LESSON PLAN (Day 1)

Name: Jeremiah Beaver Date: 12/11/23 Lesson Start and End Time:

Academic Area: U.S. History Grade Level: 9 Co-op initials with date:

Pre-Instruction Planning
Topic Introduction to the Reconstruction Era
PA Anchor/Standard or 8.3.9.A: Analyze the political and cultural contributions of
Eligible Content individuals and groups to United States history from 1787 to
1914.
 Political Leaders
 Military Leaders
 Cultural and Commercial Leaders
 Innovators and Reformers
8.3.9.B: Identify and analyze primary documents, material
artifacts and historic sites important in United States history
from 1787 to 1914.
 Documents
 19th Century Writings and Communications
 Historic Places
8.2.9.D: Identify and analyze conflict and cooperation among
social groups and organizations in United States history from
1787 to 1914.
 Domestic Instability
 Ethnic and Racial Relations
 Labor Relations
 Immigration and Migration
 Military Conflicts
CC.8.5.9-10.B: Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of
how key events or ideas develop over the course of the text.

Lesson Objectives Students will be able to:

 Define the key features of the United States following
the Civil War
 Compare and contrast the reconstruction ideas of
Andrew Johnson and the Radical Republicans
 Identify the main goal of the Radical Republicans
 Describe the major provisions of the Civil Rights Act of
1868 and the 14th Amendment
 Locate the main ideas from primary sources and

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 summarize their content
th
Materials 14 Amendment Handout, Printed PowerPoint Handout with
room for notes, Pen/Pencil, Notebook/Paper, Computer/Phone,
PowerPoint
Planning for Learners Differentiation:
Content:
The content of the lesson is differentiated through multiple
means of representation. Students are engaging with visual,
verbal, and written forms of the content. Additionally, the in-
class discussions present the content in a manner that
encourages creative thinking and makes it much more personal.
Process:
The process of this lesson is differentiated through multiple
means of engagement. While this intro lesson is dominated by
lectures, there are portions scattered throughout that feature
discussions which can help engage verbal learners. Additionally,
the 14th Amendment activity allows students to engage with the
content by reading it.
Product:
The product of this lesson is differentiated by providing students
multiple methods of displaying their knowledge. In class
discussions and questioning can provide more outgoing students
to verbally display their knowledge while the closing activity
allows for students to take time to think about and type their
answers. Additionally, summative assessment is used throughout
the lesson to monitor students engagement and comprehension
of the content material.
Modifications/Accommodations:
This lesson accommodates learners who have reading or writing
impairments by providing them with alternative options of
expressing their knowledge. Additionally, the collaborative
features of the lessons provide students the opportunity to seek
help from their peers and ask them questions. Physical handouts
of the PowerPoint and the readings are also provided for
students who struggle to, or cannot, write notes. Students are
also provided online access to any handout resources or
readings. This enables them to use text to speech options or
enlarge the text if they have difficulty reading.
Lesson Presentation
Introduction Following the assassination of Abraham Lincoln, the United
States was extremely divided and confused. Give students the
first 2-3 minutes of class to discuss with a partner what America
was like following the Civil War. Ask them the following
questions:
  What major questions needed answered following the
war?
 What were the major points of tensions between the
North and South?
The students would have this knowledge from the conclusion of
the previous unit. Once students have been given enough time to
discuss and have their final answers, call on 3-4 groups to
provide their answers. If a group is way off, be sure to ask why
they chose their answer and work them towards the key points
of the answer.
Sequence of activities Following the introduction, clarify the two major questions that
including assessments faced America following the Civil War:
 What should be done with the free slaves?
 How should the North and South be reunified?
Make sure to explain to students that while slaves had been
freed, they had not been given any rights. There was uncertainty
over what need to, and was going to, be done to solve this issue.
The issue of slavery also tied closely to the matter of
reunification. Then ask the students the following question:
 Why would the issue of freed slaves be connected to
Southern states being allowed to rejoin the United
States?
Be sure that students realize that the major concern for
Northerners was that slavery was abolished. If the Southern
states were unwilling to give it up, the Northerners would not let
them rejoin the union.
Then, introduce the two main groups of influence during the
beginning of the reconstruction period:
 Andrew Johnson- Johnson was lenient with the south and
was more concerned with the Union than establishing
equality for Blacks.
 Radical Republicans- Opposite of Johnson, desired
complete equality for Blacks and were not satisfied with
only a minority of the Southern states population
ratifying the 14th Amendment.
After briefly introducing these two groups, give students the
handout titled, Presidential Reconstruction. Have a student
volunteer to read the handout and discuss the following key
points:
 Johnson wanted to restore the Union
 Wealthier individuals had to go through additional steps
to be pardoned
 He did not require the Southern states to give voting
rights to Blacks
Then cover the following additional points contained in the
PowerPoint:

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  Johnson was a southerner who opposed racial equality
 He only forced Southern states to ratify the 13th
Amendment
 He appointed governors to oversee reconstruction in the
Southern states
After this, have a student volunteer list the core ideas of
Johnson’s reconstruction policies. Once the class has verbally
demonstrated an understanding of the key points of Johnson’s
approach, turn to the Radical Republicans. Focus on the key
differences between their approach:
 They pushed for racial equality
 They believed that congress should control the
readmission of states
Then explain the points of tension between the two groups.
Mainly that:
 Johnson did not think the government should expand its
power
 Radical Republicans claimed that the racial injustice in
the Southern states was happening because of Johnson’s
leniency
Then, explain that because the Radical Republicans had a
majority in Congress, they began to pass laws and veto the
President. Then, pass out the handouts containing the
descriptions of the Civil Rights Act of 1868 (Explain to students
that it was passed in 66 but not ratified until 68), the
Reconstruction Acts of 1867, and the 14th Amendment. Have
students read the Civil Rights Act and the 14th Amendment and
ask them to work with a partner to identify the key points. Then,
have the class reconvene after a minute or two and allow
students to give their answers. Focus on these key points:
 CRA: Gave Blacks citizenship
 14th Amendment: Stopped states from withholding the
rights of citizens, Made the government responsible for
protecting these rights
Then, explain to students that due to the congressional elections,
the Radical Republicans became free to pass whatever
legislation they wanted because they now had a 2/3 majority in
the House and Senate.
Following this explanation, ask students if they have any
questions about the lesson content and then move on to the
Wrap-Up Activity.

Lesson Wrap-up Students will scan the QR code at the end of the PowerPoint and
complete a Google Form that contains the following questions:
 Who were the Radical Republicans?
 Describe Andrew Johnson’s Reconstruction policies.
 How did he think the Southern States should be
readmitted to the Union?
 Write down one thing you found interesting from the
lesson.
 Now that the Radical Republicans have seized control of
Congress, how do you think the Reconstruction policies
will change? Will they be more lenient or more strict?
Once students have submitted the Google Form, they are free to
leave.

Self-Evaluation

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