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: Explain the practice of discrimination and the passage of discriminatory laws in the United States and their impact on the rights of African Americans, including the Jim Crow laws and the ruling in Plessy v. Ferguson.more

Grade:
5
Subject:
Social Studies
Topic:
Reconstruction (5)
Subtopic:
no results
Lesson type: 
Traditional Lesson

Have an objective, time & materials required, a procedure for the lesson, a guided practice, an independent practice, closure and evaluation. Teacher-guided learning. Focus on what is being taught.

During this SmartARTS lesson, students will learn what life like during the early South Carolina Textile Mill Era. Students will analyze photographs and close read a poem in order to gain information and use visual literacy skills.  Students will also create a metaphor and draft a short informal...more

Grade:
5, 8
Subject:
English Language Arts, Social Studies
Topic:
Domestic and Foreign Developments, Inquiry-Based Literacy, Reading - Literary Text, Reconstruction, Industrialization, Progressivism
Subtopic:
Explore, collaborate, analyze, Industrial Revolution, Language, Craft, and Structure-Determine figurative/connotative meanings and their impact, The Progressive Movement
Lesson type: 
1:1 Lesson

Lesson plans for teaching in the 1:1 environment (each student has access to a device). Technology is integrated into the lesson.

This lesson can be a component of a year-long project based lesson on civil rights or one part of a single, shorter PBL focusing only the civil rights era after World War II. This particular extension deals specifically with the 8th grade standards that are noted. The other standards included in...more

Grade:
5, 7, 8
Subject:
Social Studies
Topic:
Domestic and Foreign Developments, Late 20th and Early 21st Centuries, Limited and Unlimited Government, Reconstruction (5), Reconstruction, Industrialization, Progressivism
Subtopic:
Discriminatory laws, Political, Economic, and Social Effects, The Challenge of Freedom, The Civil Rights Movement, The Enlightenment
Lesson type: 
Project Based Lesson

Engaging complex question, problem or challenge. Student-centered investigating and responding, acquiring a deeper knowledge through active exploration and addressing real world issues over an extended period of time. Teacher's role is one of coach, facilitator, guide, advisor, or mentor.

Students will research the 3 plans during Reconstruction (Lincoln, Johnson, Congress) and decide which plan they would use and why. more

Grade:
5
Subject:
Social Studies
Topic:
Reconstruction (5)
Subtopic:
no results
Lesson type: 
Project Based Lesson

Engaging complex question, problem or challenge. Student-centered investigating and responding, acquiring a deeper knowledge through active exploration and addressing real world issues over an extended period of time. Teacher's role is one of coach, facilitator, guide, advisor, or mentor.

lesson-subject-default-image

Two lessons for a unit based on Reconstruction - one that uses theme and another that uses music. more

Grade:
5
Subject:
Social Studies
Topic:
Reconstruction (5)
Subtopic:
no results
Lesson type: 
Project Based Lesson

Engaging complex question, problem or challenge. Student-centered investigating and responding, acquiring a deeper knowledge through active exploration and addressing real world issues over an extended period of time. Teacher's role is one of coach, facilitator, guide, advisor, or mentor.

Students will complete research on one of the Reconstruction amendments. After completing research, students will create a project demonstrating their knowledge of that particular amendment as if they are supporting that amendment during the era it was created. Their goal is to convince others...more

Grade:
5
Subject:
Social Studies, English Language Arts
Topic:
Inquiry-Based Literacy, Reading - Informational Text, Reconstruction (5)
Subtopic:
Meaning and Context-Research through different medians/modalities, Organize/categorize information, Reconstruction Amendments
Lesson type: 
Project Based Lesson

Engaging complex question, problem or challenge. Student-centered investigating and responding, acquiring a deeper knowledge through active exploration and addressing real world issues over an extended period of time. Teacher's role is one of coach, facilitator, guide, advisor, or mentor.

18 day plan on Reconstruction - Performance task at the endmore

Grade:
5
Subject:
Social Studies
Topic:
Reconstruction (5)
Subtopic:
Aims and Plans
Lesson type: 
Project Based Lesson

Engaging complex question, problem or challenge. Student-centered investigating and responding, acquiring a deeper knowledge through active exploration and addressing real world issues over an extended period of time. Teacher's role is one of coach, facilitator, guide, advisor, or mentor.

