Race, Politics, and Chaos in the Capital: The Election of 1876
*12:10 to 35:30: Reconstruction discussion*
*47:40 to 01:02:00: Election discussion*
Subject / Content area: US History
Unit of Study: Reconstruction
Length: 1-2 class periods
|Central Focus for the learning segment: Students will get an overview of the Reconstruction period and gain historical knowledge on the Election of 1876.
|Discussion Questions: What was Reconstruction? When did it really begin? Was it a success? How did certain people in the South fight back against changes in Southern states post-Civil War? What were the Black Codes? What were some key acts/laws passed after the Civil War during Reconstruction? How was the process for determining who won the 1876 Presidential Election? What was the Compromise of 1877?
|Class-wide Learning Objective(s): Students will be able to identify the correlation between Reconstruction and the Election of 1876 Students will be able to identify laws/acts that impacted the strength of Reconstruction Students will be able to understand how African Americans rights were hampered by Southerners in the post-Civil War period
|Instructional Resources and Materials to engage students in learning: Students will be given the following resources/materials: https://digpodcast.org/2021/01/07/election-of-1876/
https://supremecourthistory.org/wp-content/schs-supreme-court-1876-election/Activity Worksheet .docx
|Instructional Strategies and Learning Tasks that support diverse student needs. (What teacher and students will be doing.): *Students will have come to class having already listened to the podcast from 12:10 to 35:30* What teacher will be doing: Teacher will instruct students to complete the “Reconstruction Review” section of the worksheet. Once students are done, teacher will lead a class discussion where students will answer the discussion questions. After, teacher will play the podcast on the front board from 47:40 to 01:02:00. Teacher will guide students in answering the questions from the “Electoral Map Analysis” and “Map Reading” sections of the worksheet. Once students are done, teacher will explain the directions for the group exercise and assign students into groups and assign roles. Teacher will play ep. 9 and 11 from the video to prepare the students. Teacher will facilitate the group exercise to its completion. Teacher will ensure students answer the assessment questions at the end of the worksheet. What students will be doing: Students will first complete the “Reconstruction Review” section of the worksheet. Students will follow along with the teacher to complete the next two sections of the worksheet. Once done, they will listen to teacher give directions on the group exercise and will watch ep. 9 and 11 from the video to be better prepared. They will carry out the exercise. Students will finish the activity by completing the assessment questions at the end of the worksheet.
|Type of Student Assessments and what is being assessed: Informal Assessment: Group Exercise Students are being assessed on their ability to identify key arguments that led to the Compromise of 1877. They are also being assessed on their ability to work in a team and use their interdependent skills Formal Assessment: Summative assessment: Assessment Questions Students will be assessed on their ability to explain their thoughts behind three key lesson questions
|Lesson Timeline: 1 to 2 class periods
Lesson Plan developed by Michael Bilby, SUNY Brockport