FIVE-STEP LESSON PLAN TEMPLATE
Grade Level
5 Social Studies
Unit
Title
Reuniting
the
United
States
Lesson Plan
Date:
Week ___
FIVE-STEP LESSON PLAN
OBJECTIVE.
What is your objective? 
VISION-SETTING: KNOW, SO, SHOW
By the end of the lesson, SWBAT explain how Reconstruction
ended with the start of the Jim Crow Laws.
By the end of the lesson, SWBAT to explain what the Jim
Crow laws were, and how they hurt African Americans in the
South.
KEY POINTS.
What knowledge and essential skills are embedded in the
objective? 
•
President Rutherford B. Hayes ended Reconstruction in
1877 by ordering the soldiers to leave the South.
•
Without protection of the army, the African American newly
freed slaves lost their political power.
•
The South introduced new racist laws that earned the
nickname – Jim Crow Laws.
•
The Jim Crow Laws separated and segregated the white
people from the black people.
•
Segregation is the forced separation of races.
•
The Ku Klux Klan were mad that African Americans were
taking part in government, and they wanted to stop the
African Americans from getting power.
•
The Ku Klux Klan threatened African Americans with
violence, and killed people to keep them from voting.
•
Essential Question: How did life get worse for African
Americans in the South after Reconstruction?
•
How did the Jim Crow laws destroy the hopes of equality for
many African Americans?
•
Vocabulary: Reconstruction, President Rutherford B. Hayes,
Segregation, Jim Crow Laws, Ku Klux Klan
ASSESSMENT.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. 
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of
rigor. 
Indicate whether you will administer the assessment as the independent practice or during the lesson closing.
•
During the Independent Practice, Students will be an exit ticket with the following: “What does segregation mean?” “What were
the Jim Crow Laws?”
CONNECTION TO THE GEORGIA PERFORMANCE STANDARD
How does the objective connect to the gps? 
SS5H2 The student will analyze the effects of Reconstruction on American life.
c. Explain how slavery was replaced by sharecropping and how African- Americans
were prevented from exercising their newly won rights; include a discussion of
Jim Crow laws and customs.
DETE
RMINI
NG
METH
ODS:
GO
4. OPENING ( 15 min.) (Engage/Explore)
How will you communicate what is about to happen?  How will you communicate how it will happen? 
How will you communicate its importance?  How will you communicate connections to previous lessons? 
How will you engage students and capture their interest? 
MATERIALS.
FIVE-STEP LESSON PLAN TEMPLATE
Teacher:
•
T will begin the day by splitting the class up into those people that have green shirts versus those people
that have blue shirts. (fine arts integration – drama)
•
T will explain that those people that have blue shirts must sit on the ground, while the people with the green
shirts can sit in the chairs.
•
T will then tell the class that they are going to have a pop quiz on astrophysics.
•
T will tell the Ss the importance of doing well on the quiz and T will say that those Ss that do not pass this
test will be getting a call home at the end of the day. T will also emphasize that those Ss that do get 100%
will get a prize at the end of the day.
•
T will then hand the people wearing green shirts a cheat sheet that has all of the answers for the quiz on it.
•
T will then hand out the mock quiz.
•
T will be curt with the groans from the people wearing blue shirts, while being super sweet to those people
wearing the green shirts.
•
T will the collect the quizzes and tell the class that they are going to elect a new class leader. This leader
will has the power to give A’s to anyone that has the same color shirt as he or she has.
•
T will say that everyone has the chance to vote no matter the color of your shirt.
•
T will then ask all of the people in the class to write down a name quietly of who they would want to be
class leader.
•
T will collect then slips from the people wearing green and tell the people wearing blue that if they hand the
blue slip in, I am going to call your mom and give you an F for the day.
•
T will then make-up a winner – someone from the green side. T will tell that person that they have a choice
– do you want to give all A’s to the people wearing green shirts, or the person wearing a blue shirt.
•
The class leader will pick the team that is wearing the green shirts.
•
T will listen to the groans from the blue shirt team, and stop the game and tell the Ss that this was just a
game, but it had a purpose.
Fake quiz,
fake ballots
Students:
•
Ss will respectfully participate in the game
3. INTRODUCTION OF NEW MATERIAL (15 min.) (Explain)
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively
internalize key points? 
Which potential misunderstandings do you anticipate? How will you proactively mitigate them? 
How/when will you check for understanding? How will you address misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
Teacher:
•
After the class segregation activity, T will put the following contrasting images on the board – a white
school and an African American school, a white hospital versus a African American hospital, and T will
ask the Ss to write down the differences they notice, and also write down which one they would rather
attend or stay at if they were sick.
•
T will field some answers from the Ss
•
T will tell the Ss that today we are going to be discussing the end of Reconstruction.
•
T will have a student read the objective.
•
T will send everyone back to their seats and ask the following question: “What do you think the purpose of
the game was?” “How does this game relate to our unit on Reconstruction?”
•
Students:
•
Ss will write down their observations.
•
Ss will share their observations.
•
Ss will ask questions about the objectives Ss will ask questions and answer the questions about the purpose
of the game.
2. GUIDED PRACTICE (25 min.) (Extend)
How will students practice all knowledge/skills required of the objective, with your support, such that they continue to
internalize the key points? 
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard?

How/when will you monitor performance to check for understanding? How will you address misunderstandings? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
Pencil, Paper,
Pictures of the
hospital, and
school.
FIVE-STEP LESSON PLAN TEMPLATE
Teacher:
•
After the brief segregation game illustrating the harshness of the Jim Crow Laws – T will show a brief
PowerPoint on the end of Reconstruction and the introduction of the Jim Crow Laws (technology).
•
T will emphasize the following key points:
•
President Rutherford B. Hayes ended Reconstruction in 1877 by ordering the soldiers to leave the South.
•
Without protection of the army, the African American newly freed slaves lost their political power.
•
The South based new laws that earned the nickname – Jim Crow Laws.
•
The Jim Crow Laws separated and segregated the white people from the black people.
•
Segregation is the forced separation of races
•
The Klu Klux Klan were mad that African Americans were taking part in government and they wanted to
stop the African Americans from getting power.
•
The Klu Klux Klan threatened African Americans with violence, and killed people to keep them from voting.
•
T will hand the Ss a graphic organizer to fill out as T presents the PowerPoint.
•
T will stop to relate the experiences that they just felt in the segregation game to how the African
Americans were treated in the South during the Jim Crow Laws era.
•
T will make sure to emphasize that the Jim Crow Laws along with Sharecropping hurt the African
American community. Although African Americans were no longer in slavery, the way they were treated,
and the way the government in the South worked against them, made their lives incredibly hard, and not
fair at all.
Students:
•
Ss will complete their graphic organizers.
•
Ss will ask questions respectfully.
Graphic
organizer, LCD
(Technology)
1. INDEPENDENT PRACTICE ( 20 min.) (Evaluate)
How will students attempt independent mastery of all knowledge and/or skills required of the objective, such that they
solidify their internalization of the key points? 
How will you provide opportunities for remediation and extension? 
How will you clearly state and model behavioral expectations?  Why will students be engaged? 
Teacher:
•
T will tell the Ss that they are going to watch a short movie clip on the Ku Klux Klan and their attempt to
stop an African American from registering others to vote.
•
T will explain that this incident took place way after Reconstruction, but it has to to do with the Ku Klux
Klan.
•
T will tell the Ss that as they watch the video clