Professional Documents
Culture Documents
School: Rocky Mountain High School Grade Level: 11th grade Content
Area: US History
Content Standard(s) addressed by this lesson: (Write Content Standards directly from
the standard)
High school history standard:
1.1. The historical method of inquiry to ask questions, evaluate primary and secondary sources,
critically analyze and interpret data, and develop interpretations defended by evidence from a
variety of primary and secondary sources
1.2. Analyze the key concepts of continuity and change, cause and effect, complexity, unity, and
diversity over time
1.3. The significance of ideas as powerful forces throughout history
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
-In what ways did Reconstruction shape American society of the Reconstruction period, as well as
throughout history following Reconstruction?
-What obstacles did the nation face when deciding on the Reconstruction of the United States?
-What were the differing agendas for the Reconstruction of the United States?
-What was the legacy of Reconstruction?
This means: I will actively participate in the Reconstruction Convention to create a plan for
Reconstruction that best serves my characters interest using the primary sources I was assigned
to support my arguments.
Summative Assessments
-Essay assignment comparing the events of their Reconstruction Convention to the actual events
of Reconstruction.
Closure This portion of the lesson will be 10 minutes long. In this ten minutes
Those actions or statements by a teacher we will debrief on the convention and talk about what happened in both
that are designed to bring a lesson groups. I will ask students what was difficult about the convention as
presentation to an appropriate conclusion. well as what worked well. I will also ask how many people were able to
Used to help students bring things achieve what their character desired without having to compromise. I
together in their own minds, to make will also ask whose character is satisfied with the results of the
sense out of what has just been taught. convention. Then we will address any questions students have about
Any Questions? No. OK, lets move on is the take home exam.
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.
How do you intend to engage your
students in thinking during The strategy I intend to use is class discussion
CLOSURE? I am using this strategy here because: discussion is a great way to
Why are you using it at this point in quickly gauge what students got out of the lesson. I will not be afraid to
your lesson? cold call on students to see what they took away from the lesson. It also
gives any students that are really wanting to share something an
opportunity to.
Differentiation: This lesson is targeting students of all levels. The hardest part is to
come up with something that challenges them and is engaging to them
Differentiation should be at the same time. To differentiate I used multiple strategies. Some
embedded throughout your students will be very invested and interested in this activity. The
whole lesson!! readings assigned were in depth and were numerous. These students
could challenge themselves by closely reading the assigned materials
Colorado State University College of Health and Human Sciences Page 5
CEP Lesson Plan Form
This is to make sure you have and doing any further preparation they desired. I gave the students the
option to dress in antebellum clothing to immerse fully into character. I
met the needs of your students also gave the students the option to skim the readings. I addressed this
on IEPS or 504 to the whole class, but any students that are slower at reading or not as
To modify: If the activity is too advanced strong as others may take longer to read. I assigned them a week in
for a child, how will you modify it so that advance to help give students more time and allowed for work to be
they can be successful? done during class, but I understand that may still not be enough time
To extend: If the activity is too easy for a for every student. I gave the option to skim the readings to the entire
child, how will you extend it to develop class for these students, that way they would not feel overwhelmed. If
their emerging skills? the seminar is a difficult time for students to form an argument on the
spot they can piggy-back off of a comment another student has made
to help them discuss the content. Having to form and create policy will
be challenging and is a perfect opportunity for students close to
mastery of the content to extend their knowledge. I also have a student
with severe anxiety that does not like to speak in front of large groups,
even her classmates. Instead of letting her not receive points, I have
given her an alternate assignment where she can be a reporter that
does a write up of what was discussed in class and respond to the
events how her character would. In fourth period, Kaeda and Lauren will
be Harriet Tubman and discuss the rights of Freedmen as discussed with
LaRae.
Issue A: Under what conditions should the South be allowed back into the Union? Who in the former Confederate States of America should be
pardoned?
Issue B: What political, economic, and social rights should Free Blacks and Freedmen Acquire?