L5+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 5 (Application)**
 * Grade Level: 10** **Topic: The Civil War and Reconstruction**

__Objectives__

 * Student will understand that** decisions made by the North durring and after the war led to a difficult period of Reconstruction.
 * Student will know** Abraham Lincoln and his assasination, Andrew Johnson, Radical Republicans, Freedman's Bureau, 13th amendment, the Civil Rights Act of 1866, 14th amendment, and the South's transition from slavery to free labor.
 * Student will be able to do** solve why the decisions the North made led to a difficult Reconstruction period.

__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 becauuse we will be discussing legislation passed during and after the war that had major affects on the future on the United States. We will also discuss important politicians and people during this era and their affect that they had on the future of the United States.

__**Assessment**__
Students will complete a problem - solution chart so that they can use critical thinking skills to try and brainstorm some ways that the country could have reunified. They will share their answers with the class and I will give them clarifying information. They will have the opportunity to change the answers or build upon the ones that they already had. Students will write a relflective blog posting about the lesson and I will comment on the blog. I will also make comments on the debate on the class wiki.
 * Formative (Assessment for Learning)**

You will compete in a debate that will take place on the class wiki under the discussion tab. You will be divided in two teams and the debate will be open for one night. Students of each team are expected to contribute at least one point to the debate. It is up to the teams to decide who presents what point. One side will have to argue in favor of Andrew Johnson, and the other side will argue the opposition side.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: The debate will be held on the class wiki. English: Students are expected to write complete sentences for the debate. Art: The hook invloves listening to a song and looking at different posters from the Civil Rights movement.

__Groupings__
Students will complete their problem - solution chart with their spring seasonal partner (prior to this, students made "appointments" with each other for each of the four seasons). The partners should decide who the recorder (person who records the answer) will be and the reporter (person who shares the answer with the class) will be. Students will also be divided into two groups for the debate. Within their debate groups, students must decide who is going to present each point.

__**Differentiated Instruction**__

 * Strategies:**


 * Verbal:** Students will write down their solutions on the problem - solution chart. They can share their answers with the class. The debate is also on- line, and uses typed words in place of spoken dialogue.
 * Visual:** Students will see photos around the room, and they will also be using a graphic organizer to organize thier notes and thoughts.
 * Musical:** A song will be playing to accompany the hook.
 * Intrapersonal:** Instead of debating in front of the class, the debate is on - line, and students will do this individually.
 * Interpersonal:** Students will complete the the problem - solution chart with a partner and will participate in a in- class discussion.
 * Logical/Mathematical:** Students must use reasoning to complete the chart effectively because they have to find a solution to a problem.


 * 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.


 * Extensions**

Product: Debate on the class wiki. I could have simply held a debate in - class and done so in a traditional manner. However, by using the class wiki in a Type II way to hold the debate, students can engage the material in a newer and more effective manner.

__**Materials, Resources and Technology**__
Computer with speakers for song Laptops with internet connection Copies of problem - solution chart Resources: Please see below for specific links

__Source for Lesson Plan and Research__
[]
 * Graphic Organizer

President Andrew Johnson** []


 * Radical Republicans**
 * []**

[] [|**http://en.wikipedia.org/wiki/Fourteenth_Amendment_to_the_United_States_Constitution**]
 * 13th Amendment**
 * 14th Amendment**

