Unit Plan

Project title Reconstruction, the 13th Amendment, and Modern Times

Grade level 9th-12th
Discipline(s) Social Studies
Start & end dates Three Month Unit
Author(s) Feyla McNamara

Project and Product Overview

Culminating Students will produce: 1) Five paragraph essay on themes from the film
product/performance & 13th; 2) poetry capturing narrative from lived life experiences and
audience observations; 3) debate where students take the side of rehabilitative
systems or punitive prison systems 4) Visual representation and artists
statement on the black codes 5) Letter from the future to Andrew Johnson
and/or Two Voice Poem

Audience: , school wide evening gallery walk of artistic creations, poetry

reading for student body; debate where the administration is the audience
prepares questions for open panel prior to debate
Project summary Students will explore Reconstruction (post-Civil War) through a variety of
(Include need/question readings including A Different Mirror by Ronald Takaki (young peoples
driving student inquiry addition) and its lasting impact on modern day, including mass incarceration
and social justice of people of color.
connection.)
Students will explore the question: What are the decisions made as a nation,
both socially and politically, that have led us to the age of mass
incarceration?

Social justice connection: Students will explore a multitude of social justice

topics including prison labor, the racial and class disparity in mass
incarceration, the politics of the past and how they have impacted modern
times.
Students will always be asked to look at our current topic of study and make
connections to modern day issues of social justice including racism, classism,
 etc.

Students will write a letter to their state and federal senators asking them to
consider legislation to roll back punitive prisons and instate rehabilitative
services in Massachusetts

Standards and Learning Targets Assessed in this Project

Standards Long-term Targets Assessments
(Content, Common Core Supporting Targets
Literacy, HOS)
. I can describe the issues of Reconstruction and its
USI.41 Explain the policies and lasting impacts on modern day United States.
consequences of Reconstruction -Letter from the future:
Supporting Targets: write to Andrew Johnson
USI.40 Provide examples of the I can explain how the South suffered on an about the negative
various effects of the Civil War. (H, E) economic and social level following the Civil War
impacts on the North
I can describe how the North benefited from the
CCSS.ELA-LITERACY.RH.9-10.1 arrangement of Reconstruction and South following the
Cite specific textual evidence to Civil War
support analysis of primary and
secondary sources, attending to Or
such features as the date and
origin of the information. -Two voice poem
between a Southerner
CCSS.ELA-LITERACY.RH.9-10.3 and Northerner during
Analyze in detail a series of Reconstruction
events described in a text;
determine whether earlier events
caused later ones or simply
preceded them.

I can connect how the management of Reconstruction negatively -Using a map of the
USI.41 Explain the policies and impacted the social, economic, and political futures of ex-slaves and United States, create a
consequences of Reconstruction their descendants, influencing race relations in the United States.
USI.40 Provide examples of the
various effects of the Civil War. (H,
E)
CCSS.ELA-LITERACY.RH.9-10.8
Assess the extent to which the
reasoning and evidence in a text
support the author's claims.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments
of the same topic in several
primary and secondary sources.
USI.41 Explain the policies and
consequences of Reconstruction
USI.40 Provide examples of
the various effects of the
Civil War. (H, E)
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments
of the same topic in several
primary and secondary sources.
USI.41 Explain the policies
and consequences of
Reconstruction
visual representation of
Supporting Targets: the Black Codes (can
I can describe the Black Codes and how use mixed media) and
they created deficits in freedoms for newly freed connect it to the
slaves and previously freed slaves, and how movement of Black
their connection to current issues of racial bias
people from the south
in the United States
I can explain how the Great Migration was
into other areas of the
a direct result of racist policies following the country- including what
Civil War attitudes and policies
they may be met with
on arrival
-Artists statement: write
a statement to go with
your map explaining
what it represents and
how it influences the
modern day racial bias
in the United States
I can describe how poetry is a primary source and can be used as a - Narrative
historical document to tell a personal narrative as an example of based poetry on
greater issues in a society. lived experience
showing an issue
Supporting Targets: you face in our
I can create a poem from a lived
society
experience which could be used as a historical
document capturing an issue in our society.
I can explain how the 13th Amendment - Five
contributed to the current issue of mass paragraph essay
incarceration in the United States. on the themes of

USI.40 Provide examples of
the various effects of the
Civil War. (H, E)
CCSS.ELA-LITERACY.RH.9-10.7
Integrate quantitative or
technical analysis (e.g.,
charts, research data) with
qualitative analysis in print
or digital text.
the documentary
Supporting Targets: 13th connecting to
I can identify the cause and effects of primary and/or
policies written in the past and connect them to secondary sources
present time from our studies of
I can analyze information from multiple
Reconstruction
sources and connect them to my studies of
Reconstruction.
and the Black
Codes
I can think critically about conflicting
information and form my own opinions on topics
presented.

CCSS.ELA-LITERACY.RH.9-10.4

Determine the meaning of

words and phrases as they
are used in a text,
including vocabulary
describing political, social,
or economic aspects of
history/social science.
CCSS.ELA-LITERACY.RH.9-10.5

Analyze how a text uses

structure to emphasize
key points or advance an
explanation or analysis.
CCSS.ELA-LITERACY.RH.9-10.6

Compare the point of view

of two or more authors for
how they treat the same
or similar topics, including
which details they include
and emphasize in their
respective accounts.
USI.41 Explain the policies
and consequences of
Reconstruction
USI.40 Provide examples of
the various effects of the
Civil War. (H, E)
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view
of two or more authors for
how they treat the same
or similar topics, including
which details they include
and emphasize in their
respective accounts.
CCSS.ELA-LITERACY.RH.9-10.5
Analyze how a text uses
structure to emphasize
key points or advance an
explanation or analysis.
CCSS.ELA-LITERACY.RH.9-10.5
Analyze how a text uses
structure to emphasize
key points or advance an
explanation or analysis.
I can defend an opinion by using facts from - Debate
primary and secondary source documents. where students
take side of either
punitive prison
Supporting Targets: systems or
I can identify when I need to re-assess my rehabilitative
argument and recover utilizing additional facts system-
and sources. Administration
I can communicate respectfully with my
comes in as
peers during the debate and following the rest
of the school day.
audience to ask
questions of each
side.
I can use facts and persuasive language to - Letter to our
propose a stand on legislation for our state and senators (optional
federal senators. for extra credit)
Supporting Targets:
I can use multiple sources to create a
convincing and compelling argument in my
letter.
Scaffolding Plan
Duration Possible Supporting/Daily
(# of days Targets
or
lessons)
2 days -I can describe the economic and
social impacts of the Civil War on
the North and South
-I can discuss the opposite
perceptions of slaves and slave
owners on the issue of slavery
1 day -I can explain how Andrew
Johnson influenced racist policies
in the United States
Instructional Plans Meeting Students
Needs
Introducing Reconstruction- Diverse methods of
begin by reviewing the end information- videos,
of the Civil War and its readings
impacts on the North and
the South using google Instructions clearly
presentations Day 1 and Day provided in presentation
2 and spoken by educator
Resources needed: Built in breaks for students
A Different Mirror, Youth
addition
The Problem of
Reconstruction
Google Slides
Internet access
Use google slide Instructions clearly
presentation Day 3 provided in presentation
and spoken by educator
Review the assasination of
Lincoln and Johnsons rise to Built in breaks for students
power
Read Andrew Johnson and
Reconstruction
Analyze political cartoon (will
lead to conversation on the
Black Codes)
 Resources needed:
Andrew Johnson and
Reconstruction
Google slides
Internet
1 day -I can explain the Black Codes Follow Google slides day 4
and how they impacted the
freedoms granted to freed slaves Resources needed:
Google slides
reading on the black codes

1-2 days -I can analyze the Black Codes of
Mississippi and further identify
their connection to modern biases
Utilize the excerpts from the
Mississippi Black Codes as a
jigsaw exercise- depending
on students and class size,
divide the excerpts into
singular sections. Ask
students to put the language
of the law into their own
words, then have students
share out about their laws.
Ask students to analyze what
they hear and the
implications for black people
under these laws.
Ask them to think about
modern times- are we still
seeing the impacts of the
black codes today?
Jigsaw activities can be a
great way to create
scaffolding among
students- can also
stimulate students as they
each have something
different from each other
(or if you go with groups,
they have something
different from other
groups)

