Top-Rated Free Essay

Reconstruction Lesson 1 13 14 15

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

Week

OBJECTIVE.
What is your objective? 
FIVE-STEP LESSON PLAN
KEY POINTS.
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

ASSESSMENT.
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.

Teacher:
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.

3. INTRODUCTION OF NEW MATERIAL (20 min.) (Explain)
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?”

Students:
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
(technology)

You May Also Find These Documents Helpful

  • Satisfactory Essays

    able to: give the meaning of Music in Africa. enumerate the uses if Music in Africa. determine the importance of Griots. II. Subject Matter: MAPEH II, Lesson 13 and 14 (Vocal Music and Instruments of Africa) pp. 69-76. III. Devices/ Instructional Materials * Pictures * Visual Aids A. Routinary Matters Teacher's Activities 1.) Prayer: Lord, once again we come before your Holy throne of grace, mercy. We acknowledge our authority over us that apart from you we are nothing and we…

    • 590 Words
    • 3 Pages
    Satisfactory Essays
  • Better Essays

    Acts 15: 1-13 Essay

    • 981 Words
    • 4 Pages

    1. What is the point/purpose of the passage/story as it stands? In Acts 15, Luke reports on the story of the Council of Jerusalem. This council was formed to address primary issues at that time for Christians. In acts 15: 1,4, the author reports that the Judaizers were spreading false narratives regarding the criteria for salvation for the gentiles. At this point, Pentecost had already been witnessed where a mass conversion of gentiles took place, in addition to mass gentile conversions with…

    • 981 Words
    • 4 Pages
    Better Essays
  • Powerful Essays

    Audit 13 & 14

    • 752 Words
    • 4 Pages

    13-22 a. (2) A test of control. b. (2) Relative effectiveness and efficiency of the tests. c. (1) Substantive tests. d. (4) IV, I, III, and II 13-23 a. (2) Tests of controls include observations of the proper segregation of duties. b. (3) Tests of controls. c. (1) A reasonable degree of assurance that the client’s internal controls are operating effectively on a consistent basis throughout the year. d. (3) Reperformance. 13-24 1. Foot the accounts payable trial balance and compare…

    • 752 Words
    • 4 Pages
    Powerful Essays
  • Satisfactory Essays

    Chapter 13 Questions Page 278 Question 2: Holding a single stock or bond is a big risk because it would depend on only how one company is doing. If you diversify your savings and hold a small portion of many stocks or bonds there is less risk because the risk is split between many companies so even if one goes down you only lose a small portion. Mutual funds make diversification easier. Page 278 Question 4: A government budget deficit is when government spending exceeds the revenue the…

    • 945 Words
    • 4 Pages
    Satisfactory Essays
  • Good Essays

    Apollo 13 Lessons

    • 1027 Words
    • 5 Pages

    Management Strategies Lessons from Apollo 13 On April 11, 1970, just a few months after Neil Armstrong walked on the moon, Apollo 13 flight director Gene Kranz gives the green light from Houston’s Mission Control Center for launch. The problems with the Apollo 13 mission started as soon the rocket climbs into the sky, but the craft successfully reach orbit and followed its trajectory to the moon. The three astronauts responsible for the Apollo 13 mission in space were the mission commander Jim…

    • 1027 Words
    • 5 Pages
    Good Essays
  • Satisfactory Essays

    14 15 2 Scl Task 1

    • 509 Words
    • 2 Pages

    Name: Anita Manoh Anak Awal Matric no.: 173967 Group: 29 TOPIC: Subject-verb Agreement Find and correct six errors in subject-verb agreement in the following paragraph. Disability in Sports Media 1According to Auslander and Gold (1999), the media is the key reason for the negative images and ideas with regard to people with disabilities. 2Disability have not been an area that the media has felt obligated…

    • 509 Words
    • 2 Pages
    Satisfactory Essays
  • Good Essays

    Ch 14, 15, 18

    • 393 Words
    • 2 Pages

    Ch 14, 15, 18 1. Fluid surrounding the cells is called ______________ fluid. 2. The largest portion of a person’s body weight is contributed by: a. water b. fat c. bone d. muscle 3. Which of the following electrolytes are anions? (select all that apply) a. sodium b. calcium c. chloride d. bicarbonate 4. The movement of water across a membrane from a less concentrated solution to a more concentrated solution…

    • 393 Words
    • 2 Pages
    Good Essays
  • Satisfactory Essays

    STATS 14 15 16

    • 549 Words
    • 3 Pages

    Chp 14, 15, 16 1. A level 0.95 confidence interval is B. an interval computed from sample data by a method that has probability 0.95 of producing an interval containing the true value of the parameter of interest. 2. A 99% confidence interval for the mean μ of a population is computed from a random sample and found to be 6 ± 3. We may conclude that C. if we took many, many additional random samples, and from each computed a 99% confidence interval for μ, approximately 99% of these intervals would…

    • 549 Words
    • 3 Pages
    Satisfactory Essays
  • Best Essays

    FRM Reading List 14 15

    • 2002 Words
    • 11 Pages

    BMAN 71551 Financial Risk Management for International Business 2014/15 The University of Manchester Manchester Business School Manchester Accounting and Finance Group BMAN 71551 FINANCIAL RISK MANAGEMENT FOR INTERNATIONAL BUSINESS Reading List Textbooks The following textbook covers the majority of the material, and, therefore, is recommended for this course: David Eiteman, Arthur Stonehill and Michael Moffett (2013), Multinational Business Finance, 13th (Global) Edition, Pearson Education [ESM]…

    • 2002 Words
    • 11 Pages
    Best Essays
  • Satisfactory Essays

    Emily East November 30, 2014 AP Biology: 4th Hour Chapter 14 & 15 Test Corrections 1.) Why did the F1 offspring of Mendel’s classic pea cross always look like one of the two parental varieties? D. One phenotype was completely dominant over another This answer can be found on page 264 of the book, “All the F1 hybrids produced round seeds; this is the dominant trait for seed shape.” 3.) How many unique gametes could be produced through independent assortment by an individual with the genotype AaBbCCDdEE…

    • 495 Words
    • 1 Page
    Satisfactory Essays