[]
 * The Civil Rights Act of 1866**

[]**
 * Freemen's Bureau

__**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 putting the agenda on the board so that students know exactly what they are doing for the class. I will allow students to work with partners to complete their problem solution charts and they have the opportunity to assign each other roles. The problem solution chart sevres the purpose of letting students think critically and experimentally about how they would solve the problem of reunifying the country. By allowing an open discussion, students can express their opinions in a comfortable environment.
 * //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 peior knowledge of Abraham Lincoln and his assasination, Andrew Johnson, Radical Republicans, Freedman's Bureau, 13th amendment, the Civil Rights Act of 1866, 14th amendment, and the South's transition from slavery to free labor through oral questioning, and I will adjust my teaching plan according to these results. The facet of understanding that I am using in this lesson is Application. Students will be able to solve why the decisions the Union made led to a difficult period of Reconstruction for the South. This lesson demonstrates the MLR because we will be discussing legislation passed during and after the war that had major affects on the future on the United States. We will also discuss important politicians and people during this era and their affect that they had on the future of the United States. 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:** Students will write down their solutions on the problem - solution chart. They can share their answers with the class. The debate is also on- line, and uses typed words in place of spoken dialogue.
 * Visual:** Students will see photos around the room, and they will also be using a graphic organizer to organize thier notes and thoughts.
 * Musical:** A song will be playing to accompany the hook.
 * Intrapersonal:** Instead of debating in front of the class, the debate is on - line, and students will do this individually.
 * Interpersonal:** Students will complete the the problem - solution chart with a partner and will participate in a in- class discussion.
 * Logical/Mathematical:** Students must use reasoning to complete the chart effectively because they have to find a solution to a problem.

Students will also be participating in a debate on the class wiki. This utilizes technology in a Type II way because this is new and effective way of holding a debate. It could have been done in class, but by holding the debate on the class wiki students can engage the material in a completely new way. Students will also be writing a reflection on their blogs.

Rationale:** Students will complete a problem - solution chart so that they can use critical thinking skills to try and brainstorm some ways that they country could have reunified. They will share their answers with the class and I will give them clarifying information. They will have the opportunity to change the answers or build upon the ones that they already had. Students will write relflective blog posting about the lesson and I will comment on the blog. I will also make comments on the debate discussions on the class wiki. Students will also compete in a debate that will take place on the class wiki under the discussion tab. I will be divide them in two teams and the debate will be open for one night. Students of each team are expected to contribute at least one point to the debate. It is up to the teams to decide who presents what point. One side will have to argue in favor of Andrew Johnson and his policies, and the other side will argue the opposition side.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Students will arrive for class and they will sit in sits arranged in a circle. That way, we can have effective class discussions where we can see and hear everyone.

Agenda: Students browse room while the Civil Rights song is playing and they look at pictures. Brief discussion follows (5-7 minutes) Discuss prior knowledge of Abraham Lincoln and his assasination, Andrew Johnson, Radical Republicans, Freedman's Bureau, 13th amendment, the Civil Rights Act of 1866, 14th amendment, and the South's transition from slavery to free labor (5 -7 minutes) Pass out problem solution graphic organizer. Partner with spring seasonal partner and brainstorm together problems of reunifying the country and potential solutions to those problems (5-10 minutes) Discuss/present Abraham Lincoln and his assasination, Andrew Johnson, Radical Republicans, Freedman's Bureau, 13th amendment, the Civil Rights Act of 1866, 14th amendment, and the South's transition from slavery to free labor (15 minutes). Pass out problem solution chart again. This time have students fill it out based on their knowledge now after the presentation (5-10 minutes). Divide class into two groups. This is done by counting by twos. These are the debate teams. (5 minutes) Give class presentation on where and how debate forum will be run (10 minutes)
 * Rest of class: Work with debate groups.**

Students will understand that decisions made by the North during and 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 war, and students will recognize that some of the civil rights issues that existed then still exist today. //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.// I am going to hook my students by displaying civil rights photos around the room. This will hopefully stir up good thought and discussion.
 * Where, Why, What, Hook, Tailors: Visual/Spatial, Musical**

I will pre - assess students knowledge of Abraham Lincoln and his assasination, Andrew Johnson, Radical Republicans, Freedman's Bureau, 13th amendment, the Civil Rights Act of 1866, 14th amendment, and the South's transition from slavery to free labor through oral questioning. Once I get an idea of how much of the material the students know, I am going to hand out a problem - solution chart so that students can brainstorm problems of reunifying the country and potential solutions to those problems. Once they have completed this, I will give a presentation on Abraham Lincoln and his assasination, Andrew Johnson, Radical Republicans, Freedman's Bureau, 13th amendment, the Civil Rights Act of 1866, 14th amendment, and the South's transition from slavery to free labor. Students will then have the opportunity to fill out another problem - solution chart based on their knowledge aftre the discussion. I will be avaliable for clarifying information if need be.
 * Equip, Explore, Rethink, Revise, Tailors: Verbal, Interpersonal, Logical**

