Daily Instruction

Learning objectives: In addition to the content standards listed below, I will be addressing skill based standards such as note taking, writing, and summarizing.
1) Evaluate the social and economic effects of sharecropping, tenant farming and Freedman’s Bureau in the post Civil War South.
2) Analyze the practices, policies, and legislation used to deny African-Americans’ civil rights, including black codes, lynching, the Ku Klux Klan, voting restrictions, Jim Crow Laws and Plessy v. Ferguson.
3) Examine African-American responses to the denial of civil rights such as the rise of African-American churches, African-American newspapers, historically black colleges and responses of individuals, such as Ida B. Wells, W.E.B DuBois, and Booker T. Washington.

• I will begin the lesson by asking the students the question "what do you think of when you here the phrase "separate but equal?""



• I will introduce the topic of the lesson do doing a mind map on the board.

I will write the term "Reconstruction" on the board and discuss how the objectives connect

Students should be copying the map off the board.

I will pause during the discussion to check student work


• After mind map, I will give the attached handouts to read


• After reading the handouts, I will ask students to respond to the following four questions:

1) What services did the Freedman's Bureau provide?

2) What is sharecropping?

3) Provide two examples of how African-Americans responded to denial of civil rights

4) Provide two examples of how African-Americans were denied civil rights

• I will check student responses to the questions verbally


• I will then have students write a summary paragraph describing what material was covered


• This lesson connects with other lessons because it looks more deeply at the social, economic, and political impact of Reconstruction by analyzing specific attitudes, policies, and responses....particularly among African-Americans. In addition, it helps lay the groundwork for future lessons on civil rights.

• I will differentiate instruction by utilizing the mind map. The mind map will assist visual learners by allowing them to visually connect how events are related to each other. Also, by having students provide a written summary of the lesson, students who either do not respond well to verbal Q and A and/or enjoy writing will be engaged with the material.


• The assessment I will use are a summary paragraph of the lesson, the mind map, and a quick question and answer. The question and answer will let me know if the students can recall essential facts and the summary paragraph will let me know exactly what the students took away from the lesson. In addition, the summary paragraph will assist in developing writing skills. The mind map will help assist in the ability to take notes.


• Homework will be Critical Thinking Skills Activity 18 "Predicting Consequences" worksheet

Bibliography of readings:

African-Americans in US History, 1877 to the Present: Vol 2: Globe Book Company; Englewood Cliffs, New Jersey, 1989.