Lesson 2: What did we learn through our virtual field trip?
Essential Questions Addressed:
· What problems did Virginia face after the Civil War?
· How did Reconstruction try to solve Virginia’s problems?
NCSS Theme Addressed:
· NCSS Standard 2: Time, Continuity, and Change
· NCSS Standard 6: Power, Authority, and Governance
· NCSS Standard 10: Civic Ideals and Practices
VA SOL Addressed:
· VA SOL VS.8: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by
o a) Identifying the effects of Reconstruction on life in Virginia.
· VA Fine Arts SOL 4.18: The student will analyze works of art based on visual properties and contextual information.
Student Objective:
· Students will be able to describe the major effects of Reconstruction in Virginia: freed blacks needed to find a new place in society and the state’s infrastructure and economy needed to be completely rebuilt.
· Students will be able to create a timeline of the Reconstruction in Virginia.
· Students will be able to put the events of Reconstruction in Virginia in chronological order.
Materials:
· Computer and projector
· Textbook: Masoff, J. Our Virginia: Past and Present (2011). West Palm Beach, FL. Five Ponds Press.
· Scrap paper for each group
· Poster board or large sheet of paper for each group
· Pencils
· Markers
Procedure (45 minutes):
· Gather students for a whole group lesson (20 minutes).
· Show the virtual field trip site on the projector, so the pictures can be shown if they are discussed.
· Ask students what struck them about the pictures they looked at yesterday. Call on several students to share their thoughts and observations. Call on students who gave more insightful answers on their worksheets in the past lesson.
· Also call on several students with questions the pictures raised in their minds about Reconstruction.
· Segue into a discussion of what Virginia looked like at the start of Reconstruction:
o The Civil War was over. Soldiers were returning home, wounded, or not returning, leaving women and children. Slaves were free and needed housing, clothing, food, and jobs.
o A lot of the war had been fought in Virginia, and so the infrastructure was completely ruined.
· Ask what the students think should be done to solve the problems. Allow think time and time to discuss with a partner before calling on several students to share.
· Inform students of what was actually done to solve Virginia’s problems:
o Freedman’s Bureaus were set up to assist freed blacks. Blacks also became sharecroppers.
o Blacks gained rights during Reconstruction and the three post-Civil War Constitutional Amendments, but then lost most of those rights to “Jim Crow” laws when Reconstruction ended.
§ “Jim Crow” laws introduced Poll Taxes, Grandfather Clauses, and other measures to keep blacks from voting; they also created separate (and unequal) schools and other public facilities for blacks.
o Railroads were built, coal was mined, and tobacco was grown and rolled into cigarettes, rejuvenating Virginia’s economy.
· Split students into groups of four for the next activity (20 minutes).
· Show the timeline of Reconstruction online: http://www.digitalhistory.uh.edu/exhibits/reconstruction/timeline.html
o Source: Mintz, S., & McNeil, S. (2013). Digital History. Retrieved (2 December 2013) from http://www.digitalhistory.uh.edu
· Let students know that this is a timeline of Reconstruction in the entire United States. Today you will be creating a timeline of events from Virginia’s reconstruction.
· Direct students to the appropriate section in their text about Reconstruction. There is a timeline on page 138 of the textbook; inform students that their own timelines should be different.
· Inform them that they will be searching the chapter on Reconstruction to pull out important information and create a timeline of Reconstruction in Virginia. Their timeline should run from 1865 – 1925. Suggest that students search their textbooks, make some notes on their scrap paper, and then create their timelines on their poster paper, because these should be displayed in the classroom.
· After 20 minutes, gather students in whole group again to wrap up the lesson (5 minutes). They will have time tomorrow to finish their timelines, if necessary. Ask several students to share what some important events or characters they found from Virginia’s Reconstruction. Let students know they will be exploring these events and characters further in the rest of the unit.
Assessment:
· Anecdotal records from observing students during the discussion and group activity.
· Look at the timelines produced by each group to check on students’ understanding of what were the important events during Reconstruction in Virginia. If any tweaking of understandings of the major events is needed, it can be done tomorrow before students complete their timelines.
Differentiation and Accommodation:
· During the whole group instruction, the teacher will make an effort to call on different students, not only those most vocal.
· Students will be grouped according to ability. Each group should have one higher student and one lower. Groups will also have one stronger artist, and one more logical thinker.
· Students with ADHD will be grouped with those students with whom they work best. If they have difficulty focusing they will need to take a time-out.
· Students learning English will be grouped with students who speak English as their first language. The ESOL teacher will also assist, rotating among the groups to help make sure that all students thoughts are shared and included.
· This lesson uses several of Gardner’s intelligences: visual-spatial (timeline), logical-mathematical (timeline), bodily-kinesthetic (making a timeline), verbal-linguistic (group discussion), and interpersonal (group work and discussion).
