Lesson on Thursday, September 28, 2017

Aim: What was black civic participation like during Reconstruction?

Bell Ringer: Journal 14 – What are the 13th and 14th Amendments?

Objectives:
1. Students will review the causes and consequences of the Civil War. (EOC Benchmark)

Agenda:
1. Bell Ringer (10 min)
2. Discuss Journals 12, 13, 14 (10 min)
3. Complete Reconstruction PPT
4. Exit Ticket: How did the South fail to abide by the new Reconstruction amendments?



Home Learning: Journal 15 – Create a graphic organizer that describes the 13th, 14th, and 15th Amendments.


Reconstruction Powerpoint Presentation

Lesson on Wednesday, September 27, 2017

Aim: How was the South rebuilt and how did life change for African Americans after the Civil War? 

Bell Ringer: Read V6.30 “A Play at Ford’s Theatre” 

Objectives: 

1. Students will review the consequences of the Civil War. EOC Benchmark 

Agenda: 

1. Bell Ringer (10 min) 

2. V6.30 Questionnaire (10 min) 

3. Discuss Journal 13 (5 min) 

4. Complete the Reconstruction PPT (rest of class) 

Home Learning: Read "Connections to Today" on our blog (Tuesday's lesson below). Research other black universities that trace their origins to the post Civil War era. Search for the school 'mission' and submit it with a paragraph describing the school. Due: Friday, September 29, 2017 

Lesson on Tuesday, September 26, 2017

Aim: How did the U.S. change socially, economically, and politically after the Civil War? 

Bell Ringer: Read V6.27 "The Second Inaugural"   

Objectives:  

1. Review the causes and consequences of the Civil War. EOC Benchmark  

Agenda:  

2. Bell Ringer (10 min)  

3. V6.27 "The Second Inaugural" Questionnaire (10 min)   

4. Discuss yesterday's exit ticket (5 min)   

5. Discuss Journal 12 (political, social, economical changes after the Civil War) (10 min)   

6. Read page 69 "Compromise of 1877" (5 min)   

7. Journal 13 – Describe the Compromise of 1877 then predict what will happen afterwards. 
8. (If you do not complete Journal 13, use the image at the very bottom of this post to continue to read "Compromise of 1877".   

Home Learning:   

8. Read "Connections to Today" on our blog. Research other black universities that trace their origins to the post Civil War era. Search for the school 'mission' and submit it with a paragraph describing the school. Due: Monday, September 29, 2017 

Lesson on Monday, September 25, 2017

Aim: How was the South rebuilt and how did life change for African Americans after the Civil War? 

Bell Ringer: Copy the questions in the “primary source” section of Brainpop video ‘Reconstruction’.  

Objectives: 

1. Students will review the causes and consequences of the Civil War. (EOC Benchmark) 

Agenda: 

1. Bell Ringer (5 min) 

2. Brainpop: Reconstruction (5 min) 

3. Activity “Fair or Foul” (5 min) 

4. Primary Source (10 min) 

5. Continue Reconstruction PPT (20 min) 

Exit Ticket: Who or What is: Black Codes, Andrew Johnson, Carpetbaggers?  (choose one)

Home Learning: Journal 12 – Create a 3 column chart depicting the political, economic, and social consequences of the Civil War. 

ATTENTION PERIOD 3: 

If you have been making up the FSA test, please be advised that you are still responsible for assignments submitted during your absence. 

In addition, please be ware of the following things:

HISTORY LAB 1 (the following are errors that I saw as I graded your first History Lab, in general):

1. Refrain from using the phrase "king of" to describe how a source answers an essential question. 

2. Refrain from using "I think" or "I believe" or "In my opinion" to answer the essential question in your thesis. 

3. If you are asked to re-write your thesis in your journal as a bell ringer, I am expecting to see the thesis TWO TIMES. Once in your History Lab and again in your journal. 

4. Some wrote the main idea in different words in the column where you're supposed to answer the essential question (the right side of the History Lab). Don't do that. That's what the left side is for. 

