Differentiated Instruction Strategies:

Select students will be given copies of powerpoint strategies

Select students be given additional time to complete assignments

Select students provide one on one support as needed

Accept an oral explanation of lesson in lieu of written exam

Group student with more able students
Thompson, Christine
Lesson 3
TAH ISC Yr 2
9. Technology Integration:
(1) Powerpoint presentation to provide overview of events leading up to secession of states
and timeline of events during Reconstruction (1863-1872)
(2) Home Learning: Complete Weblessons assignment on the Reconstruction Period
Lesson Closure:
Students will be able to better understand why Southern states elected to leave the Union
which was to maintain their very profitable and sustainable way of life. Consequently, even though
the South were given warnings to return to the Union to avoid war, its devastation by the North was
unspeakable. Though the North made an attempt to begin social programs to assist reunify the
country, it soon abandoned its lofty goals order for political reasons and left the South to its own
devices. Further students can postulate what alternatives were available to avoid such a bloody war
whose effects are still felt today.