Technology Integration:
This lesson requires the use of a laptop with an Internet connection and projector.
· What problems did Virginia face after the Civil War?
· How did Reconstruction try to solve Virginia’s problems?
NCSS Theme Addressed:
· NCSS Standard 2: Time, Continuity, and Change
· NCSS Standard 6: Power, Authority, and Governance
· NCSS Standard 10: Civic Ideals and Practices
VA SOL Addressed:
· VA SOL VS.8: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by
o a) Identifying the effects of Reconstruction on life in Virginia.
· VA Fine Arts SOL 4.18: The student will analyze works of art based on visual properties and contextual information.
Student Objective:
· Students will be able to describe the major effects of Reconstruction in Virginia: freed blacks needed to find a new place in society and the state’s infrastructure and economy needed to be completely rebuilt.
· Students will be able to create a timeline of the Reconstruction in Virginia.
· Students will be able to put the events of Reconstruction in Virginia in chronological order.
Materials:
· Computer and projector
· Textbook: Masoff, J. Our Virginia: Past and Present (2011). West Palm Beach, FL. Five Ponds Press.
· Scrap paper for each group
· Poster board or large sheet of paper for each group
· Pencils
· Markers
Procedure (45 minutes):
· Gather students for a whole group lesson (20 minutes).
· Show the virtual field trip site on the projector, so the pictures can be shown if they are discussed.
· Ask students what struck them about the pictures they looked at yesterday. Call on several students to share their thoughts and observations. Call on students who gave more insightful answers on their worksheets in the past lesson.
· Also call on several students with questions the pictures raised in their minds about Reconstruction.
· Segue into a discussion of what Virginia looked like at the start of Reconstruction:
o The Civil War was over. Soldiers were returning home, wounded, or not returning, leaving women and children. Slaves were free and needed housing, clothing, food, and jobs.
o A lot of the war had been fought in Virginia, and so the infrastructure was completely ruined.
· Ask what the students think should be done to solve the problems. Allow think time and time to discuss with a partner before calling on several students to share.
· Inform students of what was actually done to solve Virginia’s problems:
o Freedman’s Bureaus were set up to assist freed blacks. Blacks also became sharecroppers.
o Blacks gained rights during Reconstruction and the three post-Civil War Constitutional Amendments, but then lost most of those rights to “Jim Crow” laws when Reconstruction ended.
§ “Jim Crow” laws introduced Poll Taxes, Grandfather Clauses, and other measures to keep blacks from voting; they also created separate (and unequal) schools and other public facilities for blacks.
o Railroads were built, coal was mined, and tobacco was grown and rolled into cigarettes, rejuvenating Virginia’s economy.
· Split students into groups of four for the next activity (20 minutes).
· Show the timeline of Reconstruction online: http://www.digitalhistory.uh.edu/exhibits/reconstruction/timeline.html
o Source: Mintz, S., & McNeil, S. (2013). Digital History. Retrieved (2 December 2013) from http://www.digitalhistory.uh.edu
· Let students know that this is a timeline of Reconstruction in the entire United States. Today you will be creating a timeline of events from Virginia’s reconstruction.
· Direct students to the appropriate section in their text about Reconstruction. There is a timeline on page 138 of the textbook; inform students that their own timelines should be different.
· Inform them that they will be searching the chapter on Reconstruction to pull out important information and create a timeline of Reconstruction in Virginia. Their timeline should run from 1865 – 1925. Suggest that students search their textbooks, make some notes on their scrap paper, and then create their timelines on their poster paper, because these should be displayed in the classroom.
· After 20 minutes, gather students in whole group again to wrap up the lesson (5 minutes). They will have time tomorrow to finish their timelines, if necessary. Ask several students to share what some important events or characters they found from Virginia’s Reconstruction. Let students know they will be exploring these events and characters further in the rest of the unit.
Assessment:
· Anecdotal records from observing students during the discussion and group activity.
· Look at the timelines produced by each group to check on students’ understanding of what were the important events during Reconstruction in Virginia. If any tweaking of understandings of the major events is needed, it can be done tomorrow before students complete their timelines.
Differentiation and Accommodation:
· During the whole group instruction, the teacher will make an effort to call on different students, not only those most vocal.
· Students will be grouped according to ability. Each group should have one higher student and one lower. Groups will also have one stronger artist, and one more logical thinker.
· Students with ADHD will be grouped with those students with whom they work best. If they have difficulty focusing they will need to take a time-out.
· Students learning English will be grouped with students who speak English as their first language. The ESOL teacher will also assist, rotating among the groups to help make sure that all students thoughts are shared and included.
· This lesson uses several of Gardner’s intelligences: visual-spatial (timeline), logical-mathematical (timeline), bodily-kinesthetic (making a timeline), verbal-linguistic (group discussion), and interpersonal (group work and discussion).
Technology Integration:
This lesson requires the use of a laptop with an Internet connection and projector.