Before I give the discussion/presentation on Abraham Lincoln and his assasination, Andrew Johnson, Radical Republicans, Freedman's Bureau, 13th amendment, the Civil Rights Act of 1866, 14th amendment, and the South's transition from slavery to free labor, I will hand out a problem - solution graphic organizer. Students will brainstorm problems of reunifying the country and brainstorm potential solutions to those problems. After I giive the presentation, students will get another chance to fill out the same graphic organizer, only this time they will use knowledge ganied from the discussion. They will complete this process with their Spring seasonal partners (prior to this, students made "appointments" with each other for each of the four seasons). After we have discussed their results of their graphic organizer, I will divide the class into two teams. This will be done counting by twos. These will be the debate teams. Group 1 will argue in favor of President Andrew Johnson and his policies. Group 2 will argue against President Andrew Johnson and his policies. The debate will take place on the class wiki. I am giving students a lot of class time to research their side, and to make sure that everyone has something to contribute to the debate. I will comment on these debates. The facet of understanding is Application and students will be able to solve why the decisions the North made led to a difficult Reconstruction period.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Logical**

Students will write a reflective blog about their experience doing the debate online. I will comment on these blogs, but not grade them. I will grade students on the debate using checklist. I will give them two grades. One grade will be a team grade, and the other will be an individual grade. The individual grade will be based on their contribution to the debate. This lesson stops at the Civil Rights Act of 1866, and the next lesson begins after this piece of legislation to the end of the Reconstruction period.
 * Evaluate, Tailors: Intrapersonal**

=[|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.
 * Content Notes**

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.

[|13th Amendment] The 13th amendment, which formally abolished slavery in the United States, passed the Senate on April 8, 1864, and the House on January 31, 1865. On February 1, 1865, President Abraham Lincoln approved the Joint Resolution of Congress submitting the proposed amendment to the state legislatures. The necessary number of states ratified it by December 6, 1865. The 13th amendment to the United States Constitution provides that "Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction." The 13th amendment was passed at the end of the Civil War before the Southern states had been restored to the Union and should have easily passed the Congress. Although the Senate passed it in April 1864, the House did not. At that point, Lincoln took an active role to ensure passage through congress. He insisted that passage of the 13th amendment be added to the Republican Party platform for the upcoming Presidential elections. His efforts met with success when the House passed the bill in January 1865 with a vote of 119–56. With the adoption of the 13th amendment, the United States found a final constitutional solution to the issue of slavery. The 13th amendment, along with the 14th and 15th, is one of the trio of Civil War amendments that greatly expanded the civil rights of Americans.

[|14th Amendment] The amendment provides a broad definition of citizenship, overruling the decision in //Dred Scott v. Sandford// (1857), which had excluded slaves, and their descendants, from possessing Constitutional rights; this was used in the mid-20th century to dismantle racial segregation in the United States, as in //Brown v. Board of Education// (1954). Its Due Process Clause has been used to apply most of the Bill of Rights to the states. This clause has also been used to recognize: (1) substantive due process rights, such as parental and marriage rights; and (2) procedural due process rights requiring that certain steps, such as a hearing, be followed before a person's "life, liberty, or property" can be taken away. The amendment's Equal Protection Clause requires states to provide equal protection under the law to all people within their jurisdictions. The amendment also includes a number of clauses dealing with the Confederacy and its officials.

