BTTunitplan JWilliams

Reconstruction: The Aftershock
• Name: Jessica Williams

• Dates (Allocated Time): March 5 – March 16, 2018
• Unit Topic: Reconstruction After the Civil War
• Grade Level: 4th Grade
• Content Standard(s):
– SS4H6: Analyze the effects of Reconstruction on American life.
• a. Describe the purpose of the 13th, 14th, and 15th amendments.
• b. Explain the work of the Bureau of Refugees, Freedmen, and Abandoned Lands.
- ELAGSE4RL3: Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a character’s thoughts, words, or actions)
• Learning Unit Overview:

– Students will be able to analyze the effects of reconstruction on American life. The previous
unit focused on the Civil War and its major events. This will transition students into thinking
about life after the Civil War in order to understand how these attributes and events still
impact American life today.
Brain Target #1
Establishing the Emotional Climate for Learning
• Prior to engaging in the lesson, students will sit in a circle with the teacher
to focus on social-emotional needs. Teacher will facilitate a “temperature
check” by allowing students to say one-two words that describes their
feelings in that moment.
• Students will engage in a gallery walk with pictures depicting life during
the Civil War and after. There will be documents displaying the 13th, 14th,
and 15th amendments as well.
• Connection: Students will engage in think-pair-share discussing:
– How the photos made them feel?
– What stuck out to them the most?
– How does this connect with the knowledge we already have about the Civil War from
last week?
(class discussion will follow)

Brain Target #1
• Students will use a Frayer Model
to become more knowledgeable
with their new vocabulary terms/
concepts. *Students with
accommodations will receive a modified
Frayer model with picture inclusion.
• Students will read aloud diaries

and memoirs from during this
time period.
https://www.loc.gov/teachers/cl
assroommaterials/connections/n
arratives-slavery/history6.html
Johns Hopkins School of Education 3

Brain Target #2
Creating the Physical Learning Environment
• The human brain is constantly searching for external stimuli. Studies have
shown that students are more off task when their classroom environment
lacks novelty and visual aesthetics (Hardiman, 2012).
• The classroom bulletin board will display classwork featuring the students’
recent activities for the Civil War. This will serve as a resource/review, but
it will also create a warm and positive classroom environment.
• Photos of Nature, Natural Lighting, and Blues/ Greens will be utilized to
increase the Feng Shui in the room (Standen, 2007).
• Students will have a class learning chart. They will place a sticky note on
the chart everyday at the end of class. On the sticky note, they must write
one thing that they found interesting from the learning that day, and one
thing that is still unclear.
Brain Target 2: Environment
• Student desks are in groups to
facilitate group work and stations.
• In accordance to Feng Shui
principles, blues and greens have
been added to the bulletin board to
reduce stress and anxiety.
• Bookshelves are placed in the

far left corner of the
classroom to promote critical
thinking and learning
(Stanten, 2007).
Brain Target #3
Designing the Learning Experience
Purpose of the Explain:

Affects of
13th, 14th, and Freedman,
Reconstruction on
15th Bureau of
American Life
Amendments Refugees, and
Abandoned
Lands
The
Emancipated
Slave Radical
Republicans
Scalawags &
Carpetbaggers
Introductory “Big Picture” Activity/Assessment
of Prior Knowledge
• Learning Goals:
– Students will be able to describe the 13th, 14th, and 15th amendments IOT analyze the effects of
Reconstruction on American life.
– Students will be able to explain the work of the Bureau of Refugees, Freedmen, and Abandoned
Lands (Freedman Bureau) IOT analyze the effects of Reconstruction on American Life.
• Big Picture Activity

– Students will discuss the following question with a partner: “As a living document, the
Constitution can change –but how do you know when or why it should change?” Students will then
review their vocabulary word “Amendment”.
– Students will read and review the 13th, 14rh, and 15th Amendments by reading and annotating a
transcript of each amendment for the entire class to see. Students will have to write the
amendments in their own words and determine if the amendments are political, economic, and/or
social effect.

Brain Target #3 Cont.
Overall Guiding Questions
Students will preview the following questions below prior to the lesson, and
they will be referenced throughout the unit. By the end, they will be able to
provide a short constructed response.
• How did the beliefs and ideals of the North and South during the Civil War
influence our world today?
• How did the Freedman’s Bureau affect African Americans?
• How does due process protect a Citizen’s rights?
• How did the treatment of African Americans in the South lead to the creation of
the 14th Amendment?
• How did Congress change the Constitution to protect rights of African Americans?
*Students will have these questions in their binder, as they learn more information,
they will have an opportunity to add their responses below the questions.

