L5+Hoffman,+Megan

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Mrs. Hoffman __Lesson #:__ 5 __Facet:__ Perspective **
 * __Grade Level __****: 6-8 __Numbers of Days:__ 4 **
 * __Topic: __**** The Reconstruction Era 1865-1877 **


 * __PART I: __**

__Objectives __ Student will understand that the Civil War and Reconstruction impacted the foundations of the United States

Student will know Lincoln Assassination, Andrew Johnson, Timeline of Reconstruction in the US, Ratification of the 13th, 14th and 15th amendments

Student will be able to analyze the Reconstruction’s effect on society and government. Product: Podcast

__Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __ Maine Learning Results

Social Studies E.History

E1- Historical Knowledge, Concepts, Themes, and Patterns

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Grade Level 6-8 "The Civil War and Reconstruction 1850-1877"

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students understand major eras, major enduring themes, and historic influences in the history of Maine,

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">the United States, and various regions of the world.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Performance Indicators: b,c

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: This lesson on the precursors to the Civil War meets the standard by discussing the era and the historic influences in the United States known as the Reconstruction era that stitched the nation back together. __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Assessments __

__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Pre-Assessment: __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> none

__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Formative (Assessment for Learning) __ <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Section I – checking for understanding during instruction <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">At the end of the discussion of the reconstruction, students will write an exit ticket answering the question “What did the Reconstruction era accomplish? List some good things and bad things that happened during this time period.”

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Section II – timely feedback for products (self, peer, teacher) <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Self: Rubric for product, Exit ticket <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Peer: Round-robin discussion, peer feedback of product <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Teacher: prompt feedback on product, both written on the rubric and orally during the process of creating the podcast __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Summative (Assessment of Learning): __ <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">Working in pairs or groups of three (or individually if one chooses) create a podcast talk about an aspect of the reconstruction of their choosing. I will have a list of possible topics. This can be an amendment, Johnson’s presidency and impeachment, Ulysses S. Grant’s presidency, a radical reconstructionist, Plessey v. Ferguson court case etc. They will talk about the topic, any controversy surrounding it, and have the option to add their (non-offensive) opinion. Any topics not on the list will need to be approved by the teacher. __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Integration __ <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Technology: Podbean is an online podcast hosting site that allows students to broadcast their audio recorded podcasts. This is type 2 technology because it allows for the rapid sharing of audio podcasts that cannot be accomplished in any other way. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Content Areas: English- students will write their script of their podcast. Art- students writing a song will use their artistic abilities to create their product.

__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Groupings __ <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will be using a history frame graphic organizer during their podcast research to help make their script. They will also be using a time order chart during the powerpoint to help take notes. Students will be working in pairs or groups of three for their podcast. They will also be participating in a Round Robin discussion at the end of the lesson.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Section II – Groups and Roles for Product <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will be in pairs or groups of three for the podcast, each student must participate in the actual audio recording. The groups will be determined on their own. Students who are uncomfortable doing this in groups have the option to work alone.

__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Differentiated Instruction __

__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">MI Strategies __

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">Verbal- The round robin discussion will help linguistic students express their ideas through speech.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Logic- The history frame organizer will allow logical students display facts in an organized way to help them understand better.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Visual- the powerpoint presentation will allow visual learners to see pictures of what was going on at this time.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Interpersonal- the round robin discussion will allow students to engage collaboratively in answering the discussion question as a group.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Intrapersonal- the exit ticket will allow the intrapersonal learner to reflect on their opinion of the discussion question individually. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">Naturalist- The naturalist learner will have the option to do their podcast on an agricultural issue during the reconstruction. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">Musical- Musical learners can write a song about their topic and put it on the podcast

__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Modifications/Accommodations __ <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Plan for accommodating absent students: <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;"> Any students who are absent will be given additional time to complete any assignments given without penalty, provided that they email me with a due date within 3 days of the day back to school. Any extenuating circumstances will be judged on a case-by-case basis. I will have a wiki set up for notes on each class and it will be up to the student to see me for any handouts. If the absent student misses the podcast groupings, they will be added onto a group and the group will be responsible for catching the absent student up.

