L5+Bizier,+Daniel

**UNIVERSITY OF MAINE AT FARMINGTON** ** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION ** ** LESSON PLAN FORMAT **
 * __ Teacher’s Name __**** : ** Mr. Bizier **__Date of Lesson__:** Lesson
 * __ Grade Level __**** : ** 11 **__Topic:__** Civil War and Reconstruction
 * __ Objectives __**
 * Student will understand that ** : the period following the Civil War (Reconstruction) was a tumultuous time for the United States
 * Student will know: ** Andrew Johnson, Ulysses S Grant, other post-war leaders Reconstruction, the Constitutional amendments enacted following the war (13th, 14th, and 15th)
 * Student will be able to: ** create an iMovie presentation, where they role play leaders during the Reconstruction

Maine Learning Results: Social Studies E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma: Civil War and Reconstruction (1850-1877) Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
 * __ Maine Learning Results Alignment __**

Students will complete an ungraded quiz at the beginning of this lesson, the quiz will focus on who the main leaders were following the Civil War and on the Constitutional Amendments enacted following the war. At the end of the lesson students will do the quiz again and they will see what they learned. We will have a classroom discussion about Reconstruction following the Civil War. After the discussion students will do some research and complete a timeline of what happened in the United States in the Reconstruction era that followed the Civil War.
 * Rationale: ** Students will understand that the period of Reconstruction was a tumultuous time for the United States.
 * __ Assessment __**
 * Formative (Assessment for Learning) **


 * Summative (Assessment of Learning) **
 * I-Movie(80) ** - You will create an iMovie in which you depict some of the leaders during the Reconstruction era in the United States. You will work in groups, which I will assign. You will be graded on a rubric that I will hand out before you begin the project.


 * __ Integration __**
 * Technology: ** Students will utilize type II technology by using iMovie to create a movie in which they portray leaders following the Civil War.
 * Drama/Theatre: ** Students will make a movie, in which they act out as post-war leaders.

Students will complete their timeline, graphic organizers, on their own. After they have completed their timelines we will have a class discussion where we discuss and compare the timelines and students will be able to fix any mistakes that they had in their timelines. Students will work with partners, which I will assign, to complete their iMovie’s.
 * __ Groupings __**


 * __ Differentiated Instruction __**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Verbal: ** The students will talk to each other about their time lines.
 * Logical:** The time line will help logical learners see the sequence of events throughout Reconstruction.
 * Visual:** The time line is a visual tool.
 * Intrapersonal:** The student will complete the ungraded quizzes on their own.
 * Interpersonal:** Students will work with others on their time lines.
 * Bodily-Kinesthetic:** The games played in the hook will engage bodily-kinesthetic learners.
 * Modifications/Accommodations **

Students will utilize type II technology by using the iMovie to create a movie in which they portray leaders following the Civil War.
 * Absent:** If a student is absent I will ask for them to contact me so that they can find out what the reading will be for the next, and if there is any homework due for the next class.
 * Extensions **
 * __ Materials, Resources and Technology __**
 * Markers
 * Text-books
 * Time Lines
 * Laptops
 * Civil War Era games
 * Pens/pencils
 * Notebooks
 * Any work that will need to be handed back to students
 * Rubrics

iMovie tutorial: http://www.youtube.com/watch?v=5YbA-g1meCg Timelines: [] Students will use the internet to search for sources. Students will use their textbooks.
 * __ Source for Lesson Plan and Research __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * 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: ** There were a variety of resources, textbooks and links to help students understand the material. The hook will engage and interest bodily kinesthetic learners. The timelines will engage logical learners as well as visual learners. The group work will engage interpersonal learners. Students will have a discussion about their timelines which will help verbal learners. Students will complete ungraded quizzes on their own, engaging intrapersonal learners. It will be easy for students to learn because they will be in a good environment, where they feel as though they can ask questions; I will provide clarifying information for them. Students will create a movie using iMovie, and if they have trouble grasping the software then they will be given additional time, and I will help them figure it out. As for learning styles, the “clipboards” will like the fact that all of the rubrics will be available beforehand, so they will know exactly what they need to do. “Microscopes” will benefit because they are trying to dig deeper into why Reconstruction was a tumultuous time in the United States, they will also be researching some of the major events. The group work, and classroom discussions will help the “puppy” students because it will make them feel like they are in a good, safe, environment. Lastly, the fact that there are many activities will help “beach balls” because they will be kept busy, and engaged.

