Part I: Unit Overview and Instructor Background

Knowledge
a). Unit Title: Reconstruction in Virginia
b). Family/Parent Letter:
Hello Families of the Fourth Grade!
We wanted to write you this letter to inform you of some of the plans
we have for our 4
th
grade Virginia Studies class. We will be beginning a unit
on Reconstruction, specifically covering the VS.8a-c SOLs. This unit will be
taught over the course of 5 days, and through this unit students will learn
about the effects of Reconstruction on life in Virginia, the effects of
segregation and Jim Crow laws, and the changes in Virginias economy
and industry, including the importance of railroads and the development of
cities. Our lessons will be very interactive, so little outside homework will be
assigned. The students will participate in various activities including
creating a timeline of significant events that occurred during
Reconstruction, participating in a mock poll tax activity, and research
perspectives of different groups of people affected during Reconstruction.
Please note that our intention is not to be biased towards any one of these
groups, but rather to enhance student knowledge of different perspectives.
We will specifically be researching groups of whites, African-Americans and
Native Americans by providing students resources to use for research. To
enhance your childs learning, please engage with them in the material they
are learning during this unit by asking questions about the activities in
which they participate in class and what they have learned because of
them. Ask them about their feelings towards certain issues, such as
segregation, and share with them any experience or feelings you have
about certain issues. Our goal for this unit is to help children gain a sense
of empathy for different groups of people, and to recognize when someone
is being treated unfairly and be motivated to help them. With your help, we
can accomplish this! Feel free to contact me with any questions or
concerns you may have.
Thank you!
c). Social Studies Content:
Content Knowledge for SS Unit
The Reconstruction time period, 1865 to 1877, is defined as the
period after the Civil War where northern political leaders created
governance plans for the South and developed a plan for them to rejoin the
Union, which created great Southern resentment towards the North (The
era of reconstruction (1856-1877) for a.p. u.s. history, 2012). This
resentment created during the Reconstruction could arguably still exist
today (The era of reconstruction (1856-1877) for a.p. u.s. history, 2012).
After the Civil War, there were many things to be considered when trying
to rebuild the nation. Abraham Lincoln had been creating a plan for
reconstruction at least two years before the end of the war, but Lincolns
assassination right at the end of the Civil War compounded many of the
issues Lincoln had been planning to address in his plan (The era of
reconstruction (1856-1877) for a.p. u.s. history, 2012). Lincoln had been
drafting the Ten Percent Plan, which stated that citizens in the Confederate
states could sign allegiances to the Union again (The era of reconstruction
(1856-1877) for a.p. u.s. history, 2012). Once there were ten percent of the
citizens in the state who had registered, the state would be allowed to form
its own state government(The era of reconstruction (1856-1877) for a.p.
u.s. history, 2012). However, many of the Republicans who were in
Congress were out to punish the South as severely as they could, and
once Lincoln was assassinated, they had the opportunity to punish them
with vengeance (The era of reconstruction (1856-1877) for a.p. u.s.
history, 2012). The Northern Republicans wanted to take on the Black
Codes that many southern states were creating to prevent blacks from
holding certain jobs, interracial marriages, certain movement throughout
the South, and many other regulations.
Congress believed that it was their responsibility to create the
Reconstruction policy and not Lincolns. One act that Lincoln pocket-
vetoed, meaning he took no action on it, was the Wade-Davis Act (The era
of reconstruction (1856-1877) for a.p. u.s. history, 2012). This act required
that the Confederate states take an ironclad oath stating that they were
and always were loyal to the Union, and it would be impossible for any
Confederate state to re-enter without a large number of black voters (The
era of reconstruction (1856-1877) for a.p. u.s. history, 2012). When
President Johnson took over, he also believed in the same lenient policy
that Lincoln tried to create, which also created tension between Johnson
and Congress. Congress was infuriated because many Confederate
officials and leaders were being elected to local and congressional
positions, and the right to vote for freed slaves and black men was not
being discussed at all (The era of reconstruction (1856-1877) for a.p. u.s.
history, 2012). Congress created the Freedmens Bureau to help blacks
get adjusted by getting food, shelter, education, and employment until they
could get on their feet. When it was time to renew the bill for the
Freedmens Bureau and the creation of the Civil Rights Act of 1866,
President Johnson vetoed both. This angered Congress, and they overrode
his decision. The Civil Rights Act of 1866 granted all free men the benefits
of federal citizenship and that the federal courts would uphold these rights
(The era of reconstruction (1856-1877) for a.p. u.s. history, 2012). The
Thirteenth Amendment was also passed and ratified in December of 1865,
which outlawed slavery and involuntary servitude (The era of
reconstruction (1856-1877) for a.p. u.s. history, 2012). The Fourteenth
Amendment was also passed, which gave all freemen the right to vote,
including all black men. If a state failed to comply with this amendment,
they would have less representation in Congress (The era of
reconstruction (1856-1877) for a.p. u.s. history, 2012). With the election of
Ulysses S. Grant to office, the last of the major bills were passed. The
Fifteenth Amendment was passed in March of 1870, which stated that no
American can be denied the right to vote on the account of race, color, or
previous condition of servitude (The era of reconstruction (1856-1877) for
a.p. u.s. history, 2012). The official end to the Reconstruction period in the
South is considered the Compromise of 1877, which saw the election of
Rutherford B. Hayes for president.
The period of reconstruction saw a lot of southern resentment and
resistance. Many southern states created policies and codes to defy the
new laws and regulations that were created by Congress. One of the most
notable and degrading groups that developed during this period in the
South was the Ku Klux Klan, known as the KKK (The era of reconstruction
(1856-1877) for a.p. u.s. history, 2012). It was created in Tennessee, and
it fueled white southern resentment towards blacks and northerners. Their
activities ranged from intimidation to torture and murder (The era of
reconstruction (1856-1877) for a.p. u.s. history, 2012). There were many
laws that were created in an attempt to limit the groups activities, but the
group still exists till this day. The Black Codes were also created by the
southern states to get around the laws that were implemented upon them
by the North. These codes prevented blacks from voting, going to school,
owning land, and getting jobs (Kids History: Civil War Reconstruction,
2013). Jim Crow Laws were also created by southerners to fight the
Reconstruction laws being created and established (Jim crow laws,
2013). Jim Crow Laws were laws that enforced things like separate but
equal and no interracial marriages. If these laws were broken, they could
be punished by law (Jim crow laws, 2013). Some examples of Jim Crow
laws in Virginia were Theaters: Every person...operating...any public hall,
theatre, opera house, motion picture show or any place of public
entertainment or public assemblage which is attended by both white and
colored persons, shall separate the white race and the colored race and
shall set apart and designate...certain seats therein to be occupied by white
persons and a portion thereof , or certain seats therein, to be occupied by
colored persons; and Railroads: The conductors or managers on all such
railroads shall have power, and are hereby required, to assign to each
white or colored passenger his or her respective car, coach or
compartment. If the passenger fails to disclose his race, the conductor and
managers, acting in good faith, shall be the sole judges of his race (Jim
crow laws, 2013). Although separate but equal was upheld by the
Supreme Court in Plessy v. Ferguson, things were not equal.
Virginia, specifically, has a long history of classifying people by race, and
the Reconstruction period was not just an issue between blacks and white,
many Native Americans were ostracized by the laws that southern states
were creating that included colored peoples. Specifically in Virginia,
Walter Pleckler asserted t. hat Native Americans no longer existed
(Pleckler, 1924). After the Civil War, Virginias government began to
enforce racial distinctions, which had not previously affected the Virginian
Indians. However, the creation of the public school system really saw this
issue come to a head. American Indians were not allowed to attend white
schools, so they were forced to black schools or create their own. This left
American Indians to search for racial differences between themselves and
blacks. Many Native Americans across the country were facing the issue of
the biracial categories and were left to force differences between them and
blacks (Pleckler, 1924).
Some of the things that will be difficult to get across to students is
teaching about a topic that can get really controversial quickly. Talking
about racial issues, although necessary, can be very difficult in the
classroom. However, it is essential for students to hear the background
information for why things were the way they were during this time period.
Giving students many different viewpoints and perspectives can help them
understand this question of why much easier. Another thing that is going to
be difficult to get from the teachers knowledge to students knowledge is
the different angles between the South, Virginia, and the North. In this unit,
we are focusing only on Virginias perspective, which is incredibly difficult to
separate from the rest of the country.

