L6+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 6
 * __ 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: ** The Jim Crow Laws, Andrew Johnson, Ulysses S Grant, other post-war leaders, Reconstruction
 * Student will be able to: ** write a blog from the point a view of a former slave following the Civil War.

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.
 * __ Maine Learning Results Alignment __**


 * Rationale: ** Students will understand that the period of Reconstruction was a tumultuous time for the United States.
 * __ Assessment __**

At the beginning of the lesson students will be given a KWL chart to fill out with what they already know about Reconstruction, experiences of former slaves, and the Jim Crow laws and what they want to learn; and they will pass it back to me. At the end of the lesson the students will get their KWL charts back and will fill out what they learned. This will allow me to gauge what students already know, so I will not need to focus as much on those aspects, it will also show me what students are interested in knowing so I can focus more on those aspects; lastly it will allow students to think about and what they learned that they found interesting. Students will study former slave accounts. They will also study the Jim Crow laws.
 * Formative (Assessment for Learning) **


 * Summative (Assessment of Learning) **
 * Blog(70) ** - You will create a blog and write from the point of view of a former slave following the American Civil War. The teacher will then provide feedback, and you will enter into a conversation with the teacher about you experiences and the hardships that you face on a daily basis. You will work alone. You will be graded based on the quality of your posts, and based on a rubric that will be given to you. You will have the opportunity to revise your posts after receiving feedback from me.

I will break students up into groups and they will discuss how the former slave accounts and about how reading about the Jim Crow laws made them feel.
 * __ Integration __**
 * Technology: ** Students will utilize type II technology by using the internet software Blogger to create a blog online.
 * English:** The blogs will incorporate English.
 * __ Groupings __**


 * __ Differentiated Instruction __**


 * Verbal: ** The blog will help to engage verbal learners.
 * Musical:** The music from the hook will engage musical learners.
 * Visual:** The pictures from the hook will engage visual learn
 * Intrapersonal:** The student will complete the reflective blogs on their own. Students will complete KWL charts on own.
 * Interpersonal:** Students will compare thoughts.
 * Logical:** Thinking about whether or not the laws were carried out will engage logical learners.

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

Students will utilize type II technology by using the internet software of Blogger to create a blog online.
 * 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
 * Laptops
 * Picture of former slaves following the Civil War
 * Civil War era music
 * Pens/pencils
 * Notebooks
 * Any work that will need to be handed back to students
 * Rubrics

Students can find slave narratives here: http://xroads.virginia.edu/~hyper/wpa/wpahome.html Slave narratives can also be found here: http://memory.loc.gov/ammem/snhtml/ Students will create their slave account blogs and complete their reflective blogs using blogger.com
 * __ Source for Lesson Plan and Research __**


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

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 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 visual and musical learners. The KWL charts, Slave Blogs, and reflective blogs will be done alone, engaging intrapersonal learners. The students will group up and have a discussion about how the slave accounts and how the Jim Crow laws made them feel, engaging interpersonal and logical learners. The final product (blog), and the reflective blogs will engage verbal learners and 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 blog using Blogger, and they will be able to revise posts after I . 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 former slave accounts, and the Jim Crow laws. 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.
 * // 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:** Empathize: Chose this because I wanted my students to consider and empathize with the hardships that former slaves faced following the Civil War. Students will write a blog where they write from the point of a former slave.


 * // 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 a Glogster, where they will create a poster on the main causes of the Civil War, up until the Compromise of 1850, during this lesson. Other examples of varied instructional strategies and technology usage include:
 * // Tailors: //**
 * Verbal: ** The blog will help to engage verbal learners.
 * Musical:** The music from the hook will engage musical learners.
 * Visual:** The pictures from the hook will engage visual learn
 * Intrapersonal:** The student will complete the reflective blogs on their own. Students will complete KWL charts on own.
 * Interpersonal:** Students will compare thoughts.
 * Logical:** Thinking about whether or not the laws were carried out will engage logical learners.

At the beginning of the lesson students will be given a KWL chart to fill out with what they already know about the Civil War and the advantages possessed, and what they want to learn; and they will pass it back to me. At the end of the lesson the students will get their KWL charts back and will fill out what they learned. This will allow me to gauge what students already know, so I will not need to focus as much on those aspects, it will also show me what students are interested in knowing so I can focus more on those aspects; lastly it will allow students to think about and what they learned that they found interesting. Students will study former slave accounts. They will also study the Jim Crow laws.
 * // 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) **
 * Blog(70) ** - You will create a blog and write from the point of view of a former slave following the American Civil War. The teacher will then provide feedback, and you will enter into a conversation with the teacher about you experiences and the hardships that you face on a daily basis. You will work alone. You will be graded based on the quality of your posts, and based on a rubric that will be given to you. You will have the opportunity to revise your posts after receiving feedback from me.

For the first lesson the desks will be arranged in two's. Agenda: 3 day lesson Students will walk in and Civil War era music will be playing. When students are seated they will be shown a slide show of picture of former African American slaves following the Civil War. After the completion of the hook we will have a class discussion about the hook (20 minutes). Students will blog on their own about how the hook made them feel (20 minutes). Next I will pass out KWL charts. Students will fill out what they already know about the Reconstruction and what they already know former slaves experiences and the Jim Crow laws. Students will also fill out what they wish to learn about former slaves experiences and the Jim Crow laws (15 minutes). I will talk about hardships that former slaves faced following the Civil War, focusing on the Jim Crow laws, students will be able to offer their thoughts (25 minutes).
 * __ Teaching and Learning Sequence __**** : **
 * Day 1:**
 * Day 2:**
 * We will talk have a quick review of everything that we covered in the previous class (10 minutes). **
 * Students will spend time in class reading narratives of former African American Slaves. They will also look at examples of the Jim Crow laws (30 minutes). **
 * We will have a class discussion where students discussed what they learned (20 minutes) **
 * Students will start their blogs; they will blog from the perspective of a former slave following the Civil War (20 minutes). **

I will clear up any questions the students had about their blog posts (10 minutes). Students will spend the next part of class on their completing their blogs (30 minutes). Students will receive their KWL charts, they will fill out what they learned throughout the course of the lesson about Reconstruction and what they learned former slaves experiences and the Jim Crow laws; they will also get to see what they learned about Reconstruction, former slaves experiences, and the Jim Crow laws (15 minutes). Students will write reflective blogs, and state what they liked about the lesson, and whether they thought that the constitutional amendments were carried out or whether the Jim Crow laws violated them (20 minutes). I will introduce the final performance task, which is a series of Politcal Cartoons about the causes of the Civil War, advantages that both sides possessed that influenced the outcome of the war, and why Reconstruction was a tumultuous time for the United States (5 minutes). Students will understand that the period following the Civil War (Reconstruction) was a tumultuous time for the United States. //The way that slaves were treated helped to lead to the Civil Rights Period//. //**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 walk in and Civil War era music will be playing. When students are seated they will be shown a slide show of picture of former African American slaves following the Civil War. After the completion of the hook we will have a class discussion about the hook. Student will also write a blog about how the hook made them feel.
 * Day 3: **
 * Where, Why, What, Hook, Tailors: Musical, Visual, Interpersonal, Intrapersonal, Verbal**

At the beginning of the lesson students will be given a KWL chart to fill out with what they already know about Reconstruction, experiences of former slaves, and the Jim Crow laws and what they want to learn; and they will pass it back to me. I will talk about hardships that former slaves faced following the Civil War, focusing on the Jim Crow laws, students will be able to offer their thoughts. ** Students will spend time in class reading narratives of former African American Slaves. They will also look at examples of the Jim Crow laws. **
 * 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: Intrapersonal, Interpersonal **
 * Student will be able to** write a blog from the point a view of a former slave following the Civil War. After students have looked at the former slave narratives and Jim Crow laws we will have a class discussion where we discuss them. Students will be able to clear up any misconceptions that they may have had. After the discussion students will be able to start their projects, where they blog from a former slaves point of view.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Interpersonal, Verbal**