Maine Learning Results: Social Studies E. History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9-Diploma: Civil War and Reconstruction (1850-1877) Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. Students will understand that there were several causes in the years leading up to the Civil War that caused the war to begin.
 * Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. **
 * Reference Content notes which can be found at the end of this lesson. **
 * Rationale: ** Students will understand that the period of Reconstruction was a tumultuous time for the United States.
 * Facet of Understanding:** Self Knowledge. I chose self knowledge for the facet of understanding. I want my students to be aware that decisions made following the Civil War impacted the United States, and that we saw the effects for a long time, maybe even up to today.


 * Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. **
 * Rationale: ** Students will utilize type II technology in the form of iMovie, they will create movies in which they portray leaders following the Civil War.
 * Tailors: **
 * Verbal: ** The students will talk to each other about their time lines.
 * Logical:** The time line will help logical learners see the sequence of events throughout Reconstruction.
 * Visual:** The time line is a visual tool.
 * Intrapersonal:** The ungraded quiz will be done by the student on their own.
 * Interpersonal:** Students will work with others on their time lines.
 * Bodily-Kinesthetic:** The games played in the hook will engage bodily-kinesthetic learners.

Students will complete an ungraded quiz at the beginning of this lesson, the quiz will focus on who the main leaders were following the Civil War and on the Constitutional Amendments enacted following the war. At the end of the lesson students will do the quiz again and they will see what they learned. We will have a classroom discussion about Reconstruction following the Civil War. After the discussion students will do some research and complete a timeline of what happened in the United States in the Reconstruction era that followed the Civil War.
 * Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. **
 * Rationale: ** As a teacher it is important to check for understanding with your students, this is how I plan to check for understanding.
 * Formative (Assessment for Learning) **


 * Summative (Assessment of Learning) **
 * I-Movie(80) ** - You will create an iMovie in which you depict some of the leaders during the Reconstruction era in the United States. You will work in groups, which I will assign. You will be graded on a rubric that I will hand out before you begin the project.

For the first lesson the desks will be arranged in two's. Agenda: 3 day lesson Students will come in to the class and sit down, after all students have sat down I am going to pull out some games that people may have played during the Civil War. We will spend the first part of class playing the games (15 minutes). Students will take an ungraded quiz that will gauge their knowledge of the Reconstruction Era (10 minutes) We will have a discussion about some of the major points of discussion; it will be talking mostly, and I will answer any questions that students may have, students will also be allowed to offer their input as well (30 minutes). I will give students their time line, graphic organizers, and I will ask them to fill out some of the major points, chronologically, of the Reconstruction. Students will take the rest of the class period to research and fill out their time lines, and what they do not complete will be done for homework (25 minutes). This class will begin with a class discussion. We will review what we went over last time, and I will answer and questions that the students had. (15 minutes). We will go over the timelines as a class. Everybody will compare their timelines. This will allow students to fix any errors that they had on their timelines (20 minutes) I will then pass out rubrics for the iMovie projects. I will show the iMovie tutorial; I will answer any questions about the tutorial that is unclear for students (15 minutes). I will assign groups, and students will have the rest of class to work on their iMovie projects (30 minutes). Students will have the first part of class to fine-tune their iMovie projects (30 minutes). Students will present their iMovie projects to the class (40 minutes). Students will do the same ungraded quiz that they did at the beginning of the lesson, to see what they learned throughout the course of the lesson (10 minutes). Students will understand that the period following the Civil War (Reconstruction) was a tumultuous time for the United States. The leaders during a time of crisis or change will determine how smoothly things will go. //** Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world **//. The class will have the opportunity to play games that were played by people during the Civil War era. There will be a variety of games available for students to experience.
 * __ Teaching and Learning Sequence __**** : **
 * Day 1:**
 * Day 2:**
 * Day 3: **
 * Where, Why, What, Hook, Tailors: Bodily-Kinesthetic**

