The Problem with Reconstruction
1 The Hook - Blocks
In small groups, Students will create a structure with the blocks that were supplied by the teacher.
One student in each group will be assigned the role of instruction designer and they will list the steps to build the structure OR create a diagram of the structure.
Build a structure using all of the blocks. Choose someone in your group to write the directions to build the structure or draw a diagram to build the structure.
Students will destroy their buildings!
They will then be directed to exchange their plans with another group in the class and have 2 minutes to rebuild their blocks according to the designs of another group.
3 The Ah Ha Moment
Have students record their answers as to why they were not successful in the rebuilding of the structures.
Students can post their responses to SMART Notebook via a class SMART Board
Use Padlet to record their information
Students will research Lincoln's Reconstruction Plan.
During the time, the teacher will connect the Blocks to Reconstruction and review the Padlet or SMART Notebook to review all the political and social problems with Reconstruction.
Students will create a presentation PSA (Public Service Announcement) using Google Slides or Prezi. The presentation will compare the plans for Reconstruction (Lincoln, Johnson, Radical Republicans) and the group will choose the one they feel would have been the best and advertise for it.
Work is to be shared back to teacher via Google Classroom.
Key Standards Supported
Speaking & Listening
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.