L6+Martin,+Ryan

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name: Mr. Martin** **Date of Lesson: Lesson 6 (Self Knowledge)**
 * Grade Level: 10** **Topic: The Civil War and Reconstruction**

__Objectives__

 * Student will understand that** decisions made by the North during and after the war led to a difficult period of Reconstruction.
 * Student will know** Radical Republicans, Andrew Johnson, Black codes, Military Reconstruction Act of 1875, 15th amendment, and Compromise of 1877.
 * Student will be able to do** reflect on the policies that the North adopted before and after the war.

__**Maine Learning Results Alignment**__
E1. Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma "The Civil War and Reconstruction" Students understand major eras, major enduring themes, and historical influences in the Unites States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.** b. Analyze major historic eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.
 * Maine Learning Results: Social Studies - E. History
 * Rationale:** In this lesson, students will be meeting the standards because we will be talking about the influence of legislation that was passed during the Reconstruction era and how it affected the future of the United States. Students will also understand the Civil Right issues (major enduring theme) of this era.

__**Assessment**__
Students will complete a venn diagram that comapres and contrasts the Compromises of 1850 and 1877 in groups of four. They will use the textbook and links that I have given them to complete it. Once they have finshed, they will post their results on the wiki (prior to this, I made a wiki for the class) and we will view the results on the projection screen. I will give the feedback as we view the results group by group. This will give students the chance to revise their answers. Since this is the last lesson of the unit, students will take an ungraded test on their knowledge of the Civil War and Reconstruction and compare the results with the test they took at the beginning of the unit.
 * Formative (Assessment for Learning)**

Students will reflect on the policies that the North adopted before and after the war. To do this, they will write a blog that compares and contrasts policies that were adopted before and after the war. They must include in their blog entry images to support their claims. They will be graded using a checklist, and I will also comment on the blog.
 * Summative (Assessment of Learning)**

__Integration__

 * Technology:** Students will be creating a blog entry that includes images.
 * Art:** Students will use images to support their blog entry.
 * English:** Students need to use correct spelling, grammar, and punctuation in their blog entries.

__Groupings__
Students will be divided into groups of four. In order to do this, I will simply count the room off by fours. Within their groups, students must chose who the recorder is (person who writes the answers down) and the reporter is (student who shares with the class). If their is an odd number of students, then some groups might have five students.

__**Differentiated Instruction**__

 * Strategies:**


 * Verbal:** The venn diagram activity encourages discussion between classmates.
 * Logical/Mathematical:** Students use the graphic organizer that uses factual information to compare and contrast two pieces of legislation.
 * Spatial:** Students use a graphic organizer as a visual aid.
 * Bodily Kinesthetic:** Students have the opportunity to get up and write on the white board.
 * Interpersonal:** Students complete the venn diagram in groups of four.
 * Intrapersonal:** The performance task is done individually.


 * Modifications/Accommodations**


 * //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**

Absent Students: If students are absent, then they are responsible from either seeing a classmate, talking to me, or looking on the class wiki for their assignment. They can print out the graphic organizer and questions on the wiki, or they can obtain the from the class folder. Students will have one class day to make up the missed assignments.

Product: Blog. I could have simply asked students to write a normal word processed document comparing and contrasting different policies adopted by the North with additional images to support their claims. Instead, I am having them write a blog which engages their learning in newer and much more effective way. I will comment on the blogs and I will also have students peer feedback each other using the blogs, and students have the chance to make revisons.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops with internet connection Projection screen Copies of venn diagram Checklist for blog assessment Resources: Please see links below

__Source for Lesson Plan and Research__
[]
 * Graphic Organizer

Andrew Johnson** []

[|**http://www.u-s-history.com/pages/h127.html**]
 * Radical Republicans**

[]
 * Black Codes**

[|**http://www.enotes.com/major-acts-congress/reconstruction-acts**]
 * Military Reconstruction Acts of 1875**


 * 15th Amendment**
 * []**


 * Compromise of 1877**
 * []**
 * []**

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstartes the Maine Standards for Initial Teacher Certification because it uses a variety of sources to provide learning oppportunities for students. I will address different learning styles by being orgainzed. I will post the agenda to the class so that students know where they are going. Students who enjoy interaction with their peers will get the opportunity to work within groups. Students who do not like interacting with their peers get the chance to work on the product individually. I will create an open and safe learning environment by creating classroom discussion. I will also challenge students by asking them to compare and contrast and connect policies that the North adopted before and after the war.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification because students were pre - assessed on their prior knowledge of Radical Republicans, Andrew Johnson, Black codes, Military Reconstruction Act of 1875, 15th amendment, and Compromise of 1877 and I will adjust my plan of instruction according to the results of the questioning. The facet of understanding I am using in this lesson is Self Knowledge. Students will have to reflect upon their prior knowledge to comapre and contrast policies that were passed by the North. This lesson demonstrates the MLR because students will have to know ad understand major enduring themes (civil rights), events, and people in this time period. I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This lesson demonstrates the Maine Standards for Initial Teacher Certification because students participated in oral questioning to determine their knowledge and understanding of events, people, and themes of the Civil War, and the lesson and unit will be modified to fit the needs of the students.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Verbal:** The venn diagram activity encourages discussion between classmates.
 * Logical/Mathematical:** Students use the graphic organizer that uses factual information to compare and contrast two pieces of legislation.
 * Spatial:** Students use a graphic organizer as a visual aid.
 * Bodily Kinesthetic:** Students have the opportunity to get up and write on the white board.
 * Interpersonal:** Students complete the venn diagram in groups of four.
 * Intrapersonal:** The performance task is done individually.

Students will also be making a blog entry to reflect on the policies that the North adopted before and after the war. Students will also have the opportunity to peer feedback through the blogs and I will comment on them also. During class, students will post the results of their venn diagram on the class wiki and we will discuss them through the use of a projection screen.

Rationale:** Students will complete a venn diagram that comapres and contrasts the Compromises of 1850 and 1877 in groups of four. They will use the textbook and links that I have given them to complete it. Once they have finshed, they will post their results on the wiki (prior to this, I made a wiki for the class) and we will view the results on the projection screen. I will give the feedback as we view the results group by group. This will give students the chance to revise their answers. Since this is the last lesson of the unit, students will take an ungraded test on their knowledge of the Civil War and Reconstruction and compare the results with the test they took at the beginning of the unit. Students will reflect on the policies that the North adopted before and after the war. To do this, they will write a blog that compares and contrasts policies that were adopted before and after the war. They must include in their blog entry images to support their claims. They will be graded using a checklist, and I will also comment on the blog.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will arrive for class and they will sit in seats arranged in a circle. In this fashion, we cn have effective class discussions where everyone can see and hear each other.

Agenda: Watch clip of __The Civil War, A film by Ken Burns__ (5 minutes) Review what we leaned in previous lesson (5 minutes) Pre assees knowledge Radical Republicans, Andrew Johnson, Black codes, Military Reconstruction Act of 1875, 15th amendment, and Compromise of 1877 (5- 10 minutes). Presentation of Radical Republicans, Andrew Johnson, Black codes, Military Reconstruction Act of 1875, 15th amendment, and Compromise of 1877 (15-20 minutes) Venn diagram activity. Groups of 3. Class discussion of results (10 minutes) Students take ungraded test on their knowledge of Civil War and compare the results with one from beginning of unit Introduce blog performance task (5 minutes)
 * Rest of class: Work on blog performace task**

Students will understand that decisions made by the North after the war led to a difficult period of Reconstruction. We are learning this to show the series of events that took place after the end of the Civil War and to show that legislation passed during this time period still affects everyday life. //Students understand major eras, major enduring themes, and historical influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions on the world.// I am going to hook my students by watching a portion of the critically acclaimed The Civil War, a film by Ken Burns.
 * Where, Why, What, Hook, Tailors: Spatial**

I will pre assess students knowledge of Radical Republicans, Andrew Johnson, Black codes, Military Reconstruction Act of 1875, 15th amendment, and Compromise of 1877 through oral questioning. After I have gauged how well they now these topics, I will give a presentation on Radical Republicans, Andrew Johnson, Black codes, Military Reconstruction Act of 1875, 15th amendment, and Compromise of 1877. Studenta are encouraged to ask questions and be interactive throughout the whole discussion. I will check for understanding by having students complete a venn diagram activity that compares and contrasts the Compromises of 1850 and 1877. They will post these results to the wiki or write them on the white board, and I will give clarifying information so that students can revise their diagrams with the correct information. Please see attachment for specific content notes.
 * Equip, Explore, Rethink, Tailors: Bodily/Kenesthetic, Spatial**

After, my class discussion, students will break into groups of three. To do this, I will count by threes. Within these groups of three, students will complete a venn diagram activity. The venn diagram is aimed at comapring and contrasting the Compromises of 1850 and 1877. Within their groups, students must chose a facilitator (person who keeps groups on task) a recorder (person who records answers) and reporter (person who shares answers with a class). After they have completed the venn diagram, students must post the results either on the white board, or the class wiki. I will hold a class discussion on the results, and I will give students clarifying information. The facet of understanding that I am using is self knowledge. The final product is a blog entry that compares and contrasts policies that the Union adopted before, during, or after the war and they need to use some other media to support their entry. I will have students peer feedback using their Summer seasonal partners through the blogs, and they will have a chane to revise their products. I will also comment on the blogs, and students can refine their product one last time. ** Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Logical/Mathematical, Bodily/Kinesthetic, Interpersonal ** Students will take the same Civil War test that they took at the beginning of the unit and compare the results. This test will not be graded. It is a way for students and myself to gauge their learning over the course of the unit. Students will peer feedback each other through the blog comment box. I will also give feedback throguh this feature. Students will be graded on their blog entries using a checklist.
 * Evaluate, Tailors: Intrapersonal **


 * Content Notes**

[|Andrew Johnson] With the Assassination of Lincoln, the Presidency fell upon an old-fashioned southern Jacksonian Democrat of pronounced states' rights views. Although an honest and honorable man, Andrew Johnson was one of the most unfortunate of Presidents. Arrayed against him were the Radical Republicans in Congress, brilliantly led and ruthless in their tactics. Johnson was no match for them.

After Lincoln's death, President Johnson proceeded to reconstruct the former Confederate States while Congress was not in session in 1865. He pardoned all who would take an oath of allegiance, but required leaders and men of wealth to obtain special Presidential pardons. By the time Congress met in December 1865, most southern states were reconstructed, slavery was being abolished, but "black codes" to regulate the freedmen were beginning to appear. Radical Republicans in Congress moved vigorously to change Johnson's program. They gained the support of northerners who were dismayed to see Southerners keeping many prewar leaders and imposing many prewar restrictions upon Negroes. The Radicals' first step was to refuse to seat any Senator or Representative from the old Confederacy. Next they passed measures dealing with the former slaves. Johnson vetoed the legislation. The Radicals mustered enough votes in Congress to pass legislation over his veto--the first time that Congress had overridden a President on an important bill. They passed the Civil Rights Act of 1866, which established Negroes as American citizens and forbade discrimination against them. A few months later Congress submitted to the states the Fourteenth Amendment, which specified that no state should "deprive any person of life, liberty, or property, without due process of law." All the former Confederate States except Tennessee refused to ratify the amendment; further, there were two bloody race riots in the South. Speaking in the Middle West, Johnson faced hostile audiences. The Radical Republicans won an overwhelming victory in Congressional elections that fall. In March 1867, the Radicals effected their own plan of Reconstruction, again placing southern states under military rule. They passed laws placing restrictions upon the President. When Johnson allegedly violated one of these, the Tenure of Office Act, by dismissing Secretary of War Edwin M. Stanton, the House voted eleven articles of impeachment against him. He was tried by the Senate in the spring of 1868 and acquitted by one vote.

[|Radical Republicans] The Radicals, a faction of the regular Republican Party, came into prominence on the national level after 1860. They never achieved majority status within Republican ranks, but were successful with manipulating the other factions to their advantage. Radical influence was especially strong in the New England states. Their basic aims included the following:

Prominent Radical Republicans included Benjamin F. Wade, Benjamin Butler, Horace Greeley, Frederick Douglass, Charles Sumner and Thaddeus Stevens. During the war, the Radicals were critical of Abraham Lincoln, a member of their own party. The chief complaints about the president were that: Despite this criticism, the president possessed the skill to manage the Radicals' opposition. Such was not the case with his successor, Andrew Johnson, whose reconstruction plan was ignored by Congress. In the postwar period the Radicals were advocates of a “hard peace,” which would punish the South for causing the conflict. In 1867 and 1868, the Radicals passed Reconstruction Acts featuring far harsher treatment of the South. The Radicals also played a leading role in the impeachment of Andrew Johnson and the succeeding trial. Participation in those events tended to weaken the Radicals’ appeal at the polls as the public grew weary of their hard-edged tactics. The Radical Republicans in the early 1870s urged Ulysses Grant to take action against the Ku Klux Klan, and later pressed for labor reforms, which included improved working conditions in factories and the eight-hour day.
 * They tended to view the Civil War as a crusade against the institution of slavery and supported immediate emancipation.
 * They advocated enlistment of black soldiers.
 * They led the fight for ratification of the 13th Amendment.
 * Lincoln had thwarted the emancipation efforts of two of his military commanders, John C. Frémont and David Hunter.
 * Lincoln had (initially) opposed the use of black soldiers in the Union Army.
 * Lincoln’s Reconstruction Plan was too lenient.

[|Black Codes] Black Codes left African Americans with little to no freedom at all. They were unable to even choose the type of work they wanted to do. This gave Southerners a way to continue to get laborers on their land since it was one of the approved occupations they could have. The State of South Carolina required a special license and certificate from a judge to pursue any other work other than that of domestic or agriculture work. Black Codes prohibited African Americans from raising their own crops. They were also unable to rent or lease land outside of town without permission. African Americans were forbidden from carrying firearms and unable to testify in court unless the matter pertained to other African Americans. Marriage was approved between other African Americans but interracial marriages were not allowed.

Vagrancy
Southern States charged African Americans with vagrancy if they entered the town without permission. The State of Louisiana required a note from the employer. The note would have to describe why they were visiting and the amount of time they would be there. Any African American who did not have a note and were in town after 10pm would be arrested and taken to jail. The **__ Mississippi Code __** vagrancy section says // "All rogues and vagabonds, idle and dissipated persons, beggars, jugglers, or persons practicing unlawful games or plays, runaways, common drunkards, common night-walkers, pilferers, lewd, wanton or lascivious persons, in speech or behavior, common railers and brawlers, persons who neglect their calling or employment, misspend what they earn, or do not provide for the support of themselves or their families, or dependents, and all other idle and disorderly persons, including all who neglect all lawful business, habitually misspend their time by frequenting houses of ill-fame, gaming-houses, or tippling shops, shall be deemed and considered vagrants. A person whom the law considers a vagrant and is subject to arrest and a fine. Anyone who isn't able to pay the fine will be hired out to anyone who is willing to pay the fine for him/her and will be required to work for that person until the fine is paid off." //