Students will receive their KWL charts, they will fill out what they learned throughout the course of the lesson about Reconstruction and what they learned former slaves experiences and the Jim Crow laws; they will also get to see what they learned about Reconstruction, former slaves experiences, and the Jim Crow laws. Students will write reflective blogs, and state what they liked about the lesson, and whether they thought that the constitutional amendments were carried out or whether the Jim Crow laws violated them
 * Evaluate, Tailors: Intrapersonal, Logical**

Andrew Johnson, Ulysses S Grant, important leaders, and Reconstruction Amendments (13th, 14th, and 15th) were described in the previous lessons’ content notes. The **Jim Crow laws** were state and local laws in the United States enacted between 1876 and 1965. They mandated [|//de jure//] racial segregation in all public facilities, with a supposedly "separate but equal" status for black Americans. In reality, this led to treatment and accommodations that were usually inferior to those provided for white Americans, systematizing a number of economic, educational and social disadvantages. Some examples of Jim Crow laws are the segregation of public schools, public places and public transportation, and the segregation of restrooms, restaurants and drinking fountains for whites and blacks. The U.S. military was also segregated. These Jim Crow Laws were separate from the 1800–1866 Black Codes, which also restricted the civil rights and civil liberties of African Americans. State-sponsored school segregation was declared unconstitutional by the Supreme Court of the United States in 1954 in //Brown v. Board of Education//. Generally, the remaining Jim Crow laws were overruled by the Civil Rights Act of 1964[1] and the Voting Rights Act of 1965.From: [] Examples of Jim Crow laws from: http://academic.udayton.edu/race/02rights/jcrow02.htm From the 1880s into the 1960s, a majority of American states enforced segregation through "Jim Crow" laws (so called after a black character in minstrel shows). From Delaware to California, and from North Dakota to Texas, many states (and cities, too) could impose legal punishments on people for consorting with members of another race. The most common types of laws forbade intermarriage and ordered business owners and public institutions to keep their black and white clientele separated. Here is a sampling of laws from various states:
 * __ Content Notes __**
 * Nurses ** No person or corporation shall require any white female nurse to nurse in wards or rooms in hospitals, either public or private, in which negro men are placed. //Alabama//
 * Buses ** All passenger stations in this state operated by any motor transportation company shall have separate waiting rooms or space and separate ticket windows for the white and colored races. //Alabama//
 * Railroads ** The conductor of each passenger train is authorized and required to assign each passenger to the car or the division of the car, when it is divided by a partition, designated for the race to which such passenger belongs. //Alabama//
 * Restaurants ** It shall be unlawful to conduct a restaurant or other place for the serving of food in the city, at which white and colored people are served in the same room, unless such white and colored persons are effectually separated by a solid partition extending from the floor upward to a distance of seven feet or higher, and unless a separate entrance from the street is provided for each compartment. //Alabama//
 * Pool and Billiard Rooms ** It shall be unlawful for a negro and white person to play together or in company with each other at any game of pool or billiards. //Alabama//
 * Toilet Facilities, Male ** Every employer of white or negro males shall provide for such white or negro males reasonably accessible and separate toilet facilities. //Alabama//
 * Intermarriage ** The marriage of a person of Caucasian blood with a Negro, Mongolian, Malay, or Hindu shall be null and void. //Arizona//
 * Intermarriage ** All marriages between a white person and a negro, or between a white person and a person of negro descent to the fourth generation inclusive, are hereby forever prohibited. //Florida//
 * Cohabitation ** Any negro man and white woman, or any white man and negro woman, who are not married to each other, who shall habitually live in and occupy in the nighttime the same room shall each be punished by imprisonment not exceeding twelve (12) months, or by fine not exceeding five hundred ($500.00) dollars. //Florida//
 * Education ** The schools for white children and the schools for negro children shall be conducted separately. //Florida//
 * Juvenile Delinquents ** There shall be separate buildings, not nearer than one fourth mile to each other, one for white boys and one for negro boys. White boys and negro boys shall not, in any manner, be associated together or worked together. //Florida//
 * Mental Hospitals ** The Board of Control shall see that proper and distinct apartments are arranged for said patients, so that in no case shall Negroes and white persons be together. //Georgia//