Students will complete an ungraded quiz at the beginning of the lesson. This will allow them to gauge what they know, it will also allow me to see what I need to focus on in my teaching. After the ungraded quiz and a class discussion students will receive their timeline, graphic organizers. Students will work on their timelines on their own. They will do research of major events that took place during Reconstruction and will put them on their timelines in chronological order.
 * Students will know:** Andrew Johnson, Ulysses S Grant, other post-war leaders Reconstruction, the Constitutional amendments enacted following the war (13th, 14th, and 15th)
 * (see content notes below) **
 * Equip, Explore, Rethink, Tailors: Logical, Visual, Intrapersonal **

After students have completed their iMovie projects they will take the same ungraded quiz
 * Student will be able to**: make an iMovie in which they act out leader in the United States following the Civil War. The students will complete their timelines and we will discuss them as a class. Students will get the chance to explain their timelines to the class. Students will also be able to correct any mistakes that they had on their timelines. Once students have corrected their timeline they will be ready to start their iMovie projects. They will work with a partner that I will assign.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal**
 * Evaluate, Tailors: Interpersonal, Intrapersonal**

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. Born in Raleigh, North Carolina, in 1808, Johnson grew up in poverty. He was apprenticed to a tailor as a boy, but ran away. He opened a tailor shop in Greeneville, Tennessee, married Eliza McCardle, and participated in debates at the local academy. Entering politics, he became an adept stump speaker, championing the common man and vilifying the plantation aristocracy. As a Member of the House of Representatives and the Senate in the 1840's and '50's, he advocated a homestead bill to provide a free farm for the poor man. During the secession crisis, Johnson remained in the Senate even when Tennessee seceded, which made him a hero in the North and a traitor in the eyes of most Southerners. In 1862 President Lincoln appointed him Military Governor of Tennessee, and Johnson used the state as a laboratory for reconstruction. In 1864 the Republicans, contending that their National Union Party was for all loyal men, nominated Johnson, a Southerner and a Democrat, for Vice President. 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. In 1875, Tennessee returned Johnson to the Senate. He died a few months later. From: http://www.whitehouse.gov/about/presidents/andrewjohnson As President, Grant presided over the Government much as he had run the Army. Indeed he brought part of his Army staff to the White House. Although a man of scrupulous honesty, Grant as President accepted handsome presents from admirers. Worse, he allowed himself to be seen with two speculators, Jay Gould and James Fisk. When Grant realized their scheme to corner the market in gold, he authorized the Secretary of the Treasury to sell enough gold to wreck their plans, but the speculation had already wrought havoc with business. During his campaign for re-election in 1872, Grant was attacked by Liberal Republican reformers. He called them "narrow-headed men," their eyes so close together that "they can look out of the same gimlet hole without winking." The General's friends in the Republican Party came to be known proudly as "the Old Guard." Grant allowed Radical Reconstruction to run its course in the South, bolstering it at times with military force. After retiring from the Presidency, Grant became a partner in a financial firm, which went bankrupt. About that time he learned that he had cancer of the throat. He started writing his recollections to pay off his debts and provide for his family, racing against death to produce a memoir that ultimately earned nearly $450,000. Soon after completing the last page, in 1885, he died. From: http://americancivilwar.com/north/grant.html
 * __ Content Notes __**
 * Andrew Johnson **
 * Ulysess S Grant **

The **Reconstruction Amendments** are the Thirteenth, Fourteenth, and Fifteenth amendments to the United States Constitution, adopted between 1865 and 1870, the five years immediately following the Civil War. This group of Amendments is sometimes referred to as the "Civil War Amendments" or the "Three Reconstruction Era Amendments". The Amendments were important elements in implementing the Reconstruction of the American South after the war. Their proponents saw them as transforming the United States from a country that was (in Abraham Lincoln's words) "half slave and half free" to one in which the constitutionally guaranteed "blessings of liberty" would be extended to the entire male populace, including the former slaves and their descendants. The Thirteenth Amendment (both proposed and ratified in 1865) abolished slavery. The Fourteenth Amendment (proposed in 1866 and ratified in 1868) included the Privileges or Immunities Clause, Due Process and Equal Protection Clauses. The Fifteenth Amendment, (proposed in 1869 and ratified in 1870 under the presidency of Ulysses S. Grant) grants voting rights regardless of "race, color, or previous condition of servitude." From: http://en.wikipedia.org/wiki/Reconstruction_Amendments
 * 13th, 14th, 15th Amendments (Reconstruction Amendments) **

Timelines Ungraded Quiz Rubrics
 * __ Handouts __**