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Lesson Cover Page

Lesson Topic: Reconstruction Length of Class Period: 50 minutes
Course: U.S. History Grade Level: 11

TERMINAL BEHAVIORAL OBJECTIVE

Students will be able to individually construct a T-Bar chart comparing and contrasting the Reconstruction plans of President Abraham Lincoln and
President Andrew Johnson.

CURRICULUM/STANDARDS

AZ State Standards Strand 1 U.S. History
Concept 6: PO 3. Analyze immediate and long term effects of Reconstruction in post Civil War America:
a.
b.
c.
d.
e.

various plans for reconstruction of the South

Lincolns assassination
Johnsons impeachment
Thirteenth, Fourteenth and Fifteenth Amendments
resistance to and end of Reconstruction (e.g., Jim Crow laws, KKK, Compromise of 1877)

AZ State Standards Strand 3 Civics/Government

Concept 4: Rights, Responsibilities, and Roles of Citizenship
PO 1. Analyze basic individual rights and freedoms guaranteed by Amendments and laws:
d. civil rights in the Thirteenth and Fourteenth Amendments
e. voting rights in the Fifteenth, Nineteenth, Twenty-third, Twenty fourth, and Twenty-sixth Amendments; Native American citizenship and voting rights (Arizona,
1948); Voting Rights Act of 1965
PO 2. Define citizenship according to the Fourteenth Amendment.

HOMEWORK

Read about Congressional Reconstruction, pgs. 379-382. Study for Unit Exam, covering Civil War and Reconstruction.

RESOURCES/MATERIALS

Reconstruction PowerPoint (borrowed from cooperating teacher)
Danzer. The Americans. Orlando, FL: Houghton Mifflin Harcourt Publishing Company, 2012. Chapter 12, Constitutional Amendments Section

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Task Analysis
The sub-objectives should include content and behavior. The first sub-objective should be your BW/Anticipatory Set.
The last sub-objective should match your terminal behavioral objective. (Add more rows as needed for your lesson.)
TIME
SUB-OBJECTIVE
TEACHING STRATEGY
CHECK FOR UNDERSTANDING/
(include Blooms level)
ACTIVE STUDENT PARTICIPATION


Bellwork: Using your notes from yesterday,
Bellwork: Using your notes from yesterday,
5
List notable political figures and identify
write a list of at least four important political
write a list of at least four important political
min their political party affiliations.
figures from the Reconstruction Era, and
figures from the Reconstruction Era, and
(Knowledge)
identify their party affiliations.
identify their party affiliations.

Students will identify President Lincolns
Think/Pair/Share: Read pgs. 376-377.
Think/Pair/Share: Summarize Lincolns Plan.
10 plans for Southern Reconstruction and write Summarize Lincolns plan, including at least 3
Table Discussion: Lincolns plans
min a paragraph summary.
major points, then turn to your tablemate and
(Comprehension)
share your summaries.

Students will explain verbally to partners
Lecture: View PowerPoint and use Socratic
Intermittent closure: Students will take notes
10 the assassination of President Lincoln and
Questioning to discuss the assassination
on the presentation, and successfully answer
min the aftermath politically.
the teachers questions
(Comprehension)

Students will identify President Johnsons
Think/Pair/Share: Read pgs. 377-379.
Think/Pair/Share: Summarize Johnsons Plan.
10 plans for Southern Reconstruction and write Summarize Johnsons plan, including at least 3 Table Discussion: Johnsons plans
min a paragraph summary.
major points, then turn to your tablemate and
(Comprehension)
share your summaries.
Students will be able to individually

Independent Practice: Students will take all of Independent Practice: Students will take all of
construct
a

T
-Bar
c
hart
c
omparing
a
nd

their knowledge and materials, and create a T- their knowledge and materials, and create a T-
contrasting
t
he
R
econstruction
p
lans
o
f
15
bar chart, or similar graphic organizer,
bar chart, or similar graphic organizer,
President Abraham Lincoln and President
min
comparing the plans of Lincoln and Johnson.
comparing the plans of Lincoln and Johnson.
Andrew Johnson.
Final Closure: Collect Graphic Organizers and

review todays Objectives and Homework.
(Synthesis)