I+am+equal+now…at+least+on+paper…maybe.


 * Project Name & Sources **: I am equal now…at least on paper…maybe. **Grade Leve**l: 8


 * Project Idea **: Students research the political, cultural and economic components of Reconstruction (1865-1877). Based on this information, each student will create a proposal of what they would do differently had they been around to guide the process. Students will present their proposal defense to an accredited Reconstruction/Civil War Historian.


 * General Content **: Reading Comprehension; Research skills (Reliable Sources); North Carolina History;


 * Driving Question **: How would Reconstruction have been different had you guided the process?


 * Major Products **: Timeline; Proposal; Oral Defense;

Reflection:

1 Challenge: I am still struggling with figuring out the best instructional practices to fulfill the Needs To Know.

2 Changes: I will work more collaboratively with other schools.

3 Cheers: I want to celebrate this workshop for inspiring great work. I am excited about the new year with my colleagues.

Teaching and Learning Guide:


 * Project Teaching and Learning Guide ||
 * **Project: I am equal now…at least on paper…maybe. (Reconstruction) ** ||
 * **Major Product(s) and Presentation **
 * **Major Product(s) and Presentation **

students need to complete |||| **Knowledge and Skills Needed by Students ** to successfully complete major

products and presentations |||| **Scaffolding / Materials / Lessons to be Provided ** by the project teacher, other teachers, experts,

mentors, community members ||
 * Reconstruction Proposal || Understanding of Civil War |||| è || Completion of Civil War Unit ||
 * ^  || History of Southern Agriculture vs. Northern Manufacturing |||| è || Who produced what? Why? Do they still? Map Activity - Products/Industry/Import/Export ||
 * || Sharecropping |||| è || Sharecropping vs. Slavery. What is Sharecropping? (Direct Instruction); Primary Source of a Sharecroppers life. ||
 * ^  || 13th, 14th, 15th Amendments |||| è || Teacher/Class Discussion of what amendments mean and how it changed society; Review different views of amendments ||
 * || Beginnings of Jim Crow Laws; Poll Taxes; African- American's new role in local/state/fed government. |||| è || Independent Study - What are the Jim Crow Laws?; How did the affect African-Americans?; What were poll taxes? What African-Americans were able to secure jobs within the local/state/fed governments? ||
 * ^  || Persuasive/Informative Writing; Grammar Skills |||| è || Writer's Workshop - Outline; Notecards ||
 * || Peer Editing Skills |||| è || Writer's workshop - Appropriate editing; 1 like, 1 Suggestion ||
 * Project Teaching and Learning Guide ||
 * **Project: I am equal now…at least on paper…maybe. (Reconstruction) ** ||
 * **Major Product(s) and Presentation **
 * **Major Product(s) and Presentation **

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 10pt; text-align: center; vertical-align: middle;">students need to complete |||| **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Knowledge and Skills Needed by Students ** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 10pt; text-align: center; vertical-align: middle;">to successfully complete major

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 10pt; text-align: center; vertical-align: middle;">products and presentations |||| **<span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Scaffolding / Materials / Lessons to be Provided ** <span style="display: block; font-family: 'Times New Roman',serif; font-size: 10pt; text-align: center; vertical-align: middle;">by the project teacher, other teachers, experts,

<span style="display: block; font-family: 'Times New Roman',serif; font-size: 10pt; text-align: center; vertical-align: middle;">mentors, community members ||
 * Oral Presentation || Making Eye Contact |||| è || Practice with peers/teacher. ||
 * ^  || Speaking Clearly |||| è || Practice with peers/teacher. ||
 * || Presentation Notecards |||| è || Teacher editing. Should align with Proposal Outline. ||
 * ^  ||   |||| è ||   ||
 * ||  |||| è ||   ||
 * ^  ||   |||| è ||   ||