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Home : 2010 : Apr : 5
I hope this helps! Objective: SWBAT define Reconstruction, and will be able to identify the key arguments for each side of Johnson vs. Radical Republicans. Materials needed: Legos, texts book, dictionary, copy of Lincoln plan for the South, view points of the North and South, Chart paper/class white board. A. INTRODUCTION OF THE LESSON 1. Motivation or Focus activity: Write reconstruction on board. Ask students; You have has a week off, and so I want to review what was learned before we left. Who can tell me what reconstruction means? What does it mean in the context of history of America? 2. Objective and its purpose; Understand the political conflicts between the Radical Republicans and Andrew Johnson. 3. Tie in prior learning: Revisit what happened at the end of the Civil War. Discuss what Lincoln’s plan was, and why Johnson took over when Lincoln was assassinated. Review that when a president dies, murdered, or impeached that the Vice President takes the office. B. LESSON PROCEDURE 4. Input: • As a review for reconstruction have students get into pairs, then hand out the legos. Have the students construct something they choose (a building, bridge, tower ext..) As they finish ask them to swap them with another pair, tell the students to disassemble each product, and reconstruct it. Discuss what happened, was it easy? How does this activity connect of the idea for reconstruction of the South? 5. Modeling/guided practice: • Reconnect to the prior knowledge background review. Have a discussion about what happened to Lincoln and why Johnson took office. Introduce Andrew Johnson as the new president of the newly reunited USA. o Will he be enforcing Lincoln’s plan, or will he create his own plan for the reconstruction of the South? What was his plan for the USA South? Who were the Radical Republicans? What did they disagree on? What were each sides viewpoints? 6. Independent practice: • Introduce Johnson’s reconstruction plan, in small groups have students discuss the key aspects of it. In those same groups, students will define; racial, amnesty, deny, radical republicans. • After finishing the definitions, students will use their resources to fill out the chart of conflicting view points of Johnson and the Radical Republicans. 7. Assessment: •Look over their notes taken about Johnson, have at least 4 correct facts. •Observe how each student participates in the whole class discussions, so they ask questions? Answer questions? Make observations? State facts?
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