__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Extensions __ <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Type II technology: Podbean is an online podcast hosting site that allows students to broadcast their audio recorded podcasts. This is type 2 technology because it allows for the rapid sharing of audio podcasts that cannot be accomplished in any other way. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Gifted Students: Topics will be sorted into difficulties, so students wanting a challenge can choose to do the more difficult topics

__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Materials, Resources and Technology __ <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">List all the items you need for the lesson. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">History frame graphic organizer <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Time-Order chart graphic organizer <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Podbean accounts <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Audio software <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Laptops <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Projector <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">White board and markers <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">KWL graphic organizer <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Textbook __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Source for Lesson Plan and Research __ <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">List all URL and describe. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Podbean Tutorial- <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">All components of content notes from- <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">History Frame GO- <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">[] <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Time-Order Chart GO- <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">[]


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">PART II: __**

__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Teaching and Learning Sequence __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Day 1:80 minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Hook Activity- 10 minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Reconstruction Presentation- 40 minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Introduce to podcasting- 30 minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Day 2:80 Minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Reconstruction Presentation Continued- 40 minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Group students and research time- 40 minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Day 3:80 Minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Write podcast scripts and hand in- 40 minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Podcast work time- 40 minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Day 4:80 Minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Presentation of Podcasts- 60 minutes <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Round Robin Discussion- 20 minutes

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">Teaching and Learning Sequence

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">The classroom will be arranged in a perimeter style with the desks arranged on the outside of the room. This will allow for room when we do the hook and discussion time.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will understand that the Civil War and Reconstruction impacted the foundations of the United States. MLR- Students understand major eras, major enduring themes, and historic influences in the history of Maine,the United States, and various regions of the world. The Reconstruction stitched this nation back together and brought forth many rights for people, especially people of different race or ethnicity. It is important to learn how this effects us all today. For the hook, students will look at <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">[|www.thelincolnlog.org] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">, a website that takes the date and shows what was going on in Lincoln’s life on that date. We will explore the site using dates like their birthdays for about 10 minutes.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Where, What, Why, Hook, Tailors: Verbal, Logic, Visual

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will know Lincoln Assassination, Andrew Johnson, Timeline of Reconstruction in the US, Ratification of the 13th, 14th and 15th amendments (See Content Notes) Use History Frame graphic organizer to keep track of what is going on at this time. There will be a round robin discussion at the end of class about the question: What did the reconstruction accomplish? The discussion will be a team answer, but the exit ticket will be an individual answer to that same question. Introduce to audio software and podbean, they will watch the podbean tutorial. They will then make a podcast talking about their favorite hobby or interest to try it out. Students will then, in pairs or groups of three (or individually if one chooses) create a podcast talk about an aspect of the reconstruction of their choosing. I will have a list of possible topics. This can be an amendment, Johnson’s presidency and impeachment, Ulysses S. Grant’s presidency, a radical reconstructionist, Plessey v. Ferguson court case etc. They will talk about the topic, any controversy surrounding it and have the option to add their (non-offensive) opinion. The naturalist learner will have the option to do their podcast on an agricultural issue during the reconstruction. Musical learners can write a song about their topic and put it on the podcast <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">Equip, Explore, Experience Tailors: Logic, Visual, Interpersonal, Intrapersonal, Musical, Naturalist

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> There will be a round robin discussion at the end of class about the question: What did the reconstruction accomplish? The discussion will be a team answer. When they share there will be a chance to reflect upon everyone's answers. There will then be an exit ticket for them to write down their own answer to the question.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rethink, Revise, Refine, Tailors: Interpersonal, Intrapersonal, Verbal, Logic

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will self-assess using a rubric for their podcast project. When students present their podcast, other students will be peer feedbacking. After students hand in their script, I will give feedback and hand it back to them by the end of class.. The combination of this feedback will help students feel more confident of their work. The Reconstruction era stitched the nation back together, this project allows students to pick a topic that they like and explore it more. It also is a flexible project and allows students to express their creativity.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Evaluate, Tailors: Logic, Interpersonal, Intrapersonal, Verbal