d) Big Ideas:

-After a big event, like a war, states are in a state destruction (economic,
physical, emotional distress).

-Changes need to be made to restore order in the state.

-There have been battles against inequality among people in the past, and
they also continue today.

-The events of reconstruction impacted the future of Virginias economy
and the future of race.

e) Key Concepts:

Reconstruction: This is the time period directly following the Civil War
where the North forced the South to conform to the laws and
amendments that were passed as a result of the Civil War. Lincoln
and Johnson were trying to make a slow and lenient policy towards
assimilating the southern states back into the Union. However,
Congress did not feel the same way, and they wanted to severely
punish the South. The backlash the South received from Congress
caused a great deal of resentment and hostility towards Congress.
They tried to override national laws and amendments that were
passed by creating things like Jim Crow laws, Black Codes, and the
creation of the KKK.
o Child friendly definition: The time period directly following the
Civil War when the North passed the 13th, 14th, and 15th
amendments, and the Civil Rights Act of 1866. During this time,
the South developed resentment towards these policies, which
led them to create things like the Black Codes, Jim Crow laws,
and groups like the KKK.
Segregation: The separation of people, usually based on race or
religion.
Discrimination: An unfair difference in the treatment of people, and
during this time, African Americans were put down and not thought as
equals to whites.
Black Codes: These were enacted directly following the Civil War,
and allowed African Americans certain rights that included and were
limited to legalized marriage to other African Americans, ownership of
property, and limited access to the courts. These were eventually
repealed when Congress began passing laws that gave African
Americans certain civil rights.
o Child friendly definition: Black Codes were laws that were
created to give African Americans simple basic rights that
would allow blacks to do things but not be equal to whites. They
were created to give some rights, but they were there to keep
African Americans below the same quality level of whites during
this time period. These were later replaced by the much
harsher Jim Crow laws.
Jim Crow laws: Jim Crow laws were a system of racial segregation
that was operated mostly in the southern states. In the South, Jim
Crow was a way of life and not just laws. This was a system of laws
that were designed to force blacks to conform to a subhuman race as
deemed by the South. All of society, in the South, reflected these
beliefs. There were many etiquette norms that were put in place and
became a way of life. These include blacks not being allowed to
shake hands with whites because it would be seen as equal, blacks
were not allowed to eat together, a black male could not light the
cigarette of a white female, blacks were not allowed to show public
affection towards each other in public, blacks were not allowed titles
of Mr., Miss, Mrs., etc., and overall, blacks were completely separate
from whites.
o Child friendly definition: Jim Crow laws are laws that were
created in the South in an attempt to prevent the North from
giving African Americans rights. They tried to prevent African
Americans from holding positions in the government, owning
property, sitting in certain areas because they are white only,
and voting. This became more of a social etiquette in the
South.
There were many different groups that were affected by the
Reconstruction period. It dehumanized blacks even further. In the
South, laws were created that were designed to make white people
the Chosen people. In the entire process, native Americans were
forced to conform to the biracial system, and they were often
classified as colored.

f). Rationale:

The purpose of this lesson is teach students about Reconstruction in
Virginia following the Civil War. Some of the understandings children will
develop are that Virginia (and many of the other states) faced serious
problems in rebuilding the state after the Civil War, the rights promised to
African Americans were slowly taken away after Reconstruction and would
take them years to get back, and industry and technology created after the
Civil War would contribute to the increase in Virginias economy. Through
this unit, students will have a greater understanding of the effects of
Reconstruction on the state of Virginia. Because it is specifically related to
Virginia, they will be able to connect information to people and places they
may already be familiar with. Through the segregation lesson, students will
develop a greater sense of empathy towards African-Americans and Native
Americans and the issues they faced during this time. Learning about
Native Americans, which is often overlooked in schools because there is so
much emphasis on African American culture, will contribute to students
knowledge of different cultures.

g) Goals:
- Students will begin to understand that Virginia faced serious
problems in trying to rebuild the state after the Civil War, and how
after times of war, it is common for areas to be in a state of turmoil.
- The students will understand that freedoms and rights were given to
African Americans after the Civil War and were then taken away
during reconstruction.
- The students will understand cities, industries, technologies and
railroads grew and assisted the growth of Virginias economy after
the Civil War.
- The students will know Virginias economy was in ruins.
- The students will know that after Reconstruction, Jim Crow laws
were passed that legally established segregation, or separation of the
races.
- The students will know the effect of Jim Crow laws on the lives of
African Americans and American Indians (unfair poll taxes and voting
tests were established to keep African American men from voting).
- The students will know that Virginia began to grow in many ways
after the Civil War and Reconstruction.
- The students will know that Virginias cities grew with people,
businesses, and factories.
- The students will know that railroads were a key to the expansion of
business, agriculture, and industry. They facilitated the growth of
small towns into cities.
- The students will know that tobacco farming and the manufacture of
tobacco products became important Virginia industries.
- The students will notice that the state of Virginia was not ideal after
the Civil War.
- The students will be able to see how the process of Reconstruction
affected Virginias economy and peoples rights.
- The students will be able to develop empathy for people who are
being discriminated against.

h). Unit Objectives:
1) Students will create a timeline of significant events that occurred during
Reconstruction in order to deepen their knowledge of these events and
when they occurred. This timeline will be used as an assessment of
students knows.
2) Students will be able to identify the effects of Reconstruction on Virginia
and decide whether or not it was a successful attempt at rebuilding the
nation. They will be able to cite examples such as African-Americans
needing housing, education, clothing, food and jobs and that Virginias
economy suffered.
3) Students will reflect on how it felt not to be able to participate or see
other people not be able to participate in the classroom vote. They will
describe how it might have felt to have to pay a poll tax or not be able to
vote during the reconstruction. They will also research perspectives of
people of different ethnicities that lived during the past, sharing their
findings with their classmates.
4)Through investigating pictures, maps, and text, the students will draw
conclusions and make generalizations about the state that Virginia was in
after the Civil War, and the changes that took place to rebuild the
community and economy. They will also see the connections between the
changes occurring relating to the land and surrounding water.
5)The students will make connections between past and present. They will
be able to observe the differences and similarities between life after the
Civil War and life today. They will understand what events and changes
took place back then that influenced our lives today. They will also put
themselves in the place of an individual from the past, taking on their point
of view.

i). Virginia Standards of Learning:
VS.8 The student will demonstrate knowledge of the reconstruction of
Virginia following the Civil War by:
a) identifying the effects of Reconstruction on life in Virginia;
b) identifying the effects of segregation and Jim Crow on life in
Virginia for whites, African Americans, and American Indians;
c) describing the importance of railroads, new industries, and the growth of
cities to Virginias economic development

Part II: Resources

a). Resources, Preparation/Materials:

Materials for whole class: Materials for groups: Materials for
individual
students
PowerPoint on
Reconstruction for
Foundations of
Reconstruction lesson:
teacher (set up ahead of
time)
Failure of
Reconstruction video for
Foundations of
Reconstruction lesson:
Teacher (loaded ahead
of time)
Computer for conclusion
lesson: teacher/school
(survey prepared ahead
of time)
Survey/millionaire game
created: teacher
(prepared ahead of time
and set as an icon on
desktop of computers)
Pictures & maps for
economic lesson: teacher
(prepared and collected
ahead of time)
Activity question sheets
for economic lesson:
Teacher (created ahead
of time)
Pencils: students will
have them
Exit ticket slips from
discrimination and
segregation lesson:
Teacher (prepared ahead
of time)
Markers from
discrimination and
segregation lesson:
Poster board for
the introduction
lesson: Teacher
(prepared
ahead of time)

Sticky Notes for
introduction
lesson: Teacher
(bought ahead
of time)
Pictures for
introduction
lesson: Teacher
(prepared
ahead of time)
Readings for
introduction
lesson: teacher
(prepared and
created ahead
of time)
Markers,
crayons,
pencils, pens,
colored pencils
for introduction
lesson: Teacher
(collected
ahead of time)
Markers,
crayons,
pencils, pens,
colored pencils
for Foundations
of
Reconstruction
lesson: Teacher
(used from the
Push-in
teachers
who come
in to assist
certain
students
will be
included
into the
groups
Visual aids
will be
provided
for hearing
impaired
students
A student
will be
assigned to
read to
students
who might
be hearing
impaired
Read aloud
will be
provided
for
students
who qualify
for it
Teacher (used from
lesson 1)
Laptops/computers for
discrimination and
segregation lesson:
Teacher (retrieved ahead
of time or computer lab
booked ahead of time)
Smart Board for
discrimination and
segregation lesson:
School
Slips with questions on
them for discrimination
and segregation: Teacher
(created ahead of time)
previous
lesson)
Poster board for
Foundations of
Reconstruction
lesson: Teacher
(bought ahead
of time)
1 Laptop per
group for
Foundations of
Reconstruction
lesson:
Teacher/school
(retrieved
ahead of time)
3 poster boards
for
discrimination
and segregation
lesson: Teacher
(bought ahead
of time)

Lesson 1 resources:

A Visual Timeline of Reconstruction. (2013). Retrieved from
http://www.digitalhistory.uh.edu/reconstruction/timeline.html.
Bartoletti, S. C. (2010). They called themselves the k.k.k. New
York: Houghton Mifflin Harcourt Publishing Company.
The failure of reconstruction. (2013). [video] Retrieved from
http://www.history.com/topics/reconstruction/videos#the-failure-of-
reconstruction.

Lesson 2 resources:

1. Voting activity,eating lunch scenario and the following information:

This is exactly what happened to African Americans in the early 1900s
o Another poll tax was passed
o People had to pass a tough test about the new constitution of Virginia
before they would be allowed to vote
o African Americans had to provide some information in writing
- For many, these requirements were too much due to their lack of
education
- This new constitution greatly reduced the number of African American
voters in Virginia
- By the time of the election of 1904, only as many African Americans
voted as did take place during the election of 1900.
o Information courtesy of Kathryn Q. Thomas from Creightons
Corner Elementary in Ashburn, VA.

Amores, J. (2012). Life in virginia after the civil war. Retrieved from
http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/9181/VaStudi
esReview08.pdf.

Lesson 3 resources:
Reconstruction: The second civil war. (2012). Retrieved from
http://www.youtube.com/watch?v=VEHIZ6Og1_A.

Introduction resources:
Bartoletti, S. C. (2010). They called themselves the k.k.k. New
York: Houghton Mifflin Harcourt Publishing Company.
pictures from google
news articles found online from time period

Conclusion resources:
Hostetter. (2013). Who wants to be a millionaire on state facts, civil
war, and reconstruction. Retrieved from http://www.quia.com/rr/6309.html.

Survey website that allows quizzes to be created:
http://www.zoomerang.com/

Content Resources:
Jim crow laws. (2013). Retrieved from
http://www.nps.gov/malu/forteachers/jim_crow_laws.htm.
Kids History: Civil War Reconstruction. (2013). Retrieved from
http://www.ducksters.com/history/civil_war/reconstruction.php.
Pleckler, W. (1924) Racial integrity act of 1924. Retrieved from
http://www.virginiamemory.com/onlineclassroom/shaping_the_constitution/
doc/plecker_letter.
The era of reconstruction (1856-1877) for a.p. u.s. history. (2010).
Retrieved from http://www.education.com/study-help/article/era-
reconstruction-18651877/.

Part III: Knowing Your Students and their Prior
Knowledge

a). Student knowledge and interests.

In third grade, the students learned about the principles and
foundations of a republican government and they also learned that America
is a unique country with diverse ethnic origins, customs, and traditions who
are united by the basic ideas and principles of freedoms and individual
rights. This knowledge serves as the background for what they will be
learning in fourth grade.
In fourth grade, the students will learn about the colonization of
America up to the American Revolution. Before the students will be taught
this unit, they will have just gone over the political growth of the country,
especially Virginia, and the Civil War. They will have learned about the
reasons for the Civil War, the roles Virginia played in the War, and the roles
the different ethnicities (whites, freed African Americans, enslaved African
Americans, and Native Americans) played during the war.

b). Linguistic, social and academic challenges, resources and
supports.

