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Reconstruction Lesson 1 13 14 15

By Agregory2011 Nov 17, 2014 1122 Words

Grade Level
5 Social Studies
Unit Title
Reuniting the United States
Lesson Plan Date:


What is your objective? 
What knowledge and essential skills are embedded in the objective?  The 13th Amendment declared that slavery would not be
By the end of the lesson, SWBAT identify and analyze the 13th, 14th, and 15th Amendments. By the end of the lesson, SWBAT explain the concept of due process of law. allowed to exist in the United States.

The 14th Amendment declared that the states could not limit the rights of citizens. States could not take away life, liberty, or property without due process of the law, or deny equal protection of the law. The 14th Amendment gave citizenship to all people no

matter their color of skin.
Due process is the principle that the government must respect all of a person's legal rights. They cannot refuse certain legal rights to people. The 15th Amendment gave all men the right to vote, no

matter what their skin color was or if they had been enslaved. Essential Question: “Why would the United States need to add the 13th, 14th, and 15th Amendments to the Constitution after the Civil War?” Vocabulary: Civil War, Amendment, Due Process, Constitution, Bill of Rights, 13, 14, 15, Amendments

Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective.  Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor.  Indicate whether you will administer the assessment as the independent practice or during the lesson closing. During the guided practice, students will be playing a quiz show like game where they have to look at scenarios and either state what Amendment is being denied. In addition, during independent practice, students will be thinking critically about whether or not they believe the establishment of the 13, 14, and 15, Amendments actually helped make America a more equal place to live. Finally, students will be completing a writing prompt in addition to writing their own scenarios that articulate a violation of a certain Constitutional amendment. CONNECTION TO THE GEORGIA PERFORMANCE STANDARD

How does the objective connect to the gps? 

SS5H2 The student will analyze the effects of Reconstruction on American life. a. Describe the purpose of the 13th, 14th, and 15th Amendments.

SS5CG2 The student will explain the process by which amendments to the U.S. Constitution are made. a. Explain the amendment process outlined in the Constitution.

SS5CG1 The student will explain how a citizen’s rights are protected under the U.S. Constitution.
c. Explain the concept of due process of law.

4. OPENING (5 min.) (Engage/Explore)
How will you communicate what is about to happen?  How will you communicate how it will happen?  How will you communicate its importance?  How will you communicate connections to previous lessons?  How will you engage students and capture their interest?  MATERIALS.

At the start of the lesson T will put the following starter on the board: “Discuss with your group why a person would need rights?” T will gain the Ss attention by bringing up again some of the facts about a totalitarian regime like North Korea (lack of freedom of speech, loud speakers in the apartments to blast propaganda, restricted movement, no fair and fast trials) to contrast what a world would look like without rights. T then ask the groups why a person would need rights.

T will listen to the responses. Students:
Ss will share our heir responses.
Ss will listen their fellow Ss talk about why they need rights Ss will listen to the information about North Korea.

How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points?  Which potential misunderstandings do you anticipate? How will you proactively mitigate them?  How/when will you check for understanding? How will you address misunderstandings?  How will you clearly state and model behavioral expectations?  Why will students be engaged?  Teacher:

T will show a brief PowerPoint on due process of law and the establishment of the 13th, 14th, and 15th Amendments (Technology). The PowerPoint will also reiterate just how destructive the Civil War and what it specifically did to the Southern landscape. T will tell the Ss to fill out a graphic organizer as the T goes through the presentation. T will emphasize that due process is the idea that the government must grant all the rights of a U.S. citizen and can not deny you any of your rights. T will go over the different Amendments talking about how the events of the Civil War affected the way people think – and forever changed America’s view on slavery and rights for all. T will have informal checks for understandings such as, “In your own words, what does due process mean?”

Ss will listen to the PowerPoint presentation
Ss will fill out the graphic organizer
Ss will ask and answer questions pertinent to the presentation. 2. GUIDED PRACTICE (15 min.)(Extend)
How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points?  How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? 

How/when will you monitor performance to check for understanding? How will you address misunderstandings?  How will you clearly state and model behavioral expectations?  Why will students be engaged?  Teacher:

T will then introduce the Ss to a quiz show like game entitled “Amendment Fever!” (technology) T will tell the Ss that Ss will work in their groups working as teams to answer the questions in this game related to the 13th, 14th, and 15th Amendments, in addition to due process. T will present questions such as: “A Southern plantation owner after the war decides to keep his slaves and not let them free, what Amendment is being broken?” – Answer: 13th Amendment T will have students explain their answers.

T will supplement their answers with further information or follow up questions. T will informally observe the student’s abilities to answer the questions. Students: SS will play the game in groups.

Ss will actively explain their answers and engage in conversation about the topics Ss will ask questions on topics they do not understand.
1. INDEPENDENT PRACTICE (45 min.) (Evaluate)
How will students attempt independent mastery of all knowledge and/or skills required of the objective, such that they solidify their internalization of the key points?  How will you provide opportunities for remediation and extension?  How will you clearly state and model behavioral expectations?  Why will students be engaged? 

LCD, graphic organizer

“Amendment Fever” Game, LCD

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