[|Civil Rights Act of 1866] The Civil Rights Act of 1866 (14 Stat. 27) was a momentous chapter in the development of civic equality for newly emancipated blacks in the years following the Civil War. The act accomplished three primary objectives designed to integrate blacks into mainstream American society. First, the act proclaimed "that //all persons// born in the United States ... are hereby declared to be citizens of the United States." Second, the act specifically defines the rights of American citizenship:

Such citizens, of every race and color, and without regard to any previous condition of slavery or involuntary servitude, ... shall have the same right in every state and territory in the United States, to make and enforce contracts, to sue, be parties, and give evidence, to inherit, purchase, lease, sell, hold, and convey real and personal property, and to full and equal benefit of all laws and proceedings for the security of person and property, as is enjoyed by white citizens, and shall be subject to like punishment, pains, and penalties, and to none other, any law, statute, ordinance, regulation, or custom to the contrary notwithstanding.

Third, the act made it unlawful to deprive a person of any of these rights of citizenship on the basis of race, color, or prior condition of slavery or involuntary servitude. Although radical for its time, it is important to understand the limits of the bill. The bill plainly sought to overrule the Black Codes by affirming the full citizenship of newly emancipated blacks and by defining citizenship in terms applicable to all persons. Under the bill, the designation as an American citizen meant that one possessed certain specific rights, such as the right to make and enforce contracts, the right to file lawsuits and participate in lawsuits as parties or witnesses, and the right to inherit, purchase, lease, sell, hold and convey real property. In defining citizenship in this manner, the act effectively overruled state-sponsored Black Codes. At the same time, the act specified that these rights were "civil rights," giving the first clear indication that, in the context of race relations, there were different levels, or tiers, of rights at stake. "Civil rights" at this time were understood in terms of property rights, contract rights, and equal protection of the laws. These rights were distinct from "political rights," which involved the right to vote and hold public office, and "social rights," which related to access to public accommodations and the like. Thus the bill reflected the common view that political participation and social integration were more or less "privileges" and not basic elements of citizenship. Political rights would later be secured by the ratification of the Fifteenth Amendment and the passage of civil rights legislation in 1870, and revisited nearly a century later in the Civil Rights Act of 1965. Congress's attempt to grant social rights to blacks in the Civil Rights Act of 1875 was struck down by the United States Supreme Court as unconstitutional in //The Civil Rights Cases// (1883). However, Congress ultimately prevailed in granting social rights to blacks with the passage of the Civil Rights Act of 1964.

[|Freedmen's Bureau] The Bureau of Refugees, Freedmen, and Abandoned Lands was created by Congress in March 1865 to assist for one year in the transition from slavery to freedom in the South. The Bureau was given "the supervision and management of all abandoned lands, and the control of all subjects relating to refugees and freedmen, under such rules and regulations as may be presented by the head of the Bureau and approved by the President."


 * The bureau was run by the War Department, and its first and most important commissioner was General O.O. Howard, a Civil War hero sympathetic to blacks. The Bureau's task was to help the Southern blacks and whites make the transition from slavery to freedom. ||

Their responsibilities included introducing a system of free labor, overseeing some 3,000 schools for freedpersons, settling disputes and enforcing contracts between the usually white landowners and their black labor force, and securing justice for blacks in state courts. The Bureau was renewed by a Congressional bill in 1866 but was vetoed by President Andrew Johnson, who thought it was unconstitutional. Johnson was opposed to having the federal government secure black rights. Congress passed the bill over his veto. Southern whites were basically opposed to blacks having any rights at all, and the Bureau lacked military force to back up its authority as the army had been quickly disbanded and most of the soldiers assigned to the Western frontier. The Bureau was able to accomplish some of its goals, especially in the field of education. It established a number of colleges and training schools for blacks, including Howard University (named for General Howard) and Hampton Institute. Howard believed that the mission of the Bureau was a temporary one, wanting to avoid black dependency on the federal agency. He firmly believed that African Americans should obtain all their rights as quickly as possible, but failed to see that because of Southern white hostility long-term support was necessary for them to do so. The Bureau also failed to bring together whites and blacks in the South because it lacked the means to do so. It needed support from Southern and Northern politicians and received little help from either. Its staff was cut significantly by 1869 and it ceased operations in 1872.


 * Handouts**

Problem - solution chart Debate checklist