The teacher will present many of the activities as open-ended, so that
they are appropriate for students at various levels. Also, many of the
lessons include group work and class discussions. This way, students can
share their ideas and learn from others. Working collaboratively helps
advanced students, who can teach others, and struggling students, who
benefit from being assisted by their peers. Students can express their
learning in various ways through the poster activity. They can write, draw,
and communicate with others (their group during the activity and sharing
with the class during the discussion). The teacher will give restless
students specific tasks to focus on in their groups.
Students can discover information for themselves through observing
and researching. They can choose what information to share in discussions
or on their posters and what information to exclude. The teacher also
presents information in different ways such as technology (Powerpoint,
computer articles), pictures, and communicating orally (sharing facts and
statistics) to accommodate different types of learners. Pictures will be
especially helpful for ESL students, and the teacher will encourage every
student to participate in discussions by asking the less advanced questions
first to the shy students.

Part IV: Lesson Overviews and Lesson Plans
a) Narrative Overview of Introductory Lesson:
Before the first lesson begins, the students will help fill in a KWL
chart. The students will be asked what they know about segregation,
discrimination, issues during the Civil War, and the Reconstruction period.
The chart will be filled in with anything they know. Then the students will
give suggestions about what they want to learn during the unit. The last
section will be filled in at the very end of the lesson. During the first lesson,
the students will be reading different materials that have been compiled
from sources that describe the different of a white southerner, African
American, and Native American during the Reconstruction Era. The
sources will be put together from to create a short paper that can easily be
read fairly quickly by the students.The reading materials will be divided into
the three groups. Along with the reading materials, there will be pictures
from this time period depicting the overarching themes of political unrest,
violence, and segregation of the races. The pictures will be split up among
the three groups to reinforce the things that each group were doing or
facing during the time period. Lastly, there will be age appropriate news
articles on the last table for the students to read quickly. The students will
be split into four groups. Each group will go to each table, and they will
rotate about every 10 minutes. Each group will also have their own stack of
sticky notes to write answers and questions on. At each table, there will be
a poster with two columns: What I noticed/learned from the pictures and
reading, and Questions I still have. The groups will rotate around and fill
in these sections discussing among themselves. At the very end of this
lesson, each group will be given a chance to share what they learned or the
questions they still have from the lesson.

b) Three Lesson Plans:

The Foundations of Reconstruction in Virginia: Lesson One

A. TITLE/TYPE OF LESSON: Reconstruction in Virginia
B. LEARNING OBJECTIVES
Understand Know Do
Students will begin
to understand that
Virginia faced
serious problems in
trying to rebuild the
state after the Civil
War, and how after
times of war, it is
common for areas
to be in a state of
turmoil.
Students will be able to
identify the effects of
Reconstruction on
Virginia and decide
whether or not it was a
successful attempt at
rebuilding the nation.
They will be able to cite
examples such as
African-Americans
needing housing,
education, clothing, food
and jobs and that
Virginias economy
suffered.
Students will create a
timeline of significant
events that occurred
during Reconstruction in
order to deepen their
knowledge of these
events and when they
occurred. This timeline
will be used as an
assessment of students
knows.
C. ASSESSING LEARNING

Task:
-Students will create a
timeline of significant
events that occurred
during the
Reconstruction period.
This will involve them
creating a poster
about a specific event
or specific events that
happened (1)
Students will create a
timeline of significant
events that occurred
Diagnostic features:
-Students will be
creating a poster
based off of the
criteria they were
given from the timeline
handout. The poster
should include the
date, a description
and a picture of the
event/thing that
happened. They will
explain to the class
what event(s) they
Support:
- Adaptations to this
lesson would include
putting students who may
have visual/hearing
impairments in groups
with students that can
read or communicate
with them. A support
teacher will also be
provided
-Students who have push
in teachers will have the
teacher accompany them
during Reconstruction
in order to deepen
their knowledge of
these events and
when they occurred.
This timeline will be
used as an
assessment of
students knows.
have on their poster.
Student responses
need to include the
gist of the event or
legislation that their
poster is about.
-For example: 1865-
13th amendment was
ratified, which abolish
slavery (which means,
that all of the slaves
were freed).
-This will be more of
an informal
observation, so we are
checking to see if
students grasp a basic
understanding of the
timeline of events of
the Reconstruction
Era.

in the group to help them
stay focused/understand
the materials.

D. RELATED VIRGINIA STANDARDS OF LEARNING
VS.8a: The student will demonstrate knowledge of the reconstruction
of Virginia following the Civil War by
a) identifying the effects of Reconstruction on life in Virginia.

E. MATERIALS NEEDED

Powerpoint from
http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/9181/Va
StudiesReview08.pdf: teacher will provide this
Poster Board for timeline: teacher will provide this
Markers, crayons, pens and pencils: teacher will provide this
Failure of Reconstruction video from
http://www.history.com/topics/reconstruction/videos#the-failure-of-
reconstruction: teacher will provide this
Copy of Timeline of Reconstruction for each student: teacher will
provide this
Website http://www.digitalhistory.uh.edu/reconstruction/timeline.html, which
provides another timeline feature for students to gather information
from: one laptop per group-provided by the school

F. PROCEDURE
1. The teacher will begin the lesson by sharing the PowerPoint presentation
Life in Virginia After the Civil War. The teacher should only share the
slides covering the VS.8a SOL, and allow for student questions during the
presentation (5-7 minutes).
2. After the PowerPoint presentation, explain to students they will now be
able to read more about the specific, significant events that occurred during
Reconstruction, and follow up that research by creating a timeline of
Reconstruction. Pass out supplies(2-3 minutes).
3. Explain that students will be split up into groups to create this timeline
(each table group of students will be a group). (1 minute)
4. Give each student the packet Timeline of Reconstruction and assign
each group a portion of the timeline (1 minute).
5. The students will have about 15-20 minutes to read through their packet
and write down specific events that occurred during their portion of the
timeline on a piece of poster board (15-20 minutes).
6. After this time, students will, as a class, construct their timeline. Each
group will present their poster board to the class, explaining any events
they found interesting or especially important. They will place their poster
board in the correct section of the timeline. By the time each group is done
presenting, the timeline will be finished for the whole class to see (10-15
minutes).
7. After the timeline is made, students will point out any trends they see
within the timeline, or talk about any events that stood out to them (2-3
minutes).
8. The teacher will then explain that Reconstruction did not work out as
planned, and show the video Failure of Reconstruction (3 minutes).
9. Close the lesson by allowing time for any questions, and explaining that
students will continue the unit by learning about the more specific effects of
Reconstruction on certain groups of people (5 minutes).

G. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL
YOU DO ABOUT IT?
1. There could be a fire drill. If there is a fire drill, we will instruct students to
follow the proper emergency procedures; and we will finish the lesson
when they return. If there is not enough time to finish the lesson, the
students will finish the lesson the next day.
2. Students could get off task during the timeline activity. The teacher will
redirect them so that they finish their poster.
3. Students may get bored during the powerpoint portion. Move quicker
through this section of the lesson so that the students will be able to work
sooner on the group posters, which most students tend to enjoy more.
4. The lesson may not get finished. The students will finish up the next day
during the social studies time, or the video will be shown at the very end of
the day as a closing.
5. The computer/LED projector might not work, will have printed out slides
for students to refer to, and go over it that way.

