Teacher Education Lesson Plan Template

Teacher: Nicholas Kowalski Date: 9/28/2018 & 10/1/2018

Title of Lesson: End of Reconstruction Cooperating Teacher: Stephanie Aitchison

Core Components
Subject, Content Area, or Topic
7th Grade US History 1865 to Present
Student Population
The classroom consists of 98 students divided into four classes of 25, 26, 25, and 22. There are 66
boys and 32 girls. All students are identified as gifted though each has unique learning needs. Six
students have a 504 Plan in place.
Learning Objectives
● Students will be able to use historical thinking skills to analyze primary source documents
● Students will be able to understand the public disapproval of reconstruction and why it
happened.
● Students will be able to describe how the election of 1876 led to the end of reconstruction.
● Students will be able identify how the South and the African American population were
affected by the end of Reconstruction.
● Students will be able to analyze the effects of Plessy v. Ferguson on African-American civil
rights.
Virginia Essential Knowledge and Skills

SOL USII 1adef: The student will demonstrate skills for historical thinking, geographical analysis,
economic decision making, and responsible citizenship by analyzing and interpreting artifacts and
primary and secondary sources to understand events in United States history; using evidence to
draw conclusions and make generalizations; comparing and contrasting historical, cultural, and
political perspectives in United States history and determining relationships with multiple causes or
effects in United States history.

SOL USII 3b: The student will apply social science skills to understand the effects of
Reconstruction on American life by describing the impact of Reconstruction policies on the South
and North.

SOL USII 4c: The student will apply social science skills to understand how life changed after the
Civil War by describing racial segregation, the rise of “Jim Crow,” and other constraints faced by
African Americans and other groups in the post-Reconstruction South.

Materials/Resources
“I Shall not beg for my rights” by Henry MacNeal Turner
End of Reconstruction PowerPoint
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
End of Reconstruction Cornell note sheet
Pencil/Pen
Election of 1876 interactive map
Plessy v. Ferguson video overview
Mock Literacy test
Crash Course video on Reconstruction.

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
N/A

Time
(min.) Process Components
10 *Anticipatory Set
min. The teacher will address that the entire unit has touched on the idea of reconstruction.
However this lesson today will show how it came to an end and the identity if the nation as
it came out of this period. This will be introduced by students reading the speech “I shall
not beg for my rights” by Henry MacNeal Turner
<1 *State the Objectives (grade-level terms)
min. ● Students will be able to use historical thinking skills to analyze primary source
documents
● Students will be able to understand the public disapproval of reconstruction and
why it happened.
● Students will be able to describe how the election of 1876 led to the end of
reconstruction.
● Students will be able identify how the South and the African American population
were affected by the end of Reconstruction.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 ● Students will be able to analyze the effects of Plessy v. Ferguson on African-
American civil rights.

70-75 *Instructional Input or Procedure

min. 1. The teacher will review what students believe Turner is saying in his speech.
2. The teacher will reveal that as reconstruction ends many African-Americans who
were empowered were now faces repression.
3. The teacher will then hand out the Cornell note sheet and instruct them that they are
to fill out the questions along with the lecture.
4. The teacher will touch on the accomplishments of Reconstruction up until that
point: the 13th, 14th, 15th amendments as well as black legislators.
5. The teacher will touch on topics that upset the South (capetbaggers, military
occupation) and ask them how they would feel if they were a southerner.
6. The teacher will then showcase how disapproval for reconstruction rose in the
country (Panic of 1873, resources needed west, perceived corruption of the Grant
administration).
7. The teacher will state how this all came to a head during the 1876 election where
the Republicans lost control of Congress and lost the popular vote for President.
8. The teacher will use the interactive map to show how Hayes won the election
clarifying the backroom deals that were said to have been made.
9. After showing the students the outcome of the election and informing them of
Hayes’ actions as President (withdrawing troops, giving south infrastructure funds,
and appointing southern democrats to his cabinet) and then ask the students to
discuss whether or not they believe a “corrupt bargain” took place?
10. The teacher will ask students what they believe regarding this question.
11. The teacher will declare that Reconstruction is over, however the South reverts
back to a pre-civil war society (Redeemers, Jim Crow laws).
12. The teacher will ask whether students believe these Jim Crow laws are legal or not
according to the 14th amendment.
13. The teacher will show a youtube video overviewing Plessy v. Ferguson.
14. The teacher will ask students to guess what some of the long-term effects of Plessy
v. Ferguson are.
15. The teacher will answer stating that not only does discrimination and segregation
become legal in the US but that laws limiting the voting rights of minorities
become legal as well (literacy tests, grandfather laws, poll taxes).
16. The teacher will ask students to attempt a literacy test from this era, and show them
how confusing the questions are and how easy it is to miss one.
17. The teacher will then ask how should Reconstruction be remembered? Maybe
phrasing it by who won reconstruction?
18. The teacher will then show the Crash course video on Reconstruction.

2-3 *Modeling
min. The teacher will explain how the Cornell note sheet works and how to fill it out.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
<1 *Check for Understanding
min. The teacher will ask for a verbal affirmation that students understand how to fill out the
cornell note sheet

5-10 *Guided Practice

The teacher will listen to the answers that students have to questions given and provide
feedback and supplemental information.
5-10 *Independent Practice
min. Students will discuss a few questions in groups before sharing them with the large group.
As well as try and attempt the literacy test.
N/A Assessment
The teacher will assess how well the students were able to take notes on the topic.

3-4 *Closure
min. The teacher will explain how reconstruction was a brief period of time where our nation
sought to achieve civil equality, however the anger of those that refused to accept it
stopped progress from being achieved for nearly 80 years.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Several students have been placed to the front of the classroom. One due to needs that have be met
according to their 504. This is a lecture hybrid lesson. It is designed to make sure that students are
able to grasp information and concepts no matter their learning style. An example of this is using
the interactive map to show the corruption of the 1876 election.
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015