The students will be able to create either a free verse poem or journal entry as if they were a freed man during the Civil War Reconstruction Period in order to explain life in SC based on political, educational, and social opportunities in addition to discrimination during this period.  more

Grade:
8
Subject:
Social Studies, English Language Arts
Topic:
Inquiry-Based Literacy, Reading - Informational Text, Reconstruction, Industrialization, Progressivism, Writing
Subtopic:
Formulate logical questions, Gather/evaluate information from primary/secondary sources, Meaning and Context-Provide objective summary, Meaning, Context, and Craft-Develop experiences/events/characters, Meaning, Context, and Craft-Develop real/imagined experiences/events, Meaning, Context, and Craft-Engage/orient reader, Meaning, Context, and Craft-Provide conclusion that follows/reflects experiences/events, Meaning, Context, and Craft-Use transitions to signal shifts
Lesson type: 
1:1 Lesson

Lesson plans for teaching in the 1:1 environment (each student has access to a device). Technology is integrated into the lesson.

This lesson is one component of a unit on Reconstruction, which would be preceded by a separate unit on the Civil War.  Preceding lessons in this unit should address the political, economic, and social results of the Civil War in the summer of 1865; Andrew Johnson’s plan for Presidential...more

Grade:
11
Subject:
Social Studies
Topic:
Civil War and Reconstruction
Subtopic:
Effects of Reconstruction on Southern States, Removal of Reconstruction Protections
Lesson type: 
Traditional Lesson

Have an objective, time & materials required, a procedure for the lesson, a guided practice, an independent practice, closure and evaluation. Teacher-guided learning. Focus on what is being taught.

Studnets will get to time travel and see what life of a sharecropper was like. Did they make the right choice making a deal with the landowner? Let them take a trip back and time and see what they think! more

Grade:
5
Subject:
Social Studies
Topic:
Reconstruction (5)
Subtopic:
no results
Lesson type: 
Traditional Lesson

Have an objective, time & materials required, a procedure for the lesson, a guided practice, an independent practice, closure and evaluation. Teacher-guided learning. Focus on what is being taught.

This activity is based loosely on the game Six Degrees of Kevin Bacon. The teacher can choose to place students into five different groups, giving each group a challenge question, or can make this an individual project, assigning or having students pick a point to prove. The goal is to prove the...more

Grade:
8
Subject:
Social Studies, English Language Arts
Topic:
Inquiry-Based Literacy, Reconstruction, Industrialization, Progressivism
Subtopic:
Acknowledge/value thinking, Develop inquiry plan, Employ a critical stance, Employ prior knowledge,, Examine context to broaden inquiry, Formulate questions, Gather/evaluate information from primary/secondary sources, Organize/categorize information, The Gilded Age
Lesson type: 
Project Based Lesson

Engaging complex question, problem or challenge. Student-centered investigating and responding, acquiring a deeper knowledge through active exploration and addressing real world issues over an extended period of time. Teacher's role is one of coach, facilitator, guide, advisor, or mentor.

Students will determine major educational, social and political issues or problems facing African Americans following Reconstruction.  Students will analyze the successes and failures of such institutions developed and evaluate their impact in the twenty-first century.more

Grade:
8, 11
Subject:
Social Studies, English Language Arts
Topic:
Civil War and Reconstruction, Inquiry-Based Literacy, Reading - Informational Text, Reconstruction, Industrialization, Progressivism
Subtopic:
Employ a critical stance, Explore, collaborate, analyze, Language, Craft, and Structure-Analyze/evaluate argument/claims, Post Reconstruction Period and the Effect on African Americans, Reconstruction Ends, The Challenge of Freedom
Lesson type: 
Project Based Lesson

Engaging complex question, problem or challenge. Student-centered investigating and responding, acquiring a deeper knowledge through active exploration and addressing real world issues over an extended period of time. Teacher's role is one of coach, facilitator, guide, advisor, or mentor.