In-depth Look of Discrimination and Segregation: Lesson
Two

A. TITLE/TYPE OF LESSON/LENGTH
Post-Civil War/Reconstruction: Discrimination and Segregation (2
days)
B. LEARNING OBJECTIVES
Understand Know Do
-The students will
understand that
freedoms and rights
were given to African
Americans after the
Civil War and were
then taken away
during
reconstruction.
-The students will know
that after
Reconstruction, Jim
Crow laws were passed
that legally established
segregation, or
separation of the races.
-The students will know
the effect of Jim Crow
laws on the lives of
African Americans and
-The students will be able
to develop empathy for
people who are being
discriminated against.
-Students will reflect on
how it felt not to be able
to participate or see other
people not be able to
participate in the
classroom vote. They will
describe how it might
American Indians (unfair
poll taxes and voting
tests were established
to keep African
American men from
voting).
have felt to have to pay a
poll tax or not be able to
vote during the
reconstruction. They will
also research
perspectives of people of
different ethnicities that
lived during the past,
sharing their findings with
their classmates.

C. UNIT GOALS IT COVERS
The students will understand that freedoms and rights were given to
African Americans after the Civil War and were then taken away
during reconstruction.
The students will know that after Reconstruction, Jim Crow laws
were passed that legally established segregation, or separation of the
races.
The students will know the effect of Jim Crow laws on the lives of
African Americans and American Indians (unfair poll taxes and voting
tests were established to keep African American men from voting).
The students will be able to develop empathy for people who are
being discriminated against.

D. RELATED VIRGINIA STANDARDS OF LEARNING
VS.8 The student will demonstrate knowledge of the
reconstruction of Virginia following the Civil War by:
b) identifying the effects of segregation and Jim Crow on
life in Virginia for whites, African Americans, and American
Indians

G. MATERIALS NEEDED

-Powerpoint from
http://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/9181/VaStudi
esReview08.pdf: teacher will provide this
- slips with questions on them: teacher will provide these
-laptop- teacher will provide this
-Smartboard- in the classroom
-laptops/computers for the students to use-provided by the school
-3 posterboards-the teacher will provide these
-markers-the teacher will provide these
- exit ticket slips- teacher will provide this

H. PROCEDURE

Activity
Element
& Time (in
minutes)
Procedures and
management
Students Academic,
physical, social
& linguistic
differentiation,
resources, and
support
Introduction
(5 minutes)
I will introduce
the lesson with
part of the
Reconstruction
Powerpoint. I
will tell them that
there was a short
time during
Reconstruction
when all men
could vote, but
after the
Reconstruction,
Jim Crow laws
were passed and
this was no
longer the case. I
will ask the
students, Does
anyone know
anything about
Jim Crow laws?
What were they?
What were some
The
students will be
listening quietly
when I am
speaking. They
will also respond
thoughtfully to
my questions .
This will allow
them to show
me their prior
knowledge on
the subjects
were
discussing.
I will use visuals
during the
powerpoint
presentation. I will
be building off of
the students prior
knowledge. I will
also be guiding
the discussion
with questions to
set up the content
we will be
learning.
examples? What
happened to
peoples rights?
Activity 1
(10 minutes)
I will do an
activity with the
students to help
them put
themselves in the
shoes of
individuals during
this time. I will
explain to
students that I am
considering
making a new
classroom rule:
Every day
students will
receive at least
one full hour of
recess/free time.
The class will
need to vote in
order to approve
the rule. I will
instruct them to
go back to their
desks (transition).
Then, I will pass
out slips of paper
to students and
tell them to circle
yes or no on the
slips to cast their
vote. Then, I will
tell them that
they must form a
single-file line and
The students
will vote on
whether or not
they would like
one full hour of
recess/free time.
The students
will try to turn in
their voting
ballots and
return to their
seats when they
dont pay one-
hundred dollars.
Then, they will
try to name all
of the countries
in the world.
- I will treat every
student the same
in this activity . I
will only allow
them to vote if
they can give me
one-hundred
dollars or name
all of the
countries in the
world.
hand the slips to
me at my desk.
When each
student attempts
to hand me the
slip, I will ask for
$100. I will
explain that there
is a poll tax, and
students cannot
vote unless they
pay this tax.
Once all of the
students have
been rejected and
are unable to
vote, I will
explain that there
is one other way
to obtain the right
to vote. In order
to vote on this
new rule, you
must name every
country in the
world
I will see if any
students can do
it.

Reflection
(10 minutes)
I will have them
glue the sheet
with the
questions in a
journal or on a
piece of
notebook paper
and respond with
The
students will
write their
personal
responses to the
questions and
describe why
they felt a
- I will come
around the room
and help students
who are
struggling. I will
ask them, How
did this make you
feel? Sad?
how they felt.

certain way. Frustrated? What
about it made you
feel this way? Did
you feel bad just
for you or for your
classmates too ?
Discussion
(15 minutes)
I will ask all of
the students to
bring what they
wrote with them
to the carpet
(transition). We
will have a follow-
up discussion
based on the
activity. I will ask
the students to
share how they
felt during the
activity, and we
will talk about
why they felt that
way. I will tell
them that this is
exactly what
happened to
African
Americans in the
early 1900s
o Another poll
tax was passed
o People had to
pass a tough test
about the new
constitution of
Virginia before
they would be
allowed to vote
The
students will
share with the
rest of the class
how the activity
made them feel
and why they
felt that way.
They will listen
attentively while
I go over how
this relates to
how people
were treated
after the Civil
War.
- I will present
visuals and
facts. I will allow
the students to
share how they
responded to not
being treated
fairly and to
listen to their
classmates
reactions, as
well.
o African
Americans had to
provide some
information in
writing
- For many, these
requirements
were too much
due to their lack
of education
- This new
constitution
greatly reduced
the number of
African American
voters in Virginia
- By the time of
the election of
1904, only as
many African
Americans voted
as did take place
during the
election of 1900.
- Then, I will show
them the
Powerpoint slide
on voting.

Discussion on
Discrimination
(End of Day
1)
(15 minutes)
I will show
the students the
rest of the
Powerpoint
slides that have
to do with
discrimination. I
will talk about
how people had
The
students will
suggest ways
that people were
separated
during
segregation.
They will also
share how they
I will make sure
every student
contributes
something to the
conversation. I
will give various
examples of
physical
characteristics. I
to be separated
based on race. I
will ask the
students if they
know of any
ways that people
were separated?
I will tie in the
vocabulary
words of
segregation,
discrimination,
and black codes.
Then I will tell
the students to
pretend that I
only told some
students they
were allowed to
eat lunch today
based on their
hair color, eye
color, etc. What
if I said the other
students had to
wait outside in
the parking lot
outside the
cafeteria and
were not allowed
to enter the
cafeteria to buy
lunch. In fact,
they couldnt buy
lunch at all. They
had to bring their
own lunch from
here on out and
eat outside in the
would feel if only
some of them
were allowed to
each lunch in
the cafeteria
based on their
physical
characteristics.
will ask students
to think of it from
both sides. I will
encourage them
to think in terms
of how other
people, besides
themselves,
would feel.
parking lot. How
would that make
them feel? How
would you feel if
you were the one
getting lunch/ the
one not getting
lunch? I would
ask them how
this relates to
how people were
segregated
during
reconstruction.
How does it feel
when your rights
are taken away?