[|Military Reconstruction Act of 1875] Congress soon took a decisive lead in directing the course of reconstruction. On March 2, 1867, on the last day of the session, Congress overrode Johnson's veto and passed the first of four Military Reconstruction Acts. The first act invalidated, but did not immediately disperse, the governments established under Johnson's plan. The ten Confederate states (all but Tennessee) that had refused to ratify the Fourteenth Amendment were divided into five military districts. Each military district was put under the direction of a military governor authorized to appoint and remove state officials. Voters were registered, and suffrage was extended to freedmen. State constitutional conventions were called, and elected delegates were charged with drafting new constitutional provisions providing for black suffrage. Finally, states were required to ratify the Fourteenth Amendment before readmission. Congress passed the second Reconstruction Act over Johnson's veto in March 1867, directing military commanders to register voters, call conventions, and organize elections, rather than wait for state officials to act. In the face of recalcitrance from Johnson's executive branch and white southerners attempting to subvert the law, Congress in July 1867 passed a third Reconstruction Act, declaring the existing state governments in the South illegal and subject to military control and the U.S. Congress. In an attempt to delay the creation of new state governments, some southern whites turned to a provision of the first Reconstruction Act requiring that a majority of registered voters was necessary to ratify a new constitution and called for a boycott of the ratifying election. On March 11, 1868, Congress passed a fourth and final Reconstruction Act that allowed a majority of those voting to ratify a new constitution, regardless of the size of the turnout. President Johnson, as commander in chief, worked to delay and obstruct the army from enforcing these laws. Conflicts over the direction of reconstruction reached the boiling point in the spring of 1868, when the House of Representatives impeached Johnson. On May 26, 1868, the president escaped conviction by the Senate and removal from office by a single vote. These acts have evoked intense scholarly controversy. To some important early historians of Reconstruction, they were emblematic of the Republican Party, captured by a radical wing, bent on taking vengeance against the South. More recent works take the opposite position, that these acts did not go nearly far enough—that their passage and implementation showed a Congress that ultimately abandoned any long-term, meaningful protection of freed slaves in the South. Still others argue that the Reconstruction Acts were the product of compromise within the Republican Party, reflecting the dominance of neither radicals nor conservatives, but all factions of the Republican Congress. Republicans, in this interpretation, seized control of reconstruction only after collaboration with President Johnson became impossible. Reconstruction continues to be controversial because it remains, in the words of Eric Foner, "America's unfinished revolution." In both the North and South, reconstruction ended not with racial equality, but rather with decades of discrimination—only haltingly reversed by the modern Civil Rights movement.

[|15th Amendment] The 15th Amendment to the Constitution granted African American men the right to vote by declaring that the "right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude." Although ratified on February 3, 1870, the promise of the 15th Amendment would not be fully realized for almost a century. Through the use of poll taxes, literacy tests and other means, Southern states were able to effectively disenfranchise African Americans. It would take the passage of the Voting Rights Act of 1965 before the majority of African Americans in the South were registered to vote.

[|Compromise of 1877]

The Compromise of 1877 was one of a series of compromises reached to hold the United States together peacefully. What made the Compromise of 1877 unique was that it took place //after// the Civil War, and was thus an attempt to prevent a second outbreak of violence. The other compromises, the Missouri Compromise (1820), the Compromise of 1850, and the Kansas-Nebraska Act (1854), were all intended to avoid Civil War. The Compromise of 1877 was also unusual as it was not reached openly after debate in the US Congress. It was primarily worked out behind the scenes and with virtually no written record. The timing of the agreement was prompted by the disputed presidential election of 1876. The Democrats in Congress held a meeting in early 1877 and agreed not to interfere with a plan that would have Congress decided the outcome of the election. Part of the agreement was that Rutherford B. Hayes, the Republican candidate, would bring an end to Reconstruction throughout the south if he took office. The Compromise of 1877 actually went beyond the settlement of the disputed election. It also was intended to provide financial subsidies to the South, although that did not come to pass. Historians have noted that the Compromise of 1877 marked a turn in policy away from concern for freed slaves in the South, and ultimately helped usher in the era of Jim Crow.

The Compromise of 1877 occurred after the Presidential Election of 1876, when Congress formed the Electoral Commission to resolve disputed Democratic Electoral votes from the South. The Electoral Commission consisted of five Representatives, five Senators, and five Supreme Court Justices. Originally, there were supposed to be seven Republicans, seven Democrats and one Independent. When David Davis, a registered Independent, refused to accept the nomination, the balance shifted to a Republican majority. The Commission gave all 20 disputed votes to Hayes. The Electoral Commissions' decision could not be overturned unless both the Democratic controlled House of Representatives and the Republican controlled Senate agreed. The Democrats were disappointed by the decision made by the Commission and conducted a filibuster in the House of Representatives to reject the decision. The Senate overruled the objection. Nothing was getting done. The Compromise of 1877 was an unwritten, informal deal between the Republican and Democrats of Congress[ 2 ] to recognize this Republican president if the following actions took place:
 * 1) Removal of all federal troops from the southern states.
 * 2) Appointment of at least one southern Democrat into Hayes's Administration.
 * 3) Construction of a second transcontinental railroad in the South called the Texas and Pacific.
 * 4) Legislation enacted to help industrialize the South.

Venn diagram graphic organizer Blog checklist Civil War test
 * Handouts**