Lesson details


Social Studies

English Language Arts



Inquiry-Based Literacy

Reading - Informational Text

Reconstruction, Industrialization, Progressivism



Acknowledge/value thinking

Employ a critical stance

Examine context to broaden inquiry

Gather/evaluate information from primary/secondary sources

Meaning and Context-Cite evidence to support analysis

Meaning and Context-Consider viewpoints of others

Meaning and Context-Engage in a range of collaborative discussions

Meaning and Context-Gather relevant information from diverse sources

Meaning and Context-Prepare for and engage in conversations

Meaning and Context-Quote/paraphrase information without plagiarizing

Meaning and Context-Summarize details to support central ideas

Meaning, Context, and Craft-Write informative/explanatory text

Organize/categorize information

The Challenge of Freedom

Recommended Technology: 

iPads, MacBooks, or computer/tablet with internet access

Other instructional materials or notes: 
  • Primary and secondary sources to use as references to develop the presentation
  • Presentation Rough Draft Sheet
  • Peer critique/evaluation sheet

The Challenge of Freedom

Multiple days
Lesson type: 
Project Based Lesson
Lesson overview: 

The students will be able to create a PowerPoint or Keynote presentation about the influence of the Reconstruction Policy in relation to the Freedmen’s Bureau, Lincoln’s Reconstruction Plan, Congress’ Reconstruction Plan, the 13th amendment, 14th amendment, 15th amendment, small farmers, and Northern immigrants (carpetbagger).

Essential Question: 

How did the Reconstruction Policy influence the Freedmen’s Bureau, Lincoln’s plan, Congress’s plan, the 13th amendment, 14th amendment, 15th amendment, small farmers, and Northern immigrants (carpetbagger)?

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Lesson created by:
Mary Huffman
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