Resources needed:
Excerpts from the Mississippi

2-3 Days -I can explain how Andrew
Johnson impacted racist policies
in the United States and their
impact on modern day
5-6 days -I can identify the Black Codes
and Reconstructions connection
to the Great Migration in this
country
-I can use visual representations
to convey information
-I can locate regions, cities, and
states on a map
3 days -I can understand how poetry of
an era can reflect life during that
time
Black Codes
Letter from the future to
Andrew Johnson
Students write a letter to
Andrew Johnson explaining
how his action and inaction
impacted the future of the
United States. They explain
how the Black Codes go
against the United States
constitution.
Using a map of the United
States, create a visual
representation of the Black
Codes (can use mixed
media) and connect it to the
movement of Black people
from the south into other
areas of the country-
including what attitudes and
policies they may be met
with on arrival
-Artists statement: write a
statement to go with your
map explaining what it
represents and how it
influences the modern day
racial bias in the United
States
Day 1: Read the article about
black poets during the era of
Reconstruction.
Discuss the suggestions of
Letter writing can be an
excellent way of checking
for understanding while
demonstrating fact based
persuasion and accessing
(and creating) primary
source documents.
Visual stimulation can be
an excellent way to
engage students in a
deeper process of learning
Students utilize mixed
media to create a message
while telling a story
Artist statement is a good
way to capture the
students thoughts while
engaging them in another
form of writing.
Poetry and poetic language
engages students on a
different level than
historical texts, but can
 the article such as, why were
so many poets still writing
from the perspective of
slavery?
Days :Using the poetry of
Frances Ellen Watkins Harper
and Paul Laurence Dunbar-
Divide students into two
groups, one reading the
poems of Harper and one of
Dunbar.
contain important
historical information
Exploring poetry as
primary source documents
and as a way to teach
students about people and
history is another way to
involve students in
historical teaching.

First have them analyze the

poetry- what is its meaning,
what is the author trying to
convey?

Then- what is the historic

context of this poetry? What
stories do these poems tell
about the lives of the poets
or those close to them?
What greater context does it
have in relation to the status
of black people at that time?

Next: Connect the messages

of these poems to the
political struggles of the
time- how could
reconstruction and the black
codes connect into the
context of these poems?
5 days -I can compare and contrast Day 1: Listen to or read the Poetry and poetic language
modern poetry to poetry from the
Reconstruction era
-I can explain how the authors are
creating snapshots of larger
societal issues of both modern
times and the time of
Reconstruction
interview from R. Dwayne
Betts with the students. Ask
them to keep in mind the
context of conversation from
the perspective of law and
bias
Have students do a five
minute, timed reflection
following the interview- what
did they think? could they
relate to Betts? Why or why
not?
engages students on a
different level than
historical texts, but can
contain important
historical information
Exploring poetry as
primary source documents
and as a way to teach
students about people and
history is another way to
involve students in
historical teaching.

Facilitate a conversation Videos provide a variety of

using students reflections- voice, also seeing the
allowing students to share author can facilitate a
(or not share) their personal greater connection to the
feelings on the matter work while reading it.

Day 2/3 : Watch the talk

given by R. Dwayne Betts at
University of Massachusetts.
Analyze with the students-
facilitate a discussion around
life experiences- can
students relate to Betts
experiences? Why or why
not?

Day : Watch short video by

Dwayne Betts on how poetry
saved his life
Read and discuss the five
poems from Shahid Reads

5-6 Days -I can create poetry based on a
life experience that demonstrates
a greater societal issue specific to
our present time
his Own Palm
How are these poems a
snapshot of life?
What issue(s) do these
poems bring up about our
society?
How could these poems be
used as a historical record?
What history would they tell?
Whose history could they
tell?
Day 1/2: Ask students to
think about issues that we
face in our society- things
like Climate Change,
Classism, Racism, etc are all
acceptable ideas for topics
to tackle.
Ask students to think about
what it is like to have lived,
personal experiences with
these issues- it could be one
experience or multiple
experiences. Consider
repetition in poetry and
consider repetition of
events- how could poetry be
used to express these life
experiences and create not
just a snapshot of
themselves, but of the
impact of an issue?
Poetry and poetic language
engages students on a
different level than
historical texts, but can
contain important
historical information
Exploring poetry as
primary source documents
and as a way to teach
students about people and
history is another way to
involve students in
historical teaching.
For students who have
anxiety: Offer them the
opportunity and resource
(it could be your own
smartphone, or school
equipment if available) to
record themselves (either
a video or just an audio
recording) performing the
 Day 3-4: Students poem, and to show that
brainstorm and create their video instead of having to
own poems. Allow them to read it in front of everyone.
return to the poems from the
reconstruction era and the
poetry of Dwayne Betts

Day 5/6: Students perform

their poems for their
classmates and (potentially)
other classes- consider
speaking to the English
teacher about bringing their
class in as audience
members.