__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Content Notes __ <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students will know….. <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) __<span style="font-family: 'Times New Roman',serif;">Lincoln Assasination- __<span style="font-family: 'Times New Roman',serif;"> On April 11, 1865, two days after Lee’s surrender at Appomattox, Lincoln delivered a speech outlining his plans for peace and reconstruction. In the audience was John Wilkes Booth, a successful actor, born and raised in Maryland. Booth was a fervent believer in slavery and white supremacy. Upon hearing Lincoln's words, he said to a companion, "Now, by God, I'll put him through. That is the last speech he will ever make." After failing in two attempts earlier in the year to kidnap the President, Booth decided Lincoln must be killed. His conspiracy was grand in design. Booth and his collaborators decided to assassinate the President, Vice President Andrew Johnson, and Secretary of State William Seward all in the same evening. Lincoln decided to attend a British comedy, “Our American Cousin”, at Ford's Theater, starring the famous actress Laura Keene. Ulysses S. Grant had planned to accompany the President and his wife, but during the day he decided to see his son in New Jersey. Attending the play that night with the Lincolns were Major Henry Rathbone and his fiancée Clara Harris, the daughter of a prominent Senator. In the middle of the play that night, Booth slipped into the entryway to the President's box, holding a dagger in his left hand and a Derringer pistol in his right. He fired the pistol six inches from Lincoln and slashed Rathbone's arm with his knife. Booth then vaulted over the front of the President's box, caught his right leg in a flag and landed on the stage, breaking his leg. He waved his dagger and shouted what is reported to be Sic Semper Tyrannus- Latin for "thus be it ever to tyrants." Some reported that he said, "The South is avenged." He then ran limpingly out of the theater, jumped on his horse, and rode off towards Virginia. The bullet entered Lincoln's head just behind his left ear, tore through his brain and lodged just behind his right eye. The injury was mortal. Lincoln was brought to a nearby boarding house, where he died the next morning. __<span style="font-family: 'Times New Roman',serif;">Reconstruction- __<span style="font-family: 'Times New Roman',serif;"> refers to the period following the Civil War of rebuilding the United States. It was a time of great pain and endless questions. On what terms would the Confederacy be allowed back into the Union? Who would establish the terms, Congress or the President? What was to be the place of freed blacks in the South? Did Abolition mean that black men would now enjoy the same status as white men? What was to be done with the Confederate leaders, who were seen as traitors by many in the North? Although the military conflict had ended, Reconstruction was in many ways still a war. This important struggle was waged by radical northerners who wanted to punish the South and Southerners who desperately wanted to preserve their way of life. __<span style="font-family: 'Times New Roman',serif;">Ratification of the 13th, 14th and 15th amendments- __<span style="font-family: 'Times New Roman',serif;">Slavery, in practical terms, died with the end of the Civil War. Three Constitutional amendments altered the nature of African-American rights. The Thirteenth Amendment formally abolished slavery in all states and territories. The Fourteenth Amendment prohibited states from depriving any male citizen of equal protection under the law, regardless of race. The Fifteenth Amendment granted the right to vote to African-American males. Ratification of these amendments became a requirement for Southern states to be readmitted into the Union. Although these measures were positive steps toward racial equality, their enforcement proved extremely difficult. __<span style="background-color: white; font-family: 'Times New Roman',serif;">Presidential Reconstruction- __<span style="background-color: white; font-family: 'Times New Roman',serif;">In 1864, Republican Abraham Lincoln chose Andrew Johnson, a Democratic senator from Tennessee, as his Vice Presidential candidate. Lincoln was looking for Southern support. He hoped that by selecting Johnson he would appeal to Southerners who never wanted to leave the Union. Johnson, like Lincoln, had grown up in poverty. He did not learn to write until he was 20 years old. He came to political power as a backer of the small farmer. In speeches, he railed against “Slaveocracy” and a bloated "Southern aristocracy" that had little use for the white working man. The views of the Vice President rarely matter too much, unless something happens to the President. Following Lincoln's assassination, Johnson's views now mattered a great deal. Would he follow Lincoln's moderate approach to reconciliation? Would he support limited black suffrage as Lincoln did? Would he follow the Radical Republicans and be harsh and punitive toward the South? Johnson believed the Southern states should decide the course that was best for them. He also felt that African-Americans were unable to manage their own lives. He certainly did not think that