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Keishunna Hardeman
Title: The Impact of the Civil War and Reconstruction on Georgia
Grade and Subject: 8th Grade and Social Studies
1. LESSON AND ASSESSMENT PLAN CONTEXT
This lesson is for eighth-grade students studying Social Studies. Throughout the
semester, students have studied ideas on slave culture and events that contributed
to the Civil War. The following key terms will be discussed: stigmas, diversity,
stereotypes, perspective, and cultural awareness. Eighth-grade Social Studies
students will recognize and identify people and major events that impacted Georgia
Overview
during the Civil War and Reconstruction. Eighth-grade students will understand why
the Civil War and Reconstruction are still important today. Students will be able to
achieve the learning objectives all while remaining culturally responsive. Activities
are culturally relevant and engage a variety of learning styles (visual, auditory,
interpersonal, cooperative groups, class, and small group discussions).
2. LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES
Students will keep considering…
 What was the nature of Georgia before the Civil War?
Purpose of the
 What events led up to the Civil War?
Lesson: Central
 What major events took place during the Civil War?
Focus  How did the aftermath of the Civil War affect Georgia?
 What was the impact of Reconstruction on Georgia and other southern states?
The Student will be able to (SWBAT)…
1. Understand how the history of African Americans influenced the Civil War.
2. Understand the reasons why dealing with the history of the disenfranchisement of
African Americans; the Civil War; and Reconstruction may cause some people
discomfort.
Learning
3. Identify common misconceptions about the history of African Americans, the Civil
Objective(s) War, and Reconstruction.
4. Understand the modern consequences of the alienation of African Americans during
the Civil War and Reconstruction.
5. Identify current event scenarios that relate to the marginalization of African
Americans; the Civil War; and Reconstruction.
Culturally 1. Communal Orientation: Students will rely on one another to help build on diverse
Responsiv students’ communal orientation.
e
Pedagogy
The primary actions that students will use to accomplish the learning objectives:
Academic Language

Language  Demonstrate
Function  Compare
 Argue
Students will demonstrate their understanding of context-specific vocabulary words related to
the language functions listed above through the following:
 Essays
Vocabular  Podcasts
y  Storyboards
 Poems
 Tests
 Blogs

Syntax or The teacher will support students’ understanding of vocabulary with the following:
Discourse  Word Webs
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Keishunna Hardeman
 Work with print in larger text
 Graphic Organizers
 Mnemonics
SS8H6: The student will analyze the impact of the Civil War and Reconstruction on Georgia.
a. Explain the importance of key issues and events that led to the Civil War; include
slavery, states’ rights, nullification, Missouri Compromise, Compromise of 1850 and
Georgia Social the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the
Studies Standards debate over secession in Georgia, and the role of Alexander Stephens.
(CCGPS; GPS) b. State the importance of key events of the Civil War; include Antietam, the
Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of
Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and
Andersonville.
 JU.6-8.14- I know that all people (including myself) have certain advantages and
Teaching disadvantages in society based on who they are and where they were born.
 AC.6-8.16- I am concerned about how people (including myself) are treated and feel
Tolerance Social
for people when they are excluded or mistreated because of their identities.
Justice Standards:
 AC.6-8.20- I will work with friends, family and community members to make our
world fairer for everyone, and we will plan and coordinate our actions in order to
achieve our goals.
 Standard 1 – Social and Instructional Language
GSE - Georgia English language learners communicate for social and instructional purposes within
Standards of the school setting.
Excellence  Standard 5 – Language of Social Studies
WIDA Standards English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of social studies.
Day 1, 3, 4, 5, 6, 7:
 Group discussion and teacher observation of student interaction and engagement
will serve as a means of assessment (communal orientation).
Day 2:
Formal and  Students will write one to two-page papers analyzing the impact of Reconstruction on
Georgia and other southern states. Students should utilize primary resources,
Informal
lectures, and other resources provided by the teacher to write the essay (Standard
Assessment 5).
Day 8:
 Students will take a 25-question multiple choice and short answer test about events
that led to the Civil War (20 multiple-choice and 5 short-answer questions)
(Language Function- Demonstrate, Standard 5).
3. LESSON AND ASSESSMENT PLAN ACTIVITIES
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Keishunna Hardeman
Day 1- This activity will start a dialogue about slavery around the world. Students will
Instructional Strategies & Learning Tasks that Support Diverse Student Needs
understand that most cultures and countries experience some type of slavery.
1. Students will be asked to write a paragraph detailing their perception of the life of a
slave.
2. Students will view the video 10 Countries Most Afflicted by Modern Slavery.
Day 2-
Introduc 1. Students will be asked to write a paragraph detailing their perception of the life of an
tion African American after slavery ended.
(Length 2. Students will share their thoughts with the class and pinpoint any similarities to the
of time) current treatment of African Americans and other racial groups in American society
(Language Function- Compare, Culturally Responsive).
Day 3- This activity will help students understand that disenfranchisement take place in all
cultures.
1. Students will write a paragraph about instances of disenfranchisement in their own
cultures (Language Function- Compare, Standard 5).
2. Students will share their paragraphs with the class.