 * Intermarriage ** It shall be unlawful for a white person to marry anyone except a white person. Any marriage in violation of this section shall be void. //Georgia//
 * Barbers ** No colored barber shall serve as a barber [to] white women or girls. //Georgia//
 * Burial ** The officer in charge shall not bury, or allow to be buried, any colored persons upon ground set apart or used for the burial of white persons. //Georgia//
 * Restaurants ** All persons licensed to conduct a restaurant, shall serve either white people exclusively or colored people exclusively and shall not sell to the two races within the same room or serve the two races anywhere under the same license. //Georgia//
 * Amateur Baseball ** It shall be unlawful for any amateur white baseball team to play baseball on any vacant lot or baseball diamond within two blocks of a playground devoted to the Negro race, and it shall be unlawful for any amateur colored baseball team to play baseball in any vacant lot or baseball diamond within two blocks of any playground devoted to the white race. //Georgia//
 * Parks ** It shall be unlawful for colored people to frequent any park owned or maintained by the city for the benefit, use and enjoyment of white persons...and unlawful for any white person to frequent any park owned or maintained by the city for the use and benefit of colored persons. //Georgia//
 * Wine and Beer ** All persons licensed to conduct the business of selling beer or wine...shall serve either white people exclusively or colored people exclusively and shall not sell to the two races within the same room at any time. //Georgia//
 * Reform Schools ** The children of white and colored races committed to the houses of reform shall be kept entirely separate from each other. //Kentucky//
 * Circus Tickets ** All circuses, shows, and tent exhibitions, to which the attendance of...more than one race is invited or expected to attend shall provide for the convenience of its patrons not less than two ticket offices with individual ticket sellers, and not less than two entrances to the said performance, with individual ticket takers and receivers, and in the case of outside or tent performances, the said ticket offices shall not be less than twenty-five (25) feet apart. //Louisiana//
 * Housing ** Any person...who shall rent any part of any such building to a negro person or a negro family when such building is already in whole or in part in occupancy by a white person or white family, or vice versa when the building is in occupancy by a negro person or negro family, shall be guilty of a misdemeanor and on conviction thereof shall be punished by a fine of not less than twenty-five ($25.00) nor more than one hundred ($100.00) dollars or be imprisoned not less than 10, or more than 60 days, or both such fine and imprisonment in the discretion of the court. //Louisiana//
 * The Blind ** The board of trustees shall...maintain a separate building...on separate ground for the admission, care, instruction, and support of all blind persons of the colored or black race. //Louisiana//
 * Intermarriage ** All marriages between a white person and a negro, or between a white person and a person of negro descent, to the third generation, inclusive, or between a white person and a member of the Malay race; or between the negro a nd a member of the Malay race; or between a person of Negro descent, to the third generation, inclusive, and a member of the Malay race, are forever prohibited, and shall be void. //Maryland//
 * Railroads ** All railroad companies and corporations, and all persons running or operating cars or coaches by steam on any railroad line or track in the State of Maryland, for the transportation of passengers, are hereby required to provide separate cars or coaches for the travel and transportation of the white and colored passengers. //Maryland//
 * Education ** Separate schools shall be maintained for the children of the white and colored races. //Mississippi//
 * Promotion of Equality ** Any person...who shall be guilty of printing, publishing or circulating printed, typewritten or written matter urging or presenting for public acceptance or general information, arguments or suggestions in favor of social equality or of intermarriage between whites and negroes, shall be guilty of a misdemeanor and subject to fine or not exceeding five hundred (500.00) dollars or imprisonment not exceeding six (6) months or both. //Mississippi//
 * Intermarriage ** The marriage of a white person with a negro or mulatto or person who shall have one-eighth or more of negro blood, shall be unlawful and void. //Mississippi//
 * Hospital Entrances ** There shall be maintained by the governing authorities of every hospital maintained by the state for treatment of white and colored patients separate entrances for white and colored patients and visitors, and such entrances shall be used by the race only for which they are prepared. //Mississippi//
 * Prisons ** The warden shall see that the white convicts shall have separate apartments for both eating and sleeping from the negro convicts. //Mississippi//
 * Education ** Separate free schools shall be established for the education of children of African descent; and it shall be unlawful for any colored child to attend any white school, or any white child to attend a colored school. //Missouri//
