Plans for the Week
Teacher: SS Hyman/Livingston
Monday
22nd
Week 2: August 22-26, 2016
Objectives:
SS 5-1.1 Summarize the aims and course of Reconstruction, including the effects of Abraham Lincoln’s assassination,
Southern resistance to the rights of freedmen, and the agenda of the Radical Republicans.
SS 5-1.2 Explain the effects of Reconstruction, including new rights under the thirteenth, fourteenth, and fifteenth
amendments; the actions of the Freedmen’s Bureau; and the move from a plantation system to sharecropping.
ELA 2-2.1 Analyze ideas, perspectives, and information using examples and supporting evidence related to the topic.
Plan for the day:
Essential Question: How did political change affect life after the Civil War?
Vocabulary: impeach, carpetbaggers, scalawags, profit, tenant, sharecropping, pardon, segregation,
discrimination, Freedman’s Bureau
Foldable: Students will glue or tape vocabulary foldable in their SS interactive notebook.
Discussion: What is Reconstruction and its meaning after the Civil War?
Aims/ goals of Reconstruction for different groups: Lincoln, Johnson, Radical Republicans
Read Unit 2, Lesson 1: Rebuilding the South, in the textbook (pages 38-39)
Literacy/Social Studies Activity:
Draw conclusions: Students will read the passage “The South’s Economy” (page 32) and
discuss what the state of the Southern economy was like after the war. Next, as a whole
class/group, students will complete the below graphic organizer in their SS interactive
notebook using text evidence from the paragraph.
Text Clues
Conclusion
Formative Assessment: Written response in interactive notebook, student responses
Technology: SmartBoard, document camera
Tuesday
23rd
REACH Day
Objectives:
SS 5-1.1 Summarize the aims and course of Reconstruction, including the effects of Abraham Lincoln’s assassination,
Southern resistance to the rights of freedmen, and the agenda of the Radical Republicans.
SS 5-1.2 Explain the effects of Reconstruction, including new rights under the thirteenth, fourteenth, and fifteenth
amendments; the actions of the Freedmen’s Bureau; and the move from a plantation system to sharecropping.
ELA 2-2.1 Analyze ideas, perspectives, and information using examples and supporting evidence related to the topic.
Plan for the day:
Essential Question: How did political change affect life after the Civil War?
Vocabulary: impeach, carpetbaggers, scalawags, profit, tenant, sharecropping, pardon, segregation,
discrimination, Freedman’s Bureau
Discussion: Describe how President Johnson and Congress disagreed over Reconstruction?
Aims/ goals of Reconstruction for different groups: Lincoln, Johnson, Radical Republicans
Read Unit 2, Lesson 1: Rebuilding the South, in the textbook (pages 40-41)

Point out how chart shows how one event led to another

Discuss black codes and how it limited the rights of formerly enslaved people (locate in
text)
Literacy/Social Studies Activity:
The teacher will review steps for drawing conclusions. (Re: Monday’s lesson)
Draw conclusions: In a small group, students will read the passage “African-Americans
Newly-Won Rights” (page 33) and discuss how African Americans were denied their newlywon rights. Next, students will complete a graphic organizer in their SS interactive
notebook using text evidence from the paragraph to draw conclusions.
Groups will share their conclusions.
Formative Assessment: Written response in interactive notebook, student responses
Technology: SmartBoard, document camera
Wednesday
24th
Objectives:
SS 5-1.1 Summarize the aims and course of Reconstruction, including the effects of Abraham Lincoln’s assassination,
Southern resistance to the rights of freedmen, and the agenda of the Radical Republicans.
SS 5-1.2 Explain the effects of Reconstruction, including new rights under the thirteenth, fourteenth, and fifteenth
amendments; the actions of the Freedmen’s Bureau; and the move from a plantation system to sharecropping.
ELA 6-6.1 Write routinely and persevere in writing tasks for a variety of purposes and audiences.
Plan for the day:
Essential Question: How did political change affect life after the Civil War?
Vocabulary: impeach, carpetbaggers, scalawags, profit, tenant, sharecropping, pardon,
segregation, discrimination, Freedman’s Bureau
Discussion: How did the Reconstruction Act of 1867 affect African Americans?
Aims/ goals of Reconstruction for different groups: Lincoln, Johnson, Radical Republicans
Read Unit 2, Lesson 1: Rebuilding the South, in the textbook (pages 42-43)
 Point out that during Reconstruction African Americans quickly began to form new
communities.
Discuss “martial law”

Literacy/Social Studies Activity:
In small groups, students will create a list (on chart paper) of five rules for maintaining a
good community.
Next, each group will share their rules with the other groups. As a class, discuss whether all
the rules are fair and can be followed.
Formative Assessment: Student responses
Technology: document camera, SmartBoard
Thursday
25th
Objectives:
SS 5-1.1 Summarize the aims and course of Reconstruction, including the effects of Abraham Lincoln’s assassination,
Southern resistance to the rights of freedmen, and the agenda of the Radical Republicans.
SS 5-1.2 Explain the effects of Reconstruction, including new rights under the thirteenth, fourteenth, and fifteenth
amendments; the actions of the Freedmen’s Bureau; and the move from a plantation system to sharecropping.
ELA 2-2.1 Analyze ideas, perspectives, and information using examples and supporting evidence related to the topic.
Plan for the day:
Essential Question: How did political change affect life after the Civil War?
Vocabulary: impeach, carpetbaggers, scalawags, profit, tenant, sharecropping, pardon,
segregation, discrimination, Freedman’s Bureau
Discussion: Identify civil rights guaranteed by the “Civil War Amendments”
Aims/ goals of Reconstruction for different groups: Lincoln, Johnson, Radical Republicans
Read Unit 2, Lesson 1: Rebuilding the South, in the textbook (pages 44-45)
 Point out 13th, 14th, and 15th amendments within text- Have students highlight or underline
 Discuss “Why having the right to vote so important for African Americans?
Literacy/Social Studies Activity:
Students will make a 3 pocket foldable. Each pocket will be labeled with one of the
following terms: Thirteenth Amendment, Fourteenth Amendment, and Fifteenth
Amendment. Students will use their SS textbook pgs. 44-45 to make flash cards for each
amendment (Students will make card with “Amendment term on one side and explanation
and illustration on the other.)
EXPLAIN what the word Thirteenth Amendment means….it made slavery in the US and its
territories illegal…in order for the for the Southern state to be accepted back in the Union,
they had to ratify this amendment.
Formative Assessment: Student responses, written responses in interactive notebook
Technology: document camera, SmartBoard
Friday
26th
Objectives:
SS 5-1.1 Summarize the aims and course of Reconstruction, including the effects of Abraham Lincoln’s assassination,
Southern resistance to the rights of freedmen, and the agenda of the Radical Republicans.
SS 5-1.2 Explain the effects of Reconstruction, including new rights under the thirteenth, fourteenth, and fifteenth
amendments; the actions of the Freedmen’s Bureau; and the move from a plantation system to sharecropping.
ELA 2-2.1 Analyze ideas, perspectives, and information using examples and supporting evidence related to the topic.
Plan for the Day:
Essential Question: How did political change affect life after the Civil War?
Vocabulary: impeach, carpetbaggers, scalawags, profit, tenant, sharecropping, pardon,
segregation, discrimination, Freedman’s Bureau
For review watch the video by John Green on Youtube:
Crash Course Reconstruction
Literacy/Social Studies Activity:
Have the students write journal entries or letters from the points of view of northern citizens, newly
freed slaves, and southern plantation owners. Students will include evidence using their notes.
Formative Assessment: Written responses
Technology: Youtube video, SmartBoard