Unit Plan
Stage 1: Desired Results
Content Standards:
VA SOL VS.8: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by
a) Identifying the effects of Reconstruction on life in Virginia
b) Identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians
c) Describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.
FCPS POS SS.VS 8: Demonstrate knowledge of Reconstruction of Virginia after Civil War
NCSS Standard 2: Time, Continuity, and Change
NCSS Standard 5: Individuals, Groups, and Institutions
NCSS Standard 6: Power, Authority, and Governance
NCSS Standard 10: Civic Ideals and Practices
Essential Understandings:
Students will understand that...
· After the Civil War, Virginia faced challenges including an economy in ruins and millions of now freed slaves.
· African Americans were given rights during Reconstruction, but these rights were slowly taken away when Reconstruction ended.
· Virginia’s economy grew after the Civil War because of industry, technology, and railroads.
Essential Questions:
· What problems did Virginia face after the Civil War?
· How did Reconstruction try to solve Virginia’s problems?
· What was the impact of “Jim Crow” laws on whites? On African Americans? On American Indians?
· What happened to the rights of African Americans after Reconstruction?
· What changes took place in Virginia during Reconstruction to boost economic growth?
Essential Knowledge:
Students will know…
· Terms:
o Reconstruction: The period following the Civil War in which Congress passed laws designed to help rebuild the country and bring the southern states back into the Union
o Segregation: The separation of people, usually based on race or religion
o Discrimination: An unfair difference in the treatment of people
· Millions of freed African Americans needed housing, education, clothing, food, and jobs.
o So the Freedmen’s Bureau was set up as a government agency that provided food, schools, and medical care for freed African Americans and others in Virginia.
o Sharecropping was a system common in Virginia after the war in which freedmen and poor white farmers rented land from landowners by promising to pay the owners with a share of the crops.
· Virginia’s economy was in ruins:
o Money had no value
o Banks were closed
o Railroads, bridges, plantations, and crops were destroyed
· During Reconstruction, African Americans began to have power in Virginia’s government, and men of all races could vote.
· After Reconstruction, these gains were lost when “Jim Crow” laws were passed by southern states. “Jim Crow” laws legally established segregation.
o Unfair poll taxes and voting tests were established to keep African American men from voting.
o African Americans found it very difficult to vote or hold public office.
o African Americans were forced to use separate, poor-quality facilities and services, such as drinking fountains, restrooms, and restaurants.
o African American and white children attended separate schools.
o “Jim Crow” laws had an effect on American Indians.
· After Reconstruction, Virginia’s cities grew with people, businesses, and factories.
· After Reconstruction, railroads were a key to the expansion of business, agriculture, and industry. They facilitated the growth of small towns into cities.
· After Reconstruction, other parts of Virginia grew as other industries developed. Coal deposits were discovered in Tazewell County.
· After Reconstruction, the need for more and better roads increased.
· After Reconstruction, tobacco farming and the manufacture of tobacco products became important Virginia industries.
Essential Actions:
Students will be able to do…
· Determine cause-and-effect relationships.
· Draw conclusions and make generalizations.
· Make connections between past and present.
· Sequence events in Virginia history.
· Interpret ideas and events from different historical perspectives.
· Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.
Stage 2: Assessment Evidence
Formative Assessments:
· Throughout the unit, anecdotal notes will be taken to keep track of any students who struggle with concepts or tasks covered in lessons.
o Concepts covered are listed above.
o Tasks that will be covered in this unit include reading, map reading, understanding graphs and charts, doing research, note-taking, compiling research, and presenting research both in writing and orally.
· During and after each lesson students will be asked specific questions so the teacher can decide what requires further coverage and what students thoroughly grasp.
Summative Assessments:
· The end product of this unit for each student is the creation of a “Reconstruction Newspaper” that will show their understanding of both newspapers and the Reconstruction in Virginia.
· In this newspaper, students will write several stories, from various perspectives, about the changes taking place in Virginia during Reconstruction.
o One will cover economics and new technologies, one Virginia’s natural resources, one changes for freed slaves, one changes for whites and Native Americans, and two of their choice. The paper will have both news stories and opinion sections, and a political cartoon. Students must also include maps and graphs. For additional credit students can tie in art or music history.
Stage 3: Learning Plan
Daily Lesson Plans: See lesson plans by clicking on the appropriate tab above.
Below you will find a document containing all of the Virginia SOLs, Fairfax County Program Of Studies, and National Social Studies Standards that may be addressed in this Reconstruction unit.
