12.16.24 Lesson Plan

Monday

Tuesday

Wednesday

Thursday

Friday

Teacher(s)

Goodman / Ribron

Latta / Walker

Goodman / Ribron

Latta / Walker

Goodman / Ribron

Latta / Walker

Goodman / Ribron

Latta / Walker

Goodman / Ribron

Latta / Walker

Date

12/16/24

12/17/24

12/18/24

12/19/24

12/20/24

Standard(s)

SS8H6

SS8H6

SS8H6

SS8H6

SS8H6

Learning Target

Analyze the impact of Reconstruction on Georgia.

Analyze the impact of Reconstruction on Georgia.

Analyze the impact of Reconstruction on Georgia.

Analyze the impact of Reconstruction on Georgia.

Analyze the impact of Reconstruction on Georgia.

Success Criteria

I know that I have it when I can explain the roles of the 13th, 14th, and 15th Amendments in Reconstruction. I can explain the key features of the Lincoln, the Johnson, and Congressional Reconstruction plans. I can compare and contrast the goals and outcomes of the Freedmen’s Bureau and Ku Klux Klan. I can examine reasons for the effects of the removal of African American or Black legislators from the Georgia General Assembly during Reconstruction. I can give examples of goods and services produced during the Reconstruction era, including the use of sharecropping and tenant farming.

I know that I have it when I can explain the roles of the 13th, 14th, and 15th Amendments in Reconstruction. I can explain the key features of the Lincoln, the Johnson, and Congressional Reconstruction plans. I can compare and contrast the goals and outcomes of the Freedmen’s Bureau and Ku Klux Klan. I can examine reasons for the effects of the removal of African American or Black legislators from the Georgia General Assembly during Reconstruction. I can give examples of goods and services produced during the Reconstruction era, including the use of sharecropping and tenant farming.

I know that I have it when I can explain the roles of the 13th, 14th, and 15th Amendments in Reconstruction. I can explain the key features of the Lincoln, the Johnson, and Congressional Reconstruction plans. I can compare and contrast the goals and outcomes of the Freedmen’s Bureau and Ku Klux Klan. I can examine reasons for the effects of the removal of African American or Black legislators from the Georgia General Assembly during Reconstruction. I can give examples of goods and services produced during the Reconstruction era, including the use of sharecropping and tenant farming.

I know that I have it when I can explain the roles of the 13th, 14th, and 15th Amendments in Reconstruction. I can explain the key features of the Lincoln, the Johnson, and Congressional Reconstruction plans. I can compare and contrast the goals and outcomes of the Freedmen’s Bureau and Ku Klux Klan. I can examine reasons for the effects of the removal of African American or Black legislators from the Georgia General Assembly during Reconstruction. I can give examples of goods and services produced during the Reconstruction era, including the use of sharecropping and tenant farming.

I know that I have it when I can explain the roles of the 13th, 14th, and 15th Amendments in Reconstruction. I can explain the key features of the Lincoln, the Johnson, and Congressional Reconstruction plans. I can compare and contrast the goals and outcomes of the Freedmen’s Bureau and Ku Klux Klan. I can examine reasons for the effects of the removal of African American or Black legislators from the Georgia General Assembly during Reconstruction. I can give examples of goods and services produced during the Reconstruction era, including the use of sharecropping and tenant farming.

Activity or Assignment with Text/Links

The students will use a self-reflection form to analyze their quiz results. Then, they will use Gimkit and other self-directed methods to prepare for tomorrow’s test.

The students will take a test over Reconstruction. After the test, students will be introduced to an activity that will be due on Friday, December 20th.

Students will work together to complete an activity where they will apply what they learned about Reconstruction to create a rap, poem, or song. They will present/perform if time allows!

Students will complete the five green dots in order (Ready, Read, Respond, Reflect, Write) on the following Achieve 3000 article: Escape to Freedom.

Students are done when the teacher examines their completed response to the Write portion of the assignment.

Students will work together to complete an activity where they will apply what they learned about Reconstruction to create a rap, poem, or song. They will present/perform if time allows!