Unit Planning: Civil War and Reconstruction



Unit Planning: Slavery, Civil War and Reconstruction

|Lesson and Strategy |Time and materials |FLEXIBLE GROUPING options and differentiation |

| | |TAG |ELL |SPED |

|Lesson 19 |6 days (including Geo Challenge) |Depending on your class, you might Model | | |

|The Worlds of North and South | |Transparency B with Read/Think Aloud and Reading | | |

|Students learn about key |Idea: To shorten this time frame, |Notes. | | |

|geographic, economic, |do only one of the two Act-It-Outs.| | | |

|transportation, and societal |The “economy” images are easier to |TAG and Advanced Readers could be grouped. After the| | |

|differences between the North and|act out because there is movement |economy Act-It-Out, these students can be told to | | |

|the South. |implied, whereas the “society” |move ahead at their own rate, and when done, they | | |

| |images are more static. But that |can turn to pp. 448-449 in the back of the text and | | |

|Visual Discovery |probably only saves half a period |prepare a Readers Theatre performance. | | |

|Students examine images to |or less.* |They should select a narrator who introduces the | | |

|determine which corresponds to | |sections and asks the key questions. | | |

|each section | |They should select the paragraphs (i.e. alpha or age| | |

|of the country; they read about | |order for assigning paragraphs) and begin repeatedly| | |

|how the North and South developed| |rehearse-reading them aloud (a la Reader’s Theatre) | | |

|differently; and they create | |for fluency, listener comprehension, and style. | | |

|spoke diagrams to illustrate the | |They should be able to explain how they drew their | | |

|differences. Two Act-It-Outs are | |conclusions to answer key questions. | | |

|included. | |Students would need half a period or longer to | | |

| | |perform the Reader’s Theatre. | | |

|Geography Challenge |(1 of the 6 above) |For all students who exceed at map and chart | | |

|(p. 427 of Lesson Guide 2 – part | |analysis: | | |

|of Lesson 19) | |Provide the entire sheet. Tell students that after | | |

|Students answer one question at a| |completion they should continue the rehearsal | | |

|time and are invited to get out | |reading from the previous day and be prepared to | | |

|of their chairs to check their | |read aloud and answer questions. Perform Readers | | |

|answers with their teacher, so | |Theatre. This can serve as a model for Lesson 20 | | |

|they have two payoffs for staying| |Alternative. | | |

|focused. | | | | |

|Lesson 20 |5 days | | | |

|African Americans at Mid-Century | | | | |

|Students learn about the |For sections 20.2 and 20.3, |Procure illustrated books about African American | | |

|conditions that characterized |consider the reading plan that |story quilts so students have more examples of quilt| | |

|African |would be most effective for your |pieces to get ideas from. | | |

|Americans’ lives in the period |students. Independent silent, | | | |

|before the Civil War. |choral read, whisper read alternate|When drawing images for the quilt sections in the | | |

| |paragraphs, rehearse and re-read |reading notes, students can refer to p. 268 and to | | |

| |aloud, Interactive Read/Think |the books you have procured. | | |

| |Aloud… | | | |

|Writing for Understanding | |Show students the directions for the Journal before | | |

|Includes a Geography Challenge |Depending on their abilities, also |beginning the quilt pieces and post the words that | | |

|Students read sections of the |model, guide, or ask students to |will need to be included in the journal entry. | | |

|text related to various aspects |write Cornell Notes for these | | | |

|of life under slavery, analyze |sections in their Social Studies |Have students pull topics (the eight placard topics)| | |

|primary source materials, create |Notebook (Vocabulary, Notes, and |for their quilt pieces out of a container so that | | |

|a story quilt, and write journal |Writing) |all are present in the quilt. | | |

|entries from the perspective of a| | | | |

|slave. |It is very important to explain the|ALTERNATIVE | | |

| |dialect and non-dialect versions of| | | |

| |the Information Masters. |Students who may benefit from and/or enjoy working | | |

| | |on fluency and comprehension may choose an | | |

| | |alternative to creating the quilt: students may | | |

| | |rehearse and perform a Readers Theatre of the “Voice| | |

| | |of Opposition to Slavery.” | | |

| | | | | |

| | |Some struggling readers may enjoy performing and be | | |

| | |willing to practice reading a passage aloud many | | |

| | |times in order to be able to perform it well. | | |

| | | | | |

| | |This practice increases fluency and comprehension. | | |

| | |Allow students to practice in pairs to share the | | |

| | |reading and ask each other questions regarding | | |

| | |meaning so that they are challenged to dig deeper or| | |

| | |ask for support and then to project comprehension. | | |

| | |Very empowering. | | |

|Lesson 21 |7 days |When students are simulating northerners and | | |

|A Dividing Nation | |southerners trying to reach compromise, the teacher | | |

|Students learn about the issues | |should have students alternate roles so that they | | |

|that divided the North and South | |all experience both perspectives. | | |

|before the Civil War. | |Pinky lock… How about using a string? | | |

| | | | | |

|Experiential Exercise | | | | |

|Assuming the roles of northerners| | | | |

|and southerners, students attempt| | | | |

|to reach compromises on four sets| | | | |

|of issues that led to the Civil | | | | |

|War. Then they read about what | | | | |

|actually happened and record | | | | |

|notes. | | | | |

|Lesson 22 |9 days |Strong readers who are interested could avail | | |

|The Civil War |This can be shortened by three days|themselves of the material in Ch. 22 at the back of | | |

|Students read about key events of|by not doing the simulations but |the book and write the brief assignment. | | |

|the Civil War and learn how it |instead only the reading sections | | | |

|affected civilians and soldiers. |and completing the Reading Notes. | | | |

|Experiential Exercise |There are so many simulations and | | | |

|Students take on the roles of |varied learning experiences in this| | | |

|Civil War soldiers and civilians.|unit, it might be time to watch a | | | |

| |video (guided viewing) and then | | | |

| |read, use ISN, and play the 4 audio| | | |

| |tracks. | | | |

|Lesson 23 The Reconstruction Era |7 days can be reduced by 2 or 3 |Jigsaw this activity by having small teams | | |

|Students learn about African |using the Jigsaw |(including a TAG team) analyze only one of the 5 | | |

|Americans’ struggle to achieve | |visuals using the image in the textbook. Provide the| | |

|full citizenship rights during | |analysis questions from the teacher lesson guide. | | |

|the Reconstruction Era. | |Then project the images and invite the teams that | | |

|Visual Discovery Students analyze| |worked on those images to explain them and show | | |

|images of five phases of | |their notes. | | |

|Reconstruction; they read about | |All students copy the notes or write them in their | | |

|how former slaves fared during | |own words. Then all students place themselves on the| | |

|reconstruction and record notes; | |spectrum at the same time. | | |

|and they and create a human | | | | |

|spectrum to assess African | | | | |

|Americans’ progress toward full | | | | |

|citizenship. | | | | |

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