Consider organizing an
evening event for parents
and guardians- this could
even be a fundraising event
for a local non-profit tackling
any number of the issues
that students wrote their
poems about. OR students
could choose organizations
that are connected to their
poems to raise money for at
the event.
6 Days I can explain how the 13th Remind students about the This is a rich resource with
Amendment contributed to the creation of the 13th a lot to discuss- there are
current issue of mass amendment- do a close alerts to be mindful of
incarceration in the United States. reading of the 13th sensitive topics in the
amendment and analyze it documentary within my
Supporting Targets: as a class discussion questions
I can identify the cause Introduce the idea of
and effects of policies written
in the past and connect them
to present time
I can analyze
information from multiple
sources and connect them to
my studies of Reconstruction.
I can think critically
about conflicting information
and form my own opinions on
topics presented.
themes and present Graphic organizer helps
students with the theme students to organize their
collection sheet that they thoughts about the
will use while watching the documentary
documentary 13th- remind
them how these sheets will Discussion questions in
come in handy for the essay chronological order allows
they will write on the educator to facilitate a
completion of this guided conversation with
documentary students and anticipates
questions students may
DO NOT FORGET THE have or need clarification
DISCUSSION QUESTIONS- on.
this is an hour and forty
minute documentary, but it
should take about 6 days to
watch due to the density of
information. Students are
going to want to discuss
what they are hearing and
you will want to check for
understanding as there are
many cases where
information may be new to
the students depending on
what grade you are teaching
ALSO: Be advised that there
are areas of the
documentary that could be
triggering for students- Ive
identified them in the
discussion questions that run
in a chronological fashion, so
youll have a rough idea

5 Days I can explain how the 13th
Amendment contributed to the
current issue of mass
incarceration in the United States.
Supporting Targets:
I can identify the cause
and effects of policies written
in the past and connect them
to present time
I can analyze
information from multiple
sources and connect them to
my studies of Reconstruction.
I can think critically
about conflicting information
and form my own opinions on
topics presented.
when they are coming up.
This is not to censor the
documentary but to make
students aware of when the
information is coming up.
Use the Google slide
presentation to present the
essay assignment
Students should use their
notes/graphic organizers to
write this essay
Students should also use the
excerpts from the Black
Codes to make comparisons
to the themes from 13th

3 Days -I can discuss how prison impacts
women of color and make
connections and comparisons to
the documentary 13th
-I can identify how policies in the
past, such as the black codes,
have impacted the state of
women who are incarcerated
Day 1: Start at 11:17
Watch the lecture by Talitha
LeFlouria (be mindful,
discussions of
rape/sexual
assault/torture) and
encourage students to make
connections to 13th and to
their understanding of the
Black Codes and convict
labor.
13th is an amazing
documentary, but does not
cover much on black
women, which many of my
students asked about.
These two lectures include
conversation on women
but also on transgender
people and lesbian, gay,
bisexual, and queer
identified people.
How were women
experiencing convict labor
differently from men?

How was convict labor worse

than slavery for many
women?

How was convict labor in

many ways slavery but by
another name?

Day 2/3: Next watch this

one- as an educator, utilize
the notes I took that
accompany the lecture:
Women, Incarceration, and
Carceral Feminism from
8:17-12:40

How can Herschelles poem

connect to our poetry
project? What issues does
she tackle in her poem?

12:40-18:02 explains what

carceral feminism is

What do students think

about this, particularly after
just watching 13th? Do they
agree with carceral
feminism? Why or why not?

What groups are mentioned

who were not mentioned in
the documentary 13th? Do
you think this was deliberate
on the part of the
documentarian of 13th? Why
or why not? How do you
think the documentary
would have been changed if
they had added these groups
into the conversation?