African-Americans deserved to vote. At one point in 1866 he told a group of blacks visiting the White House that they should emigrate to another country. He also gave amnesty and pardon. He returned all property, except, of course, their slaves, to former Confederates who pledged loyalty to the Union and agreed to support the 13th Amendment. Confederate officials and owners of large taxable estates were required to apply individually for a Presidential pardon. Many former Confederate leaders were soon returned to power. And some even sought to regain their Congressional seniority. Johnson's vision of Reconstruction had proved remarkably lenient. Very few Confederate leaders were persecuted. By 1866, 7,000 Presidential pardons had been granted. Brutal beatings of African-Americans were frequent. Still-powerful whites sought to subjugate freed slaves via harsh laws that came to be known as the Black Codes. Some states required written evidence of employment for the coming year or else the freed slaves would be required to work on plantations. The Freedmen’s Bureau, a federal agency created to help the transition from slavery to emancipation, was thwarted in its attempts to provide for the welfare of the newly emancipated. All of these rules resulted in the majority of freed slaves remaining dependent on the plantation for work. Andrew Johnson's policies were initially supported by most Northerners, even Republicans. But, there was no consensus as to what rights African-Americans received along with Emancipation. Yet a group of Radical Republicans wanted the rights promised in the Declaration of Independence extended to include all free men, including those who were formerly slaves. A political power struggle was in the offing. __<span style="background-color: white; font-family: 'Times New Roman',serif;">Radical Reconstructionism- __<span style="background-color: white; font-family: 'Times New Roman',serif;"> The Radical Republicans believed blacks were entitled to the same political rights and opportunities as whites. They also believed that the Confederate leaders should be punished for their roles in the Civil War. Leaders like Pennsylvania Rep. Thaddeus Stevens and Massachusetts Sen. Charles Sumner vigorously opposed Andrew Johnson's lenient policies. A great political battle was about to unfold. Americans had long been suspicious of the federal government playing too large a role in the affairs of state. But the Radicals felt that extraordinary times called for direct intervention in state affairs and laws designed to protect the emancipated blacks. At the heart of their beliefs was the notion that blacks must be given a chance to compete in a free-labor economy. In 1866, this activist Congress also introduced a bill to extend the life of the Freedmen's Bureau and began work on a Civil Rights Bill. <span style="background-color: white; font-family: 'Times New Roman',serif;">President Johnson stood in opposition. He vetoed the Freedmen's Bureau Bill, claiming that it would bloat the size of government. He vetoed the Civil Rights Bill rejecting that blacks have the "same rights of property and person" as whites. Moderate Republicans were appalled at Johnson's racism. They joined with the Radicals to overturn Johnson's Civil Rights Act veto. This marked the first time in history that a major piece of legislation was overturned. The Radicals hoped that the Civil Rights Act would lead to an active federal judiciary with courts enforcing rights. Congress then turned its attention to amending the Constitution. In 1867 they approved the far-reaching Fourteenth Amendment, which prohibited "states from abridging equality before the law." The second part of the Amendment provided for a reduction of a state's representatives if suffrage was denied. Republicans, in essence, offered the South a choice- accept black enfranchisement or lose congressional representation. A third clause barred ex-Confederates from holding state or national office.Emboldened by the work of the Fourteenth Amendment and by local political victories in the 1866 elections, the Republicans went on to introduce the Reconstruction Act of 1867. This removed the right to vote and seek office by "leading rebels." Now the Southern Unionists- Southerners who supported the Union during the War- became the new Southern leadership. The Reconstruction Act also divided the South into five military districts under commanders empowered to employ the army to protect black property and citizens.The first two years of Congressional Reconstruction saw Southern states rewrite their Constitutions and the ratification of the Fourteenth Amendment. Congress seemed fully in control. One thing stood in the way- it was President Johnson himself. Radical leaders employed an extraordinary Constitutional remedy to clear the impediment- Presidential impeachment. __<span style="background-color: white; font-family: 'Times New Roman',serif;">Andrew Johnson Impeached- __<span style="background-color: white; font-family: 'Times New Roman',serif;"> In the spring of 1868, Andrew Johnson became the first President to be Impeached. The heavily Republican House of Representatives brought 11 articles of impeachment against Johnson. Many insiders knew that the Congress was looking for any excuse to rid themselves of an uncooperative