Brain Target #4
Teaching for Mastery of Content, Skills, and Concepts
Brain Target Four of Brain-Targeted Teaching® encourages teachers to plan for
repeated rehearsals of content, skills, and concepts so that the information becomes
part of students' long-term memory systems (Hardiman, 2015).
– SS4H6: Analyze the effects of Reconstruction on American life.
• a. Describe the purpose of the 13th, 14th, and 15th amendments.
Station #1: Students will be in a teacher led group. Students will read and annotate a transcript of each
amendment. Once they are finished reading/ annotating, they will have to complete a graphic organizer. This
graphic organizer will require students to write the amendments in their own words and determine if the
amendment had a political, economic, and/ or social effect.
Station # 2: https://www.flocabulary.com/unit/reconstruction/
Students will watch the video and complete the guided study & quiz.
Station #3: Students will write explain why reconstruction was such an important time period in our history in
reference to the political, economic, and/or social influences of that time. Students must use evidence and
details from their resources they have received thus far in addition to Ipads (Discovery Education).
Station #4: Students will read the text, Ending War, Ending Slavery. After reading, they will have to determine
if any of the laws were unconstitutional based on due process. They will have to justify their answer in writing.
SS4H6: Analyze the effects of Reconstruction on
American life.
b. Explain the work of the Bureau of Refugees,
Freedmen, and Abandoned Lands.
• Students will receive a short narrative depicting

the life for freed slaves during reconstruction.
Students will create a list of ideas to help the
newly freed slaves adjust to their new lives.
• Using the picture, students will compare and
contrast the two groups. What do they see in
the picture, and what they have learned thus
far. Students will write a short constructed
response.
• https://www.youtube.com/watch?v=rvoX97s8f
hI Students will watch the video, but teacher
will stop the video at preplanned points to
discuss/ answer questions.
• Role Play Activity

Brain Target #5
Teaching for the Extension and Application of Knowledge
Brain Target Five focuses on performance based activities. This is a great way for students to
show content mastery, because it allows them to apply their knowledge through problem
solving, deductive reasoning, and analysis.
SS4H6: Analyze the effects of Reconstruction on American life.
a. Describe the purpose of the 13th, 14th, and 15th amendments.
Below Level: Students will make a poster that highlights the amendments using visuals and
specific phrases to demonstrate content mastery.
On Level: Students will research the amendments that were proposed during this time but never
ratified. Students will have to identify why these amendments failed and what was proposed.
They will present these to the class.
Above Level: Students will create their own amendment. They must include a visual
representation such as a video, powerpoint, or prezi. They must create a slogan or catchy song.
(A guide will be provided to ensure detailed information is included)
b. Explain the work of the Bureau of Refugees, Freedmen, and Abandoned Lands.
Below Level: Students will design a poster advertising the freed slaves similar to the
ones previewed in class. It will showcase all of the ways that abolitionists or other
freedman can help.
On Level: Students will research then write an extended constructed response on the
influence of Frederick Douglas on the Freedman’s Bureau and Reconstruction. Did he
agree or disagree?
Above Level: Students will create a presentation with important details and key
vocabulary to review the unit with the class.

Brain Target #6
Evaluating Learning
The goal of evaluation is to provide students with relevant feedback about
their performance so that the student can adjust learning habits and the
teacher can make sound instructional decisions. Brain-Targeted Teaching®
supports the use of an evaluation measure for each objective and activity
(Hardiman, 2015).
• Rubric for constructed and extended responses

• Timely Feedback on all assignments
• Students will update their guided questions chart daily as they learn new
information.
• Evaluating Student Presentations
References
Thomas, B. (n.d.). Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938History.
Retrieved February 28, 2018, from
https://www.loc.gov/teachers/classroommaterials/connections/narratives-slavery/history6.html
Hardiman, M. M. (n.d.). Brain-Targeted Teaching: Sample units. Retrieved from

http://braintargetedteaching.org/environment.cfm.
Standen, A. (2007, March 9). Give Your Space the Right Design. Retrieved February 28, 2018, from
https://www.edutopia.org/feng-shui-classroom-design-results

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Reconstruction: The Aftershock

• Name: Jessica Williams

• Learning Unit Overview:

(class discussion will follow)

• Students will read aloud diaries

Johns Hopkins School of Education 3

• Bookshelves are placed in the

Purpose of the Explain:

• Big Picture Activity

Johns Hopkins School of Education 7

Johns Hopkins School of Education 8

• Students will receive a short narrative depicting

Johns Hopkins School of Education 10

Johns Hopkins School of Education 12

• Rubric for constructed and extended responses

Hardiman, M. M. (n.d.). Brain-Targeted Teaching: Sample units. Retrieved from

Johns Hopkins School of Education 14

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