Content Standards:
VA SOL VS.8: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by
a) Identifying the effects of Reconstruction on life in Virginia
b) Identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians
c) Describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.
FCPS POS SS.VS 8: Demonstrate knowledge of Reconstruction of Virginia after Civil War
NCSS Standard 2: Time, Continuity, and Change
NCSS Standard 5: Individuals, Groups, and Institutions
NCSS Standard 6: Power, Authority, and Governance
NCSS Standard 10: Civic Ideals and Practices
Essential Understandings:
Students will understand that...
· After the Civil War, Virginia faced challenges including an economy in ruins and millions of now freed slaves.
· African Americans were given rights during Reconstruction, but these rights were slowly taken away when Reconstruction ended.
· Virginia’s economy grew after the Civil War because of industry, technology, and railroads.
Essential Questions:
· What problems did Virginia face after the Civil War?
· How did Reconstruction try to solve Virginia’s problems?
· What was the impact of “Jim Crow” laws on whites? On African Americans? On American Indians?
· What happened to the rights of African Americans after Reconstruction?
· What changes took place in Virginia during Reconstruction to boost economic growth?
Essential Knowledge:
Students will know…
· Terms:
o Reconstruction: The period following the Civil War in which Congress passed laws designed to help rebuild the country and bring the southern states back into the Union
o Segregation: The separation of people, usually based on race or religion
o Discrimination: An unfair difference in the treatment of people
· Millions of freed African Americans needed housing, education, clothing, food, and jobs.
o So the Freedmen’s Bureau was set up as a government agency that provided food, schools, and medical care for freed African Americans and others in Virginia.
o Sharecropping was a system common in Virginia after the war in which freedmen and poor white farmers rented land from landowners by promising to pay the owners with a share of the crops.
· Virginia’s economy was in ruins:
o Money had no value
o Banks were closed
o Railroads, bridges, plantations, and crops were destroyed
· During Reconstruction, African Americans began to have power in Virginia’s government, and men of all races could vote.
· After Reconstruction, these gains were lost when “Jim Crow” laws were passed by southern states. “Jim Crow” laws legally established segregation.
o Unfair poll taxes and voting tests were established to keep African American men from voting.
o African Americans found it very difficult to vote or hold public office.
o African Americans were forced to use separate, poor-quality facilities and services, such as drinking fountains, restrooms, and restaurants.
o African American and white children attended separate schools.
o “Jim Crow” laws had an effect on American Indians.
· After Reconstruction, Virginia’s cities grew with people, businesses, and factories.
· After Reconstruction, railroads were a key to the expansion of business, agriculture, and industry. They facilitated the growth of small towns into cities.
· After Reconstruction, other parts of Virginia grew as other industries developed. Coal deposits were discovered in Tazewell County.
· After Reconstruction, the need for more and better roads increased.
· After Reconstruction, tobacco farming and the manufacture of tobacco products became important Virginia industries.
Essential Actions:
Students will be able to do…
· Determine cause-and-effect relationships.
· Draw conclusions and make generalizations.
· Make connections between past and present.
· Sequence events in Virginia history.
· Interpret ideas and events from different historical perspectives.
· Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.
Stage 2: Assessment Evidence
Formative Assessments:
· Throughout the unit, anecdotal notes will be taken to keep track of any students who struggle with concepts or tasks covered in lessons.
o Concepts covered are listed above.
o Tasks that will be covered in this unit include reading, map reading, understanding graphs and charts, doing research, note-taking, compiling research, and presenting research both in writing and orally.
· During and after each lesson students will be asked specific questions so the teacher can decide what requires further coverage and what students thoroughly grasp.
Summative Assessments:
· The end product of this unit for each student is the creation of a “Reconstruction Newspaper” that will show their understanding of both newspapers and the Reconstruction in Virginia.
· In this newspaper, students will write several stories, from various perspectives, about the changes taking place in Virginia during Reconstruction.
o One will cover economics and new technologies, one Virginia’s natural resources, one changes for freed slaves, one changes for whites and Native Americans, and two of their choice. The paper will have both news stories and opinion sections, and a political cartoon. Students must also include maps and graphs. For additional credit students can tie in art or music history.
Stage 3: Learning Plan
Daily Lesson Plans: See lesson plans by clicking on the appropriate tab above.
Below you will find a document containing all of the Virginia SOLs, Fairfax County Program Of Studies, and National Social Studies Standards that may be addressed in this Reconstruction unit.
sols_and_pos_in_the_unit.docx | |
File Size: | 121 kb |
File Type: | docx |