President. Impeachment refers to the process specified in the Constitution for trial and removal from office of any federal official accused of misconduct. It has two stages. The House of Representatives charges the official with articles of impeachment. “Treason, Bribery, or other high crimes and misdemeanors” are defined as impeachable offenses. Once charged by the House, the case goes before the Senate for a trial. <span style="font-family: 'Times New Roman',serif;">In 1867, Congress passed the Reconstruction Act, which Edwin Stanton, as Secretary of War, was charged with enforcing. Johnson opposed the Act and tried to remove Stanton — in direct violation of the Tenure of Office Act. Nine of the articles of impeachment related to Johnson's removal of Stanton. Another two charged Johnson with disgracing Congress. Johnson's defense was simple: only a clear violation of the law warranted his removal. But as with politics, things are rarely simple. Other factors came into play. Since there was no Vice President at the time, the next in line for the Presidency was Benjamin Wade, a Radical unpopular with businessmen and moderates. And along with legal wrangling, assurance was given from Johnson's backers that the Radicals' Southern policies would be accepted. In May of 1868, 35 Senators voted to convict, one vote short of the required 2/3 majority. Seven Republican Senators had jumped party lines and found Johnson not guilty. Johnson dodged a bullet and was able to serve out his term. __<span style="font-family: 'Times New Roman',serif;">Stitching the Nation Back Together- __<span style="font-family: 'Times New Roman',serif;"> Many Southerners, whether white or black, rich or poor, barely recognized the world in which they now lived. Wealthy whites, long-accustomed to plush plantation life and the perks of political power, now found themselves barred from voting and holding office. Their estates were in shambles. African-Americans were loathe to return to work for them. Poor white farmers now found blacks competing with them for jobs and land. For the freed slave, Reconstruction offered a miraculous window of hope. Those born into slavery could now vote and own land. In parts of the South, blacks could ride with whites on trains and eat with them in restaurants. Schools, orphanages, and public relief projects aimed at improving the lives of blacks were emerging all over the South. Perhaps most stunning of all, African-Americans were holding political office. Blacks were becoming sheriffs and judges. They were elected to school boards and city councils. Sixteen blacks sat in Congress from 1867-77. Hiram Revels of Mississippi became the first African-American Senator in 1870. In December 1872, P.B.S Pinchback of Louisiana became the first African-American Governor. All in all, about 600 blacks served as legislators on the local level. But as the saying goes, the more things change, the more they remain the same. Economically, African-Americans were disadvantaged. Most had skills best suited to the plantation. By the early 1870s sharecropping became the dominant way for the poor to earn a living. Wealthy whites allowed poor whites and blacks to work land in exchange for a share of the harvest. The landlord would sometimes provide food, seed, tools, and shelter. Sharecroppers often found themselves in debt, for they had to borrow on bad terms and had to pay excessively for basic supplies. When the harvest came, if the debt exceeded harvest revenues, the sharecropper remained bound to the owner. In many ways, this system resembled slavery. Many whites resented and rejected the changes taking place all about them. Taxes were high. The economy was stagnant. Corruption ran rampant. Carpetbaggers and scalawags made matters worse. Carpetbaggers were Northerners who saw the shattered South as a chance to get rich quickly by seizing political office now barred from the old order. After the war these Yankees hastily packed old-fashioned traveling bags, called carpetbags, and rushed south. “Scalawags” were southern whites, who allied themselves with the Carpetbaggers, and also took advantage of the political openings. Out of a marriage of hatred and fear, the Ku Klux Klan, the Knights of the White Camelia, and the White Brotherhood were born. They are all supremacy groups who aimed at controlling African-Americans through violence and intimidation. Massacres, lynching, rape, pillaging and terror were common. In essence, these groups were paramilitary forces serving all those who wanted white supremacy. And it was not only ex-Confederate soldiers and poor whites. Ministers, merchants, military officers and other professionals donned hoods, burned crosses, and murdered those who interfered with their vision. Emancipated blacks began finding the new world looking much like the old world. Pressure to return to plantations increased. Poll taxes, violence at the ballot box, and literacy tests kept African-Americans from voting — sidestepping the 15th Amendment. Slavery was over. The struggle for equality had just begun. __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Handouts __ <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">History Frame Graphic Organizer <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Time-Order Chart Graphic Organizer


