[Objectives, or instructional goals, indicate what students will know and be able to do as a result of this lesson (or sequence of lessons). These objectives include specific content material, skills, and dispositions you expect the students to learn and practice. These are the kernels you want students to come away with. If you get lost in the middle of a lesson, these goals should help you refocus. Within a curricular unit, objectives build upon each other, usually culminating in the formal unit assessment. Objectives can be listed in bulleted form.]

By the end of this lesson, SWBAT:

(1) Define and discuss Reconstruction and discuss the purposes for Reconstruction. 

(2) Identify at least two significant life events concerning the Reconstruction Presidents (i.e., Lincoln, Johnson and Grant).

(3) Describe and analyze arguments for drafting and amending the US Constitution.


[Applicable DCPS content and skills standards as well as Common Core standards should be listed by number and include the actual text of the standard.]

RH.11-12.2 Determine the central ideas or information from primary or secondary source documents; provide accurate summary.

RH.11-12.4 Determine the meaning of words and phrases in a text as they are used in the text.

WHST .11-12.5a Develop and strengthen writing as needed by planning.


[Here, you should include a list of primary and secondary sources as well as other materials you will be using in the class. Attach all handouts and readings you will use for this lesson to the curricular unit.]

(1) Appleby, Joyce, Alan Brinkley, Albert Broussard, et.al. The American Vision.  Columbus: Glencoe Publishers, 2010.  Pages: 354-377.

(2) "Lincoln in Context" in Reading Like a Historian by Sam Wineburg, Daisy Martin and Chauncey Monte-Sano, 32-51.  New York: Teachers College Press, 2013.

(3) Andrew Johnson: A Biography. Obtained from: http:// www.biography.com/print/profile/andrew-johnson-9355722

(4) Abraham Lincoln: A Biography.  Obtained from: http://www.biography.com/people/abraham-lincoln-9382540

(5) Ulysses S. Grant: A Biography.  Obtained from:  http://www.biography.com/people/ulysses-s-grant-9318285

(6) Text of the US Constitution (with commentary) from Cornell University Law School.  Obtained from:  http://www.law.cornell.edu/constitution/

Warm Up

The lesson activator is intended to access the prior knowledge of students on the topic of the Reconstruction.

Question: I will will ask students (in their own words) to define the Reconstruction, to identify a one president during this era, and to identify at least one general purpose of the Reconstruction.

New Material

[In this section, descriptively list the substantive material you will be using, how you will introduce it to students pedagogically, and what you want students to come away with. Any new content and skills material as well as distinct methods of inquiry that have not been introduced in earlier lessons within the curricular unit should be included here. Inquiry methods are the primary means through which research is conducted; these tend to vary by discipline. They relate to the types of questions, activities and sources that are used with specific content. Methods of investigation often frame how evidence and data are collected, examined, and reported within a given field. For example, literary critics may perform critical textual analysis, historians may conduct document analysis and triangulate evidence; political scientists may analyze public opinion polls. Inquiry methods can also be cross-disciplinary.]

Students will be required to read a variety of primary source documents  pertaining to Lincoln.  For example, students will examine the critical question of whether Prsident Lincoln "was a racist".  These writings will be obtained from the text, Reading Like a Historian.

In addition, students will read a variety of secondary sources (e.g., short biographies of the Reconstruction Presidents; the Constitution) obtained from various websites.  For example, students will be asked to examine similar or dissimilar views held by the presidents on the Reconstruction, and policy agendas and policies promoted by the presidents during this time).

Further, students will participate in lecture-discussion segments (guided notes) on the Reconstruction, Presidential Reconstruction, the Constitution and Proposed Constitutional Amendments.

Finally, students will read select secondary readings concerning the US Constitution.   


[This section explains the pedagogical activities that you will use with your students in reinforcing material you have already taught them and material you are currently teaching them. In order to learn new content, skills, and methods on inquiry, students will need multiple opportunities and ways to practice what they are learning independently and with guidance. Full descriptions of each learning activity and the materials to be used during that activity need to be included. Often times, the content, strategies, and skills are discussed in tandem and do not need to be separated from one another. When you do move from one content point to another or one skill to another, you need to include transitions.]

Task Analysis:

(1) Lesson Activator and Review (5 minutes)

(2) Lesson Pretest and Review: The Constitution, Reconstruction, The Civil War Amendments and Civil Rights Acts, and Legal Cases. (20 minutes)

(3) Guided Notes on the Constitution (General Overview) (20 minutes)

(4) Group Reading Exercise: Reconstruction Presidents, Biographies on: Lincoln, Johnson and Grant (Document Based Questions) (20 minutes)

(5) Guided Notes on the Reconstruction (20 minutes)

(6) Exit Activity:Learning Log (5 mintues)


(1) Lesson Activator

(2) Pre-Assessment (15 Questions)

(3) Accurate Completion of the Guided Notes (Outline) 

(4) Document Based Questions (Civil War/Reconstruction Presidents)

(5) Exit Activity: Learning Log w/ Prompt 

Closure and Reflection

[The closure of a lesson should directly tie the new material, student practice, instructional objectives, and assessment together. It should also connect this lesson to the previous lesson and link to the next lesson(s). In this is space you can also include your notes about how the lesson went. You should indicate what worked well, what was problematic, ideas for modifying the lesson for future use, and how this particular lesson ties in with others in the same curricular unit.]

After the teacher provides a summary of unit and lesson activites and probes further for understanding of the lesson materials, students will be asked to complete a learning log and reflect on what they have learned in this lesson.