5. If you have any questions on how your History Lab was scored, please see me. (I used the rubric)

6. If we ever have a source that we never covered in class, feel free to look it up on google. For example: if we get a source titled "Missouri Compromise of 1820" then insert the name of the source in google search followed by "meaning." Feel free to use the internet in order to produce a solid response. 

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We reviewed the "Meaning of the Civil War" quiz. If you didn't submit your Part C, please do so. 

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1. Complete Journal 11

2. Swing by my class after school to pick up the introduction and packet for the next unit titled "Reconstruction"

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BP: "Reconstruction"

Username: yonkers4
Password: yonkers

After watching the video, please complete the Activity, part 1 titled "Fair or Foul." I gave this handout out in class. Please complete it and submit. 

PLEASE KEEP UP WITH YOUR WORK! 

Lesson on Friday, September 22, 2017

Aim: How did the U.S. change socially, economically, and politically after the Civil War?


Bell Ringer: Journal 11 – As president of the U.S., what would you do to rebuild the South?


Objectives:


1. SS.912.A.2.1: Review the causes and consequences of the Civil War. End of Course Exam Benchmark


Agenda:

1. Bell Ringer (10 min)
2. Review Key Events Quiz (5 min)
3. Review History Lab 1 (10 min)
4. Review Reconstruction Concept Map & Reconstruction Packet (5 min)
5. Introduce students to the topic of Reconstruction by showing the image promoting the Freedman’s Bureau and emancipation (Attachment A), and asking them what the image says about the post-Civil War era. Ask students to brainstorm what they already know about Reconstruction. (10 min)
6. Reconstruction PPT (rest of class) (Students are to fill out the packet as the PPT is presented by the teacher.



Home Learning:

1. View video: "Reconstruction and 1876: Crash Course US History #22" (13 min)
https://www.youtube.com/watch?v=nowsS7pMApI
2. Read the Florida “Keys” to Learning (Attachment B) Assign pairs of students to create a symbolic or visual representation for one of the “Keys” to Learning that illustrates its main idea.

Lesson on Wednesday, September 20, 2017

Aim: How did the meaning of the Civil War change?


Bell Ringer: Journal 10 – Make an improvement to your thesis statement for History Lab 1.


Objectives:
1. Students will review the causes and consequences of the Civil War.


Agenda:
1.Bell Ringer (10 min)
2. Collect & Grade History Lab 1
2.Meaning & Key Events Quiz (40 min)


Home Learning: Journal 11 – As president of the U.S., what would you do to rebuild the South?

Lesson on Tuesday, September 19, 2017

 Aim:  How did the meaning of the Civil War change? 

Bell Ringer: Discuss Current Events  

Objectives: 

1. 1. Students will describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. 

2. 2. Students will utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.  

3. 3. Analyze how images, symbols, objects, cartoons, graphs, charts, maps, artwork may be used to interpret the significance of time periods and events from the past.  

Agenda: 

1. 1. Bell Ringer (Current Events) (10 min) 

2. 2. What is a thesis? (10 min) https://www.youtube.com/watch?v=9R0ivCaLtnY

3. 3. Create Differentiated Instruction Groups (10 min) 

4. 4. Complete History Lab 1 (rest of period) 

Home Learning: History Lab 1 (source 1 is on yesterday's post)

Source 2 Kansas-Nebraska Act 1854 Map

Source 3 – Excerpt from Majority Opinion in Supreme Court case Dred Scott v. Sanford

“. . . Can a negro, whose ancestors were imported into this country, and sold as slaves, become a member of the political community formed and brought into existence by the Constitution of the United States, and as such become entitled to all the rights, and privileges, and immunities, guaranteed by that instrument to the citizen? One of which rights is the privilege of suing in a court of the United States in the cases specified in the Constitution.

We think they [people of African ancestry] are not [citizens], and that they are not included, and were not intended to be included, under the word "citizens" in the Constitution, and can therefore claim none of the rights and privileges which that instrument provides for and secures to citizens of the United States.”

Source 4 – Political Cartoon showing Senator Charles Sumner of Massachusetts being attacked by Representative Preston Brooks from South Carolina, 1856