 * Intermarriage ** All marriages between...white persons and negroes or white persons and Mongolians...are prohibited and declared absolutely void...No person having one-eighth part or more of negro blood shall be permitted to marry any white person, nor shall any white person be permitted to marry any negro or person having one-eighth part or more of negro blood. //Missouri//
 * Education ** Separate rooms [shall] be provided for the teaching of pupils of African descent, and [when] said rooms are so provided, such pupils may not be admitted to the school rooms occupied and used by pupils of Caucasian or other descent. //New Mexico//
 * Textbooks ** Books shall not be interchangeable between the white and colored schools, but shall continue to be used by the race first using them. //North Carolina//
 * Libraries ** The state librarian is directed to fit up and maintain a separate place for the use of the colored people who may come to the library for the purpose of reading books or periodicals. //North Carolina//
 * Militia ** The white and colored militia shall be separately enrolled, and shall never be compelled to serve in the same organization.No organization of colored troops shall be permitted where white troops are available, and while white permitted to be organized, colored troops shall be under the command of white officers. //North Carolina//
 * Transportation ** The...Utilities Commission...is empowered and directed to require the establishment of separate waiting rooms at all stations for the white and colored races. //North Carolina//
 * Teaching ** Any instructor who shall teach in any school, college or institution where members of the white and colored race are received and enrolled as pupils for instruction shall be deemed guilty of a misdemeanor, and upon conviction thereof, shall be fined in any sum not less than ten dollars ($10.00) nor more than fifty dollars ($50.00) for each offense. //Oklahoma//
 * Fishing, Boating, and Bathing ** The [Conservation] Commission shall have the right to make segregation of the white and colored races as to the exercise of rights of fishing, boating and bathing. //Oklahoma//
 * Mining ** The baths and lockers for the negroes shall be separate from the white race, but may be in the same building. //Oklahoma//
 * Telephone Booths ** The Corporation Commission is hereby vested with power and authority to require telephone companies...to maintain separate booths for white and colored patrons when there is a demand for such separate booths. That the Corporation Commission shall determine the necessity for said separate booths only upon complaint of the people in the town and vicinity to be served after due hearing as now provided by law in other complaints filed with the Corporation Commission. //Oklahoma//
 * Lunch Counters ** No persons, firms, or corporations, who or which furnish meals to passengers at station restaurants or station eating houses, in times limited by common carriers of said passengers, shall furnish said meals to white and colored passengers in the same room, or at the same table, or at the same counter. //South Carolina//
 * Child Custody ** It shall be unlawful for any parent, relative, or other white person in this State, having the control or custody of any white child, by right of guardianship, natural or acquired, or otherwise, to dispose of, give or surrender such white child permanently into the custody, control, maintenance, or support, of a negro. //South Carolina//
 * Libraries ** Any white person of such county may use the county free library under the rules and regulations prescribed by the commissioners court and may be entitled to all the privileges thereof. Said court shall make proper provision for the negroes of said county to be served through a separate branch or branches of the county free library, which shall be administered by [a] custodian of the negro race under the supervision of the county librarian. //Texas//
 * Education ** [The County Board of Education] shall provide schools of two kinds; those for white children and those for colored children. //Texas//
 * Theaters ** Every person...operating...any public hall, theatre, opera house, motion picture show or any place of public entertainment or public assemblage which is attended by both white and colored persons, shall separate the white race and the colored race and shall set apart and designate...certain seats therein to be occupied by white persons and a portion thereof, or certain seats therein, to be occupied by colored persons. //Virginia//
 * Railroads ** The conductors or managers on all such railroads shall have power, and are hereby required, to assign to each white or colored passenger his or her respective car, coach or compartment. If the passenger fails to disclose his race, the conductor and managers, acting in good faith, shall be the sole judges of his race. //Virginia//
 * Intermarriage ** All marriages of white persons with Negroes, Mulattos, Mongolians, or Malaya hereafter contracted in the State of Wyoming are and shall be illegal and void. //Wyoming//

KWL charts Rubrics
 * __ Handouts __**