Introduction
(Day 2)
(5 minutes)
I will tell the
students that we
will be learning
more about the
rights taken
away from
individuals
during the
Reconstruction.
The students can
use Sweet
Search to find
appropriate
student
resources. I will
give them a
computer and a
specific group of
individuals to
research. I will
The
students will
listen to
directions, so
they will know
what to do
during the
activity.
I will explain the
directions again if
some students
missed certain
parts of the
instructions. I will
also ask the
students to give
me a thumbs up if
they understand
and raise their
hands if they
have a question.
This way, I can
see if anyone is
still confused.
tell them to make
some notes
about what life
was like for
these individuals
and what rights
they had or didnt
have during the
reconstruction.

Activity 1
(15/20
minutes)
I will assign
each student to a
group and each
group to a table.
There will be
three groups
(white
individuals,
African
Americans, and
Native
Americans) will
tell the students
to get together
with their groups
(transition).
Then, I will pass
out the materials,
and the students
will carry out the
activity explained
above in their
groups. Each
group will make
a poster with the
information on it.
They can display
The
students will get
with their
appropriate
groups and
research the
topics given by
using the
websites given.
They will
display the
information they
find on posters.
- I will be walking
around asking
students
questions about
what theyre
finding and make
sure they are
putting relevant
information on the
posters. I will also
make sure they
are using Sweet
Search.
the information
they find any
way they want
on their posters.
Discussion
(10 minutes)
Each group
will have a
chance to share
the posters and
information
found about
each group of
individuals.
The
students will
share what their
groups found ,
and I will give
them the chance
to respond to
the information.
- I will ask the
students if they
have any
questions about
their classmates
findings.
Conclusion
(Assessment)
(End of Day
2):
(10 minutes)
I will ask the
students to each
write down two
things they
learned about
the
Reconstruction
from the
activities today
and yesterday.
The
students will
write down at
least two facts
they learned,
but they can
mention more
than two for
extra credit.
- I will not assist
them because I
want to see how
much they know.
However, the
question is open
ended so the
students can
mention as much
information as
they know.

E. ASSESSING LEARNING

Task:

(Informal
Assessments)
-The students will
respond to the
questions on a piece of
notebook paper or in a
journal.
o Do you think the poll
Diagnostic features:
I will see if each
student answered each
question and provided
valid evidence to
support why they felt a
certain way.
I will make sure
the answers make
sense. I will also make
Support:
I will allow the students
to discuss how they felt
with each other before
working on the
questions. I will go
around and assist the
students that are
unsure of how to
answer the questions. I
tax was fair? Why or
why not?
o Do you think the
voting test question
was fair? Why or why
not?
o Would you have
voted for or against the
new rule?
o How did you feel
when you were not
allowed to vote?

-We will have a
discussion based on
the students feelings
about the voting
activity and how they
would feel if only some
students were allowed
to each lunch.

Each group will make a
poster about the group
of individuals assigned.
Each poster must be
visually appealing, as
well as include pictures
and written information
related to the
experiences of
whites, African
Americans, and Native
Americans.

(Formal Assessment)

The students will fill out
an exit ticket asking
a note by each
students name on the
class roster as to
whether or not he/she
participated in the
discussion by sharing
an answer. I will also
write a quick note
about what answer or
point he/she shared.

I will make notes
about the quality of the
posters the groups
made and how they
explain the information
to the rest of the class.

The students will get a
100% on their exit
tickets if they name at
least two facts about
discrimination and
segregation. They will
get 105% if they
mention more than two
facts. They will receive
a 90% if they mention
1 fact . They will
receive an 80% if they
mention facts that are
not relevant to the
topic. They will receive
no credit if they dont
display any
understanding.
will tell them that there
isnt a right and wrong
answer. They may not
have had the same
reaction to the activity. I
will only be looking at
whether or not the
answers on the sheet
and during our
discussions make
sense. I will ask various
types of questions
during our discussions.
They will be at various
difficulty levels.

The poster assignment
gives the students a lot
of freedom to decide
what information they
wish to include and how
they want to represent
that information. They
will be working with
other students and
sharing ideas. I will be
walking around the
room asking them about
the information they are
finding. I will also tell
them that they have to
use Sweet Search to
search for information.
This way, I can be sure
that they find relevant
and appropriate
information.

The exit question is
them:

Name at least two
things you learned
about discrimination
and segregation during
the reconstruction
(extra credit if you
name more)

open ended, so
students can share as
much information as
they know. Students
who can remember
more information about
what we talked about
can include more than
two facts. Those who
remember less can
include as much as they
can remember. I wont
assisting students
because I want to see
how much they learned.
.

The Economic Perspective during Reconstruction: Lesson
Three

A. TITLE/TYPE OF LESSON: Reconstruction in Virginia Following the Civil
War (Economic Changes)/Social Studies
B. RATIONALE:
Changes took place in Virginia after the Civil War that helped to boost the
economy. These major changes included the growth of cities, railroads,
coal mines, factories (particularly tobacco), and roads. In order for students
to learn why economic change is necessary, they will explore the way
these changes helped to improve the struggling economy. The students
will learn how the cities of Richmond, Roanoke, Norfolk, and Newport News
grew and contributed to bettering the economy. The students will be able to
observe examples of various changes that took place and make inferences
based on their observations. They will learn more about what led to the
current conditions of the cities in Virginia today, including jobs and
transportation. Virginia has come a long way since the destruction and
horrible economic condition that were present prior to the reconstruction.
The students will be able to appreciate how far Virginia has come and how
much of a difference individuals can make. After Abraham Lincoln died, it
was up to the people to restore their cities and the economy.

C. CONTEXT OF LESSON
Students enjoy learning information through interactive and hands-on
activities. They also benefit from a student-centered as opposed to a
teacher-centered approach. Students also better understand information
when it is related to their own lives in a way theyll understand. The
students just finished learning about the Civil War and are going to learn
about what happened after the Civil War. Theyre going to learn about the
struggles people experienced and the ways they adapted to overcome
these challenges. This is the introductory lesson about the Reconstruction,
focused on the economic side. The teacher will continue this lesson,
building off of what I have taught, with her students.

