Reconstruction

Lesson 3

In this lesson, students will learn about the period of Reconstruction that was led by the Radical Republicans. Students will identify leaders of the Radical Republicans and laws enacted by the Republicans. This lesson will also include the 14th and 15th Amendments to the U.S. Constitution. Students will learn the provisions of these amendments and how they increased freedom and equality for African Americans.

• Hook: Have students look at this image from Harper’s Weekly called “The First Vote.” Then have students answer questions about the image. Possible questions: What are the men in the picture doing? What changes must have taken place in the South to make this possible? Why was it important for African Americans to participate in elections?
• Students will work in pairs to complete graphic organizer notes comparing the Presidential Reconstruction plan with Radical Republican Reconstruction.  A textbook or other secondary source can be used to find the information to complete the organizer.
• “The Road to Equality”: Students will create an illustrated timeline or road map of the events in Reconstruction. Students can use textbooks, notes, or the following online timelines to help them complete their timeline: http://www.pbs.org/wgbh/amex/reconstruction/states/sf_timeline.html  http://blackhistory.harpweek.com/4Reconstruction/
  ReconTimeline.htm
  http://chnm.gmu.edu/courses/122/recon/chron.htm
• Wrap Up: Give students a copy of the Reconstruction word-splash, or project it on an overhead. Have them write four to five sentences using words from the word-splash.

Materials for Lesson 3

• Image to use for hook activity and questions to answer
• Graphic organizer notes
• Word-splash

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Differentiation

One way differentiation of instruction is achieved through this unit is through the wide variety of learning strategies and presentation modes used to reach students with different learning styles. Information is presented through visual images, audiovisual clips, and written materials. Students will work independently, with partners, and in small groups. Students will process information and create products using numerous methods: writing from historical perspectives, completing graphic organizers, illustrating their knowledge through drawings, and discussing issues orally. The needs of kinesthetic learners are also addressed through activities such as Carousel Brainstorming, Corners, and a Walking Tour.

In addition to learning styles, this unit is also differentiated for ability levels, interest, and readiness. In Lesson 3, students use illustrations and words to show their understanding of Reconstruction concepts. Using the word-splash gives students an opportunity to demonstrate their knowledge at their own ability level.

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