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. //**


 * //__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Clipboard: There will be an opportunity to use graphic organizers and the notes and links will be on the class wiki so the clipboard learner will be organized. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Microscope: There will be plenty of discussion questions addressed in this lesson so the microscope learner will be able to analyze and think critically of the Reconstruction era //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Puppy: Since most of the work will be done in class, I will always be on hand to support the puppy learner to offer direction and feedback. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Beach Ball: There are many options for the podcast project so the beach ball learner will have plenty of choices for their interests. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: This lesson will incorporate techniques to reach every learning style so all children will have the opportunity to learn. They will have plenty of support from the teacher, they will be organized with the class wiki and the graphic organizer, they will think critically of the Reconstruction era, and the options will be there for students to have a choice. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 6 - //****<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.// **


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Formative: //**<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> At the end of the discussion of the reconstruction, students will write an exit ticket answering the question “What did the Reconstruction era accomplish? List some good things and bad things that happened during this time period.”


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Summative: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;"> Working in pairs or groups of three (or individually if one chooses) create a podcast talk about an aspect of the reconstruction of their choosing. I will have a list of possible topics. This can be an amendment, Johnson’s presidency and impeachment, Ulysses S. Grant’s presidency, a radical reconstructionist, Plessey v. Ferguson court case etc. They will talk about the topic, any controversy surrounding it, and have the option to add their (non-offensive) opinion. Naturalist learners have the opportunity to do their podcast on agricultural issues. Musical learners can write a song on their topic and record the song on their podcast. Any topics not on the list will need to be approved by the teacher.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">There will be a variety of assessment methods used from a quick exit ticket to more in depth rubrics and projects. This will give the students plenty of chances to get feedback and clarification.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: //**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 7 //****<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.// **


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Content Knowledge: See Content Notes //**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">Maine Learning Results
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">MLR or CCSS: //**

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Social Studies E.History

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">E1- Historical Knowledge, Concepts, Themes, and Patterns

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Grade Level 6-8 "The Civil War and Reconstruction 1850-1877"

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Students understand major eras, major enduring themes, and historic influences in the history of Maine,

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">the United States, and various regions of the world.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Performance Indicators: b,c


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Facet:Perspective //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Standard 8 - //****<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.// **

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">Verbal- The round robin discussion will help linguistic students express their ideas through speech.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">MI Strategies: //**

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Logic- The history frame organizer will allow logical students display facts in an organized way to help them understand better.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Visual- the powerpoint presentation will allow visual learners to see pictures of what was going on at this time.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Interpersonal- the round robin discussion will allow students to engage collaboratively in answering the discussion question as a group.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Intrapersonal- the exit ticket will allow the intrapersonal learner to reflect on their opinion of the discussion question individually. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">Naturalist- The naturalist learner will have the option to do their podcast on an agricultural issue during the reconstruction. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 10pt;">Musical- Musical learners can write a song about their topic and put it on the podcast


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Type II Technology: //**<span style="font-family: 'Times New Roman',serif; font-size: 10pt;"> Podbean is an online podcast hosting site that allows students to broadcast their audio recorded podcasts. This is type 2 technology because it allows for the rapid sharing of audio podcasts that cannot be accomplished in any other way.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">This lesson will incorporate all of the learning styles so every child will have the chance to learn in the way that works best for them while also giving them practice time to grow their other strengths.

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">a. Promote, support, and model creative and innovative thinking and inventiveness
 * //__<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">NETS STANDARDS FOR TEACHERS __//**
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments


 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: Students engage collaboratively through their podcasts, they carefully plan it out by doing research and writing a script. They also use their creativity to make their podcast their own. //**

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. **

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //<span style="font-family: 'Times New Roman',serif; font-size: 10pt;">Rationale: Students pursue their interests through their podcast topic selection, they are active in the planning process and can assess themselves and their progress through rubrics and teacher feedback. //** ||  ||   ||
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