D. LEARNING OBJECTIVES
Understand After
the Civil War, industry
and technology,
railroads, and cities
began to grow and
contribute
increasingly to
Virginias economy.
Various changes took
place in Virginia to
boost economic
growth.
Know Virginia
began to grow in
many ways after the
Civil War and
Reconstruction.
Virginias cities grew
with people,
businesses, and
factories.
Railroads were a
key to the
expansion of
business,
agriculture, and
industry. They
facilitated the
growth of small
towns into cities.
Tobacco farming
and the
manufacture of
Do Through investigating
pictures, maps, and text,
the students will draw
conclusions and make
generalizations about the
state that Virginia was in
after the Civil War, and the
changes that took place to
rebuild the community and
economy. They will also
see the connections
between the changes
occurring relating to the
land and surrounding
water.
-The students will make
connections between past
and present. They will be
able to observe the
differences and similarities
between life after the Civil
War and life today. They
tobacco products
became important
Virginia industries.
will understand what
events and changes took
place back then that
influenced our lives today.
They will also put
themselves in the place of
an individual from the past,
taking on their point of
view.
-The students will be able
to sequence events in
Virginia history. They will
determine that the
reconstruction occurred
after the Civil War. The
reconstruction helped
strengthen the economy,
but there was still
segregation.

E. ASSESSING LEARNING

Task:
I will give the students
a worksheet of
questions to assess
their learning of the
objectives. I will also
include a rubric, so
they know what they
are expected to
include in their
answers.
Questions:
-What happened to
the cities in Virginia
during the
Diagnostic features: Using
the rubric, I will assess
whether or not the student
met the standard of
describing at least four ways
Virginia grew with people,
businesses, factories, and
agriculture during the
Reconstruction. I will give the
students a 1 if two or fewer
were mentioned. I will give
them at 2 if three were
mentioned. Students will
receive a 3 if they met the
standard by mentioning four
Support: We will
review as a class
before I give them
the questions. I
wont give them
much support or
allow them to work
together because I
want to see how
much they have
learned from the
inquiry activity.
However, I will
assist the students
if they have
Reconstruction?
-Name at least four
types of businesses,
agriculture, or
factories that helped
the economy.
-What was a key
industry that led to the
expansion of cities?
-Explain how and why
Virginia changed
during the
Reconstruction.
Analyze which factors
were most beneficial
to the reconstruction
and why.
ways Virginia grew. They will
receive a 4 if they exceeded
the standard by applying,
explaining, and analyzing
how and why Virginia grew in
the four ways they
mentioned.

questions about
what the questions
are asking them.

F. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL
STANDARDS if required):
VS. 8 The student will demonstrate knowledge of the reconstruction of
Virginia following the Civil War by
b) describing the importance of railroads, new industries, and the growth of
cities to Virginias economic development

G. MATERIALS NEEDED
- pictures, maps- I will provide them.
-activity question sheets- I will provide them.
-pencils- The students will provide them.

H. PROCEDURE

Activity
Element
& Time
(in
minutes)
Procedures and
management

Students

Academic,
physical,
social &
linguistic
differentia
tion,
resources,
and
support
Introducti
on
(5
minutes)
Introduction: I will
show the students a short
video clip introducing
reconstruction as a
hook. I will ask them
what challenges people
face in Virginia after the
Civil War and what they
think reconstruction and
revolution (industrial
revolution) mean
Video link:
http://www.youtube.com/
watch?v=VEHIZ6Og1_A
industrial revolution-
the dramatic change
from making goods by
hand at home to
making them by
machine in factories
revolution- a change
reconstruction-
fixing, putting back
together the nation,
economy etc.
For each of the
questions, I will
implement a think-
pair-share
approach. The
students will think
about the
question, share
their ideas with a
partner, then I will
ask students to
share their
thoughts with the
class. Then, as a
class I will ask
them what they
think life was like
for freed African
Americans and
what state the
economy was in.
We will discuss
this.
will ask
the
students to
share their
thoughts
and ideas
with each
other.
Activity 1
(16
minutes)
The students will be
split into 4 even groups at
tables labeled 1, 2, 3, 4.
Each table will have
different pictures related
to reconstruction
(workers, factories,
tobacco fields, coal
The students will
work to make
inferences and
draw conclusions
about what life
was like for people
during the
Reconstruction.
I will go
around the
room and
ask the
students
specific
questions
about what
mines, maps, cities,
railroads, boats, roads,
etc.) I will instruct the
students to observe the
pictures at their
designated table and
answer the questions on
the worksheet. There is
also a space for students
to write notes and
questions they still have
to extend their learning. I
will tell them that they will
each have a chance to
visit each table, so they
just need to focus on the
pictures at their specific
table while theyre there.
The students will spend 4
minutes at each table.
Then, each group
work together to
answer questions
about what they
observe on the
activity question
sheet I have
provided them.
Questions for
sheet:
1) Based on your
observations,
what was
happening in
Virginia after the
Civil War? How
were things
changing?
2) Why do you
think cities were
growing? What
helped business,
agriculture, and
industry expand?
3) What types
of industries
helped the
economy?

4)
What can you tell
about the workers
in the factories
and on tobacco
farms? Why do
you think these
people made up
the work force?

they are
observing
and what
they can
infer from
these
items.
-I will ask
the
following
questions
to facilitate
discussion
s:
-How do
you think
peoples
daily lives
were
changing?
-What are
the
advantage
s of
making
products in
a factory
instead of
by hand?
What are
the
disadvanta
ges?
-Where do
you think
factories
found their
workers?
Why?
5)
What was
important about
Tazewell County?

6) Other than
railroads what
other change
improved
transportation and
connected
growing cities?
-
Notes:

-
Questions:
(cheap
labor- war
widows,
freed
slaves,
children,
notice
gender,
race, and
age of the
workers)
-Why were
factories
successful
in these
locations?
-What
consequen
ces were
there for
children
that had to
work in
factories?
(no school,
lack of
sleep)
-How did
tobacco
growing
change?
-Why do
you think
Richmond
and
Petersburg
were the
locations of
the largest
tobacco
makers?
-What do
you notice
about the
land
around the
buildings?
How is the
land
changing?
-What are
some of
the
differences
/similarities
between
life during
that time
and life
today? The
economy,
industry,
people?
-Why did
many small
towns grow
bigger?
(linked to
bigger
cities by
railroads,
railroads
brought
coal,
goods
could be
shipped so
factories
grew, more
roads were
built)
-As Im
going
around the
room
asking
these
questions,
I can also
tie in some
of the
vocabulary
words.
Later,
during the
discussion,
we will
discuss
them as a
class. I will
ask the
students to
share
vocabulary
learned
during the
activity
with the
class. I had
a
discussion
with to
share
some of
the
definitions
with during
the activity
to help
share with
the rest of
the
students
what the
words
mean.
Discussio
n/Closure
of Day 1
(10
minutes)
I will ask the students
to come to the carpet.
We will go through each
question on the
worksheet. I will also tie
in the vocabulary words
and ask the students who
I already had a
discussion with to help
me share their meanings.
Vocab:
industrial revolution-the
dramatic changed from
making goods by hand at
home to making them by
machine in factories
Foundries- places
where iron and steel are
turned into usable items
Textiles- cloth made by
weaving
Businesses-
organizations whose goal
is to earn money by
selling goods or services
Factories- a building
or group of buildings
where goods are
manufactured
The students will
raise their hands
to share the
answers they
discovered for
each of the
questions as we
are going through,
as well as the
vocabulary words
I ask them about.
I will
facilitate
discussion
related to
what each
group
observed.
How did
they come
to that
conclusion
? Why do
they think
thats the
case? etc.
I will also
make sure
to work in
all the
vocabulary
words I
expect the
students to
be familiar
with.
Lastly, I
will do a
quick
review to
Manufacture- to
make a product, usually
with the use of a machine
Expansion- growing
in size, developing,
spreading out
Agriculture-the
business of farming
Industry-all the
businesses that make
one kind of product or
provide one kind of
service
Facilitated- to make
easier, help the
development of
Coal deposits- a
collection of a black or
dark brown mineral used
for fuel
Tobacco- leaves of
the tobacco plant dried
and prepared for smoking
make sure
we go over
what they
need to
know for
the
assessmen
t.
Assessm
ent
(9
minutes)
(End of
Day 1)
I will pass out the
questions and rubric for
the students to answer in
order to assess if they
have learned the
objectives through this
lesson.
The students
will work
independently to
complete the
questions with
everything they
can remember
related to changes
that occurred
during the
Reconstruction.
I will
only assist
the
students if
they need
help
understand
ing what
the
question is
asking
them. I will
reword the
question
so they
can better
understand
it.
Recap/Int
roduction
(Beginni
ng of
Day 2)
(10
minutes)
The class will gather
on the carpet. We will
review vocabulary and
how it relates to what we
learned through the
investigation activity.
Then, I will conduct a
role-play introduction. I
will assign different
students to be various
individuals during that
time. One student will be
a war widow, one will be
a freed slave, one will be
a farmer, one will be a
child working in a factory,
and one will be a man
working in a coal mine. I
will ask these students
and their classmates how
these individuals feel.
What would their life
have been like? What
challenges did they face?
We will discuss these
questions and any others
that come up.
The students
will come up with
ideas about what
life was like for
these people
during this time
and how they
would have felt if
they were them.
They will also
answer questions
related to what we
learned the day
before.
I will
facilitate
this
discussion
and
contribute
ideas as
well.
Activity 1
(20
minutes)
Then, I will instruct the
students to go back to
their desks. I will explain
the postcard activity and
pass out sheets telling
each student what his/her
postcard must include.
The students
will make a
postcard that may
have been sent
during the time of
Reconstruction
after the Civil War.
I will go
around the
room
answering
questions,
making
sure
The paper also has a
rubric informing the
students of the points
they will receive based
on the effort they put into
the activity. I will pass out
the papers and colored
pencils.
The students will
write from the
perspective of a
farmer, a freed
slave, a war
widow, or a
child/adult going
to work in a coal
mine or factory to
someone else
living during that
time They will also
decorate the front
with an
appropriate
picture.
Each postcard
should include the
following
information:
1) Describe who
you are and what
challenges you
are facing.
2) Do you have a
job? Where do
you live and what
are you doing?
3) Describe some
of the problems in
your community.
4) How is your
community
changing and how
do you feel about
it?
5) What do you
hope will continue
to change to
students
are
following
directions,
and asking
them
questions
to help
them come
up with
ideas. I
will also
encourage
them to
work with
their
classmates
.
improve your life
in the future?
6) Draw an
appropriate
picture for that
time on the front
of the postcard.
Share/Cl
osure of
Day 2
(10
minutes)
I will ask the
students to come to the
carpet and take turns
sharing their postcards
with the class.
The students
will come to the
carpet and take
turns sharing what
they included in
their postcards.
I will
ask further
questions
and
facilitate
discussion.

I. DIFFERENTIATION:
I will encourage the students to work together with their group members
and make sure each member contributes an idea and participates in finding
the answers to the questions. I will facilitate discussion by asking questions
to help the students think about what they are observing. I will also
encourage them to talk about what they see and think with their group
members.
If students finish early, I will ask them to look further at the textbook to see
what other information they can find. I will also suggest that they use Sweet
Search to look for additional information on the Internet to share with the
class. Ill ask them to think about what it was like for the people living during
that time. What if things were still like that today? I have also made the
activity worksheet questions at different difficulty levels, so that all of the
students will be able to contribute to answering the questions. Students
who find certain questions easy will be challenged by other questions.

J. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL
YOU DO ABOUT IT?
The students could be really confused about the questions Im asking and
what I expect from them during this activity. I will try to rephrase questions
and ask them in a different way that may be clearer. I can also make more
connections between the content I want the students to learn and events
they experience in their daily lives, as well as encourage them to make
these connections. I think the more connections they make, the more they
will be able to understand the content.

c) Narrative Overview of Closing Lesson:
At the very end of our unit, the students will finish up their postcards from
the last day of the unit. After completion of the postcards, the students will
go to the computer lab to complete their final, formal assessment. They will
play a Who Wants to be a Millionaire game, but instead of the game being
in just a game format, it will be entered in a survey website. This will allow
the teacher to keep track of the students answers to each question. Each
question will be based off of the game loacted at this website:
http://www.quia.com/rr/6309.html. The questions from this game will be
entered into the survey website for the students. This allows the test
portion of the lesson be more interactive than a paper and pencil test. For
this assessment, the students will be allowed to work with one other
person, but they will all complete their own test. When students work
together, they will be able to discuss the answer choices, and this
reinforces the material more when they are able to discuss the answers
and why it might be a particular answer. The answers will be recorded and
analyzed by the teacher(s). This will be used as the formal assessment for
the end of the lesson. Students will be encouraged to learn from the
mistakes of this time period, and they will learn to empathize with many
different groups of people. This lesson is designed to inspire them to make
a change in their lives and their community in order to make it better.

d) Out-of-school learning: Opportunities to expand and enrich the
curriculum outside of class (home assignment):

From this unit, the students will learn about the mistakes that have
occurred during history relating to discrimination and segregation.
Students will learn about the struggles of African Americans and Native
Americans during this time period and the implications of the policies and
issues that developed during this time on the current structure of our
society. A discussion will follow the entire unit in which students will discuss
ways that they or people they know may have faced discrimination. They
will talk about the ways it made them feel or made other people feel.
Students will be asked if they have ever stood up to anyone when they or
someone they know have been bullied, discriminated against, or made fun
of. If not, students will discuss ways that they could have made a change or
prevented the other person from suffering the hurt that was inflicted upon
them. Students will learn how important it is to make a difference, even if it
is as simple as standing up to a bully. Students will also be made aware of
the fact that this movement to abolish slavery started with a small group of
people, and it was those peoples efforts that created a national movement
to end the suffering of enslavement. Students will discuss how they might
be able to advocate for change in their society, community, school, and
classroom. They will learn that it only takes one person to start a movement
that can lead to great change.