WVSU LESSON PLAN FORMAT Teacher Candidate: Jonathan Brown Date: 3/11, 12/14 School: South Charleston High

School Grade/Subject: 10th / US Social Studies Unit Topic: The Reconstruction Era Lesson 1: Rival Plans for Reconstruction Lesson 2: Reconstruction in the South (Technology) Lesson 3: The End of Reconstruction (Collaborative) Lesson Topic: The End of Reconstruction INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Students will identify three reasons for why Reconstruction ended in the South. 2. Students will point out key aspects related to The Compromise of 1877 and its role in the end of Reconstruction. 3. Students will categorize the effects of Reconstruction on African Americans, Women, Politics, and Power. WV CSOS: SS.10.H.CL4.6- Summarize the progress and impact made by the various groups in society (including African-Americans, women, etc) during Reconstruction. SS.10.H.CL4.7- Trace societal changes in the United States brought about by the end of Reconstruction( the Freedmens Bureau, educational reform, political opportunity, new trends in legislation, and the rise of anti- African American factions) SS.9-10.L.4- Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of History/Social Studies. NATIONAL STANDARDS: NSS-USH.5-12 Era 5: Civil War and Reconstruction (1850-1877) MANAGEMENT FRAMEWORK Overall Time: 50 minutes Time Frame: 5 minutes (review of previous information) 5 minutes Introduction/Essential Question 25 minutes Worksheet Activity (graphic organizer)/ Collaborative Learning 15 minutes Teacher Led Discussion/ Review STRATEGIES: Guided Instruction

Teacher Led Discussion Collaborative Learning Graphic Organizer Needs-Based Planning

Learning Differences Graphic Organizer Attention Differences Guided Instruction Motivational Differences Personalized Content Physical Differences Extended time, Group Collaboration Communication Differences Guided Instruction Multiple Intelligences Addressed: _X_Verbal _X_Spatial _X_Logical/Mathematical _X_Bodily (kinesthetic) __Musical __Naturalist _X_Interpersonal __Existential __Other PROCEDURES: Introduction/Lesson Set

Sensory Differences Graphic Organizer Behavioral Differences

Ability Differences Differentiated Instruction Cultural Differences Translator/Interpreter Enrichment Graphic Organizer

Review: (went over the worksheets from the previous day) Essential Question: Why did Reconstruction end? State Objectives: Passed out organizer This graphic organizer can be done with a partner or by yourself. Gave instructions on how I wanted them to fill them out, and the types of answers I was looking for. Body & Transitions Students partnered up in groups of two, and three Some students chose to do this alone

 Restated Objectives Reiterated the types of answers I was looking for. Made some non-verbal cues to ensure that the students were remaining on task Students were very efficient as groups, and worked efficiently alone too. Students that finished faster helped other students to finish without being asked to do so. Closure: Teacher Led Discussion/ Review The students and I worked through the graphic organizer to check to ensure the responses they gave were accurate and sufficient Questions asked during review: Give me one reason why Reconstruction ended? Why did Northern support evaporate? How did Supreme Court Decisions impede equality? Why was it detrimental that the Southern Whites regained power? What was the Compromise of 1877? What were the effects of Reconstruction on African Americans? Women? Politics? Power? ASSESSMENT Diagnostic Essential Question: Why did Reconstruction end? Why did Northern support end? How did Supreme Court decisions impede equality? What was the Compromise of 1877? Why was it detrimental that the Southern whites regained power? Formative Stating clear learning objectives Clear explanation of the graphic organizer Checking for understanding while reviewing Pausing during discussion to ensure students are retaining and understanding Restating objectives

Summative Checking to see if all organizers were complete Finished organizers and packets to be taken up at end of unit for a grade Quiz will be given on unit, this unit will be combined with the teachers unit on the civil war for a Test MATERIALS: Technology None required

Printed Materials Graphic Organizer Supplies Pens/Pencils

Internet Resources None required EXTENDED ACTIVITIES If student finishes early If the students finish early they will be required to help on of their fellow students to complete the graphic organizer

If technology fails There will be no technology required for this lesson POST-TEACHING Reflections Planning This lesson was planned collaboratively with my cooperating teacher; she utilizes graphic organizers in her classroom. I have come to see the benefit in using graphic organizers, and plan to incorporate them whenever possible in my future classroom. Implementation I found again that the graphic organizer was highly effective in the classroom that I am currently in. The students possess the ability to be responsible for their own education. I find that this method is very effective at requiring the students to discover and pull the information from the textbook. Clarity of Presentation I was very clear about what I expected in terms of how detailed their answers needed to be, and I explained the layout of the graphic organizer and how it pertained to the layout in the text book. Attention to individual differences I walked around the classroom to ensure that the students were on-task, I would ask questions as to whether or not they were having any difficulties. I addressed any difficulties that I found, and clarified any questions the students were having. I again felt that this graphic organizer helps many of the students who struggle , and addresses multiple learning difficulties. Student response The students responded to the assignment well, they did not appear to show any signs that they disliked the idea. The responses given during the review were all positive, and the majority of the students seemed to have gathered exactly what I had expected them to out of the textbook. Planning and implementation of higher-order thinking skills When the students filled out the bottom of the graphic organizer the had to consider the main effects that Reconstruction had on African Americans, Women, Politics, And

Power. In order to do this they had to summarize the information they had gathered in the first two lessons. Assessment I did a review at the end of class to go over the graphic organizer. The students were called on randomly, and all had very well thought out answers. I really felt as though they had gained the knowledge from the lesson/activity that I wanted them to gain.

Special Addition: Area of Improvement I would like to say that I find this type of lesson/activity highly effective for students in high school. I am not sure this would necessarily work in a middle school setting. I would like to become more acquainted with the various types of graphic organizers and implementation methods. Data Based Decision Making N/A