32:00-
Herschelle explains about
the differences of how
women are treated,
particularly women of color,
who are incarcerated

What are some of the

connections that Herschelle
mentions that relates to
13th?

What are new ideas she

bring up?

Day 2/3: Next watch this

one- as an educator, utilize
the notes I took that
accompany the lecture:
Women, Incarceration, and
Carceral Feminism from
8:17-12:40

How can Herschelles poem

connect to our poetry
project? What issues does
she tackle in her poem?

12:40-18:02 explains what

carceral feminism is

What do students think

about this, particularly after
just watching 13th? Do they
agree with carceral
feminism? Why or why not?

What groups are mentioned

who were not mentioned in
the documentary 13th? Do
you think this was deliberate
on the part of the
documentarian of 13th? Why
or why not? How do you
think the documentary
would have been changed if
they had added these groups
into the conversation?

32:00-40:00
Herschelle explains about
the differences of how
women are treated,
particularly women of color,
who are incarcerated

What are some of the

connections that Herschelle
mentions that relates to

5-7 Days I can defend an opinion by using
facts from primary and secondary
source documents.
Supporting Targets:
I can identify when I
need to re-assess my
argument and recover utilizing
additional facts and sources.
I can communicate
respectfully with my peers
during the debate and
following the rest of the school
day.
13th?
What are new ideas she
bring up?
How is Herschelles story
similar to Dwayne Betts
story?
Some classes can move Debates engage students
through a process like this in oral discussion and
faster than other, so get a underlines how to
read on your own class and structure an argument,
schedule accordingly. which can be related back
to writing essays.
Day 1: Ask students where
they stand on incarceration- Video explains debate to
how does it help our society? students
How does it harm our
society? What are the issues Engagement of
with our prison systems? administation creates
closer connection to
Ask students to do a timed community
10 minute write to collect
their thoughts on the topic pair and share lets
and then a pair and share. students get feedback
from peers and encourages
Following the pair and share, revision and critical
students should return to thinking skills
their writing and either make
changes to or add to their
reflections- if theyve
completely changed their
mind after their pair and
share, then they can write a
new statement (just dont
throw away the first one)
highlighting what points
were made that caused
them to change their mind.

Have students do one more

pair and share, this time with
a new partner. Repeat the
last exercise so that the
students have have 2
partners and have done 2
revisions on their reflections

Collect the revisions and

make quick comments on
them so that you can return
them to students the next
day--- USE these reflections
to create two teams- one
arguing for rehabilitative
services for convicts and one
arguing for punitive
institutions for convicts

Day 2: Introduce or review

the concept of debates- you
can utilize this video

Explain the debate

assignment to students,
allowing them time to adjust
to their new groups and (as
some of them may be upset
by what team theyre on)
potentially make persuasive
arguments to allow them to
switch teams, as long as it
seems conducive to a
smooth running debate.

Allow students to begin

collecting their primary and
secondary sources to begin
constructing their
arguments.

Days 3/5 : Students should

be preparing for their
debates. The teams will work
in sets of five, with a student
delivering the opening
statement, but then each
student being responsible for
generating their own points
and counterpoints to the
arguments of the opposing
team.

Days 6/7- You should

schedule the debate for two
days. Even if there is a
minimal amount of time the
second day, it is good to
have time to allow for a
lively debate to take extra
time. The final day, following
the debates conclusion,
students should be invited to
write reflections on the
outcome and on the process.
 Dont forget that this is an
opportunity to invite
administrators into the
classroom as audience
members and participants.
Students should provide the
administrators with a printed
copy of their opening
statements. You should
provide them with the
assignment.

5 Days I can use facts and persuasive Students should be invited to Extra credit is very
*optional, language to propose a stand on engage with our important to students- this
give legislation for our state and government- many students allows an extra assignment
students federal senators. may come out of this unit as an opportunity to earn
five days feeling strongly about our another assesment grade
to Supporting Targets: criminal justice system and
complete I can use multiple should be given the This also empowers
it as it sources to create a convincing opportunity to engage with students to take action
would be and compelling argument in those feelings- invite them with the knowledge from
my letter.
extra to write a letter (or call!) this unit, something that is
credit their state and federal particularly important
senators. developmentally from
teenagers
They can use this website:
https://openstates.org/find_y
our_legislator/