CEP Lesson Plan Form

Teacher: Arryn Mattson

School:
Poudre High School
Area: US History

Date: 10/15/2015
Grade Level: 11

Title: Reconstruction
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Content
Lesson

Content Standard(s) addressed by this lesson:

(Write Content Standards
directly from the standard)
Standard 1.2: The key concepts of continuity and change, cause and effect,
complexity, unity and diversity over time.
Understandings: (Big Ideas)
-lasting impact of Reconstruction on American history
-varying viewpoints on singular event (former slaves, southern plantation owner)
-how individual events can change history for centuries to come (What if?)
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
-How did Reconstruction contribute to the Civil Rights Movement?
-Was poorly implemented Reconstruction inevitable given the events of the Civil
War?
-What ideas have united people over time?
-How has diversity impacted the concepts of change over time?
Evidence Outcomes: (Learning Targets/Objectives)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: Recognize key impacts of the Civil War Reconstruction period on American
history from various viewpoints.
This means: I can identify with the struggles and successes of two sides of a
conflict.

List of Assessments: (Write the number of the learning target associated with
each assessment)
-Quick write on Voices from the Days of Slavery
-Discussion about lasting effects of Reconstruction
-circle of viewpoints (slave vs. southerners)
List of Significant Vocabulary: (List the significant vocabulary words and
definitions for this lesson)
-Reconstruction, impeachment, Black Codes, 13 th, 14th, 15th Amendment (suffrage),
Civil Rights Movement
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Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the students
to associate with the activity. Think of the purpose
as the mini-rationale for what you are trying to
accomplish through this lesson.

Approx. Time and Materials/Procedures

How long do you expect the activity to last and
what materials will you need? What do you need
to collect, prepare, reserve, set-up, etc. ahead of
time?

A Ship with No Captain

This lesson is the close of the
Civil War Unit. The students
have just analyzed the poem
O Captain, My Captain in
association with Lincolns
assassination. The purpose of
this lesson is to inform the
students about the events of
the Reconstruction Period
and familiarize them with key
figures. I mainly want the
students to think on another
level about Reconstruction:
What if? What if Lincoln had
been President during this
time period? What if the
slaves rights had been
implemented and they were
able to vote? How would this
change the course of history?
How would it change what we
know today? What are the
lasting effects of the
Reconstruction Era in United
States history?
The class is 90 minutes long.
I hope to break up the
activities into 30 minute long
slots.
I will need my PowerPoint
slides, a prompt question for
the students to answer in a
Quick Write in their
notebooks, access to the
Voices of Slavery
recordings online, and
questions to discuss from the
textbook or a discussion
about the impacts of
Reconstruction (Civil Rights)
and listening to the song
Glory for a sponge activity.
I will set up my PowerPoint
and the recordings from the
Voices of Slavery before
the kids get to class and I will
write the learning target on

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the board.
Pre-Assessment
How will you pre-assess students knowledge of
the topic to be covered? Describe both formal
and informal ways you will assess their knowledge

Anticipatory
Set/Focus/Hook/Engagement/Motivation/Intr
oduction
The hook grabs students attention and
engages them from the start. These are actions
and statements by the teacher to relate the
experiences of the students to the objectives of
the lesson and to put students into a receptive
frame of mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures/Instructional Input/Learning
Chunks/Scaffolding for Learning (this is the
largest part of your lesson plan)
(Include a play-by-play account of what will
happen in the class from the minute students
arrive to the minute they leave your classroom.
Indicate the length of each segment of the lesson.
List actual minutes.)
Include the following components in scripted
format:
-Teacher input-what you will share (lecture
outline, notes of interest, facts, vocabulary,
description of activities, etc.)
-Modeling (demonstrations, stories, examples,
etc.)
-questioning strategies (what questions will you
ask to CSU)
-guided/unguided:

My pre-assessment will be
my hook. I will ask the
students to analyze a series
of three political cartoons
from the time period. Then I
will call on three to four
students and ask what they
interpret the cartoons to
depict, including the
meaning, the difference
between them, etc. This will
allow me to see some of the
information students know
about life during
Reconstruction.
After the students have
observed and analyzed the
cartoons for themselves, I
will give them the
background and context of
them. I will then connect the
name of my lesson to their
previous class analyzing the
poem O Captain, My
Captain. This will serve as a
warm-up and sum-up of the
previous class.

First 30 minutes:
-Students will arrive (many
are late), I will give them
extra time to take their seats
by posting the cartoons on
the board ahead of time.
-I will give the students about
5 minutes to observe the
cartoons. Then we will come
together as a class and
discuss what they are
thinking for about 5 minutes.
-I will then show the students
the quote by Lincoln and
read it aloud to them. I will
introduce the question of
What if? What if Abe Lincoln
had not been killed? Would

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-whole-class practice
-group practice
-individual practice
-check for understanding
-other (FCCLA, FFA, etc. connection)

Reconstruction have look

different? Would history itself
look different? about 5
minutes
-For the remainder of the first
30 minutes, I will give an
overview of some the events
that occurred during
Reconstruction, and the
tensions still in place
following the end of the war.
Introduce the idea that some
believe it to be worse than
the war itself.
Second 30 minutes:
-I will move on to the next
section by recapping with a
What If short discussion. Ill
ask the students what they
think would have been
different in the future if
Reconstruction had gone
well, or if Lincoln had been
President.- about 5 minutes
-I will show 5 minutes of the
video American Experience:
Reconstruction- The Second
Civil War to sum
up/consolidate what we have
learned so far and get them
thinking about the people
involved in the war
-The class will listen to two
brief sections of interviews
with former slaves (Voices
From the Days of Slavery) 5
minutes
-The students will be asked to
write a Quick Write
responding to a few
questions using the Circle of
Viewpoints -15 minutes
Last 20 minutes:
-I will show the second part
of the American Experience
video, which deals more with
lasting implications of
Reconstruction. 5 minutes

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-I will then ask the class to
turn to their neighbor and
discuss what they believe
were the most important
effects of the Reconstruction
Era on history. I warn them
that I will be calling on three
people to share. -5 minutes
-After the partner discussion,
I will call on three people to
share what their group talked
about (Pair and share) 5
minutes

Closure/Conclusion/Summary/Adjustments/
Wrap-up/Clean-up
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students
bring things together in their own minds, to make
sense out of what has just been taught. Any
Questions? No. OK, lets move on is not closure.
Closure is used:
To cue students to the fact that they have
arrived at an important point in the lesson
or the end of a lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation/Modifications/Adaptations/Ac
commodations To modify: If the activity is too
advanced for a child, how will you modify it so
that they can be successful?
To extend: If the activity is too easy for a child,
how will you extend it to develop their emerging
skills?

Sponge: Glory song John

Legend and Common: talk
about specific lyrics/watch
The class discussion at the
end of the period will be my
closure. We will discuss the
lasting effects of the
Reconstruction Period. I will
give a short statement at the
end to sum up what we
talked about.

There are a few students who

may need extra time on their
Quick Write. I will allow them
to keep working if need be
while we as a class move on
to the next section of the
American Experience video.
This is not something they
will be completely lost if they
miss a part of it. Also, I will
determine if the ESL students
need to sit together to
complete the Quick Write
since they can help each
other translate. If it is
necessary to extend, I will
ask those students to write
the quick write as if they

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were the character writing in
a journal.
I also have the words copied
onto the slide of the former
slave interviews in case
someone cant
see/understand what they
are saying.

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