Body Lesson Development/Activities:

(Length Day 1 Activities:
of time) 1. Students will complete a KINL (K-what students know, I-what students can infer,
N-what students need to find out, L-what students learned) chart, explaining what
they already know or can infer about the Civil War and Reconstruction and what
they need to find out to answer questions about the Civil War and Reconstruction.
Students will leave the “what I learned” portion of the chart blank until the
conclusion of lesson one.
2. As a class, we will compile our thoughts and ideas on an Anchor Chart. The Anchor
Chart will be displayed in the classroom for the whole unit.
3. Students will complete a guided notes worksheet during the lecture on the Civil War
and Reconstruction in Georgia.
Day 2 Activities:
4. Give students a lecture about slavery, states’ rights, nullification, Missouri
Compromise, Compromise of 1850 and the Georgia Platform, Kansas-Nebraska Act,
Dred Scott case, election of 1860, the debate over secession in Georgia, and the role
of Alexander Stephens.
5. Students will follow along while completing a guided notes worksheet.
6. Have students identify components of the lecture in which they have previously
learned about (Language Function- Compare).
7. Discuss how Georgia changed as a result of the events and people in the lecture.
8. Have students partner up and read a few pages from their textbook (communal
orientation).
9. Come back together as a class and discuss the accuracy of the textbook.
Day 3 Activities:
10. Give students a lecture about the importance of key events of the Civil War;
including Antietam, the Emancipation Proclamation, Gettysburg, Chickamauga, the
Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March
to the Sea, and Andersonville.
11. Students will follow along while completing a guided notes worksheet.
12. The classroom will be divided into stations that exhibit the key events of the Civil
War.
13. Students will go on an interactive tour of the classroom and complete a worksheet
that contains questions about each station (communal orientation).
Day 4 Activities:
14. Students will be given a map of the world and asked to draw the Middle Passage
Route from Africa to Brazil, the Caribbean, and the Americas
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Keishunna Hardeman
a. Students will identify the countries that they are from that the Middle
Passage Route went through.
15. Students will be given a list of events that led up to the Civil War and must put the
events in order on a timeline handout.
Day 5 Activities:
16. Students will write one to two-page papers analyzing the impact of Reconstruction
on Georgia and other southern states (Language Function- Argue).
17. Papers should emphasize Freedmen’s Bureau; sharecropping and tenant farming;
Reconstruction plans; 13th, 14th, and 15th amendments to the constitution; Henry
McNeal Turner and black legislators; and the Ku Klux Klan.
18. Students should utilize primary resources, lectures, and other resources provided by
the teacher to write the essay.
19. View Africans in America (Part 1 and Part 2) and Slavery by Another Name.
20. Students will share their thoughts, opinions, and takeaways from the documentaries
in groups of three.
21. Students will create storyboards that exemplify their personal experiences with
discrimination in their culture (culturally responsive). Students will present their
storyboards in mini-interview sessions with classmates.
Day 6 Activities:
22. Students will write poems about their new perception(s) of the African American
experience before the Civil War, after the Civil War, and during Reconstruction in
Georgia (Language Function- Demonstrate).
23. Students will present their poems to the class.
Day 7 Activities:
24. Groups of four students will conduct Podcast discussions regarding the economic,
social, and political conditions that led to the Civil War (Language Function-
Demonstrate, Argue).
Day 8 Activity:
25. Students will take a 25-question multiple choice and short answer unit test (20
multiple-choice and five short-answer questions) (Language Function-
Demonstrate, Argue).
Day 9 Activity:
26. Students will receive their unit tests back and will complete test corrections.

Exit Ticket:
 Use iPads, computers, laptops, or other devices to answer three multiple-choice
questions on the website, kahoot.it.
 The three questions will be pulled from the content taught that day.
Closure Homework:
(Length  After each class, students will answer a culturally responsive blog question on
of time) Google classrooms.
 Students who do not have access to an electronic device after school, will be given a
blog slip that includes the blog questions for the unit.
 Students are required to write out their response to the appropriate question on the
slip after each class. Blog slips should be submitted at the conclusion of the unit.
Differentiation,  Visual Supports.
Modification(s),  Graphic Organizers.
and  Mnemonic tricks to improve memory.
Accommodation(s)  Reduce work load.
 Focus on essential standards.
 Provide study guides.
 Use agenda book to keep track of assignments.
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Keishunna Hardeman
 Model directions.
 Breakdown large assignments into small segments.
 Tests read aloud, take tests in small groups and quiet settings with little distraction,
answer less test questions, and provide shorter test responses for short-answer
questions.
 Extended Time to complete tests and assignments. Take tests in timed sessions or
over several days. Take a test at a specific time of day.
 Take sections of tests in different orders.
 More time to complete projects.
 Social Studies teachers work with ELL teachers to evaluate student performance.
 Pair ELL student with another student who speaks his/her language.
 Listen to audio recordings instead of reading text.
 Learn content from audiobooks, movies, videos, and digital media instead of reading
print versions.
 Work with fewer items per page or line.
 Work with text in a larger print size.
 Instructions spoken aloud.
 Record a lesson, instead of taking notes.
 Get class notes from another student.
 Review outlines of lessons.
 Use visual presentations of verbal material, such as word webs.

 Provide a written list of instructions.

 Graded/assessed using different standards than other students.
 Be excused from certain projects.
 Take breaks after completing assignments.

4. LESSON AND ASSESSMENT PLAN RESOURCES

Materials 1. Promethean Board
2. Handouts: KINL charts, Guided notes for lectures, Guided notes for documentaries,
interactive stations, map of the world, timeline events.
3. Anchor Chart.
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Keishunna Hardeman

4. YouTube Video: 10 Countries Most Afflicted by Modern Slavery:

https://www.youtube.com/watch?v=d2FSPdgEguk
5. YouTube Videos: Africans in America (Part 1 and 2):
https://www.youtube.com/watch?v=6UeLHl7Xo7w
https://www.youtube.com/watch?v=7l8vjYFVS5w
6. Slavery by Another Name:
https://www.youtube.com/watch?v=UcCxsLDma2o
7. Storyboard Materials: Scissors, Poster Boards, Glue, Magazines.
8. Podcast Materials: iPads or Tablets for recording.
9. Rubrics: storyboard project, podcast assignment, poem task, essay.
10. Primary Resources: for essay.
https://www.loc.gov/rr/program/bib/ourdocs/civilwarrecon.html
11. Exit Ticket: kahoot.it multiple choice questions. https://kahoot.it/
12. Google Classrooms: Blog questions
13. Culturally Responsive Blog Slips
14. Test and Test Key: Created by instructor, some questions will be pulled from the
county’s database.
Essay Rubric. (n.d.). Retrieved from
http://www.readwritethink.org/files/resources/printouts/Essay Rubric.pdf
Grading Rubric for Storyboard Project. (n.d.). Retrieved from
https://moshej.edublogs.org/files/2011/04/Storyboard-Rubric4-1hrbsok.pdf
Podcast Rubric. (n.d.). Retrieved from
http://www.readwritethink.org/files/resources/30503_rubric.pdf
References Poetry Rubric. (n.d.). Retrieved from http://departments.bcsd.com/CIPD/Chris Poetry
rubric.pdf
Primary Documents in American History. (n.d.). Retrieved from
https://www.loc.gov/rr/program/bib/ourdocs/civilwarrecon.html
SS8H6. (n.d.). Retrieved from https://reviewgamezone.com/mc/candidate/test/?
test_id=28997&title=SS8H6
SS8H6. (n.d.). Retrieved from http://8thgahistory.weebly.com/ss8h6.html