Casey Filippne Course: EDU 329-01 Grade: 8 Topic: The Reconstruction Amendments

Professor Kraemer Date: April 13, 2014 Content Area: Social Studies

INSTRUCTIONAL OBJECTIVE(S) After defining vocabulary words on the Reconstruction Amendments, filling in a worksheet about the 13th, 14th, and 15th Amendments to the Constitution of the United States, and view a PowerPoint on historical context, students will be placed in groups to create an image based on evidence by illustrating their own perspective of the Reconstruction Amendments with at least one illustration for each amendment.

STANDARDS AND INDICATORS

English Language Arts Standards for Literacy in History/ Social Studies- CCSS.ELALiteracy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Indicator: This will be evident when students define vocabulary words and simplify the 13th, 14th, and 15th Amendments.

English Language Arts Standards (CSS): Speaking and Listening; Comprehension and Collaboration (SL.1) Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Indicator: This will evident when students are placed in groups of three to discuss and create an image based on evidence by illustrating their own perspective of each Reconstruction Amendment.

MOTIVATION

To engage the students the teacher will assign six vocabulary words in the 13th, 14th, and 15th Amendments to the Constitution the night before the lesson is taught to help guide the students when they independently fill-in the Reconstruction Amendments worksheet.

MATERIALS PowerPoint Presentation Worksheet on simplifying the Reconstruction Amendments Worksheet on illustrating the Reconstruction Amendments Crayons, markers, or colored pencils Construction paper Scissors Notebook Social Studies Textbook

STRATEGIES Cooperative learning This will be evident when the students are put into groups of three to create an image by illustrating their own perspective of the three Reconstruction Amendments. Direct Instruction This will be evident when the teacher explains the two worksheets that are given in class. Independent Work This will be evident when students fill-in a worksheet on simplifying the Reconstruction Amendments. ADAPTATIONS The student with a learning disability will be placed into a group with more proficient learners when working on their illustration of the Reconstruction Amendments. DIFFERENTIATION OF INSTRUCTION

 PowerPoint.

Visual learners will be stimulated by the key points being listed on the

Auditory students will hear spoken-word in listen and retell activity.

Social Interaction learners will be engaged by the social interaction of working in groups. Linguistic learners will be engaged in the writing activity.

Tiered Differentiation Tier 1 students will be provided a copy of the PowerPoint on the 13th, 14th, and 15th, Amendments as well as be given more guidance when filling in the worksheet on simplifying the Reconstruction Amendments. Tier 2 students will be provided a copy of the PowerPoint on the 13th, 14th, and 15th Amendments. Tier 3 students will have very little or no guidance when filling in the worksheet on simplifying the Reconstruction Amendments.

DEVELOPMENTAL PROCEDURE

The teacher will begin class by going over the six vocabulary words given for homework to help the students simplify the meaning of the 13th, 14th, and 15th Amendments.(What does jurisdiction mean?, What does naturalized/naturalization mean?, What is a citizen?, What does abridge mean?, What is Due Process?, and What does servitude mean?) After going over the vocabulary words the students will be given a worksheet on simplifying the 13th, 14th, and 15th Amendments. (What did the 13th Amendment say in simpler terms?, What did the 14th Amendment say in simpler terms?, What did the 15th Amendment say in simpler terms?) Next, the students will take out their notebooks. The teacher will show the students a short PowerPoint presentation on the 13th, 14th, and 15th Amendments. The students will write down each of the Amendments in their notebooks.

 Finally, the students will get into groups of three and create an image describing the three Reconstruction Amendments. (Does anyone know how they can illustrate the three amendments?, Any ideas for illustrating the reconstruction amendments?) ASSESSMENT assignment. The teacher will observe the students when working in their groups. The teacher will grade the students on their cooperative learning

INDEPENDENT PRACTICE

The students will work independently when they fill-in the worksheet on simplifying the Reconstruction Amendments as well as be given textbook questions for homework.

FOLLOW UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention: Students who did not easily meet the lesson objective will have more guidance by the teacher. The teacher will go to each group during the cooperative learning assignment and individually check on the students who are having trouble coming up with ideas for their illustration.

Academic Enrichment: Students who easily met the lesson objective will include quotes or a sentence describing their illustration.

TEACHER REFERENCES Davidson, J. W., & Stoff, M. B. (2007). America: History of our nation. Upper Saddle River, NJ, Pearson Prentice Hall. Reconstruction Amendments | The Black Past: Remembered and Reclaimed. (n.d.). Reconstruction Amendments | The Black Past: Remembered and Reclaimed. Retrieved from http://www.blackpast.org/primary/reconstruction-amendments U.S. Senate: Art & History Home Landmark Legislation: The Civil War and Reconstruction Amendments to the Constitution. (n.d.). U.S. Senate: Art & History Home Landmark Legislation: The Civil War and Reconstruction Amendments to the Constitution. Retrieved from http://www.senate.gov/artandhistory/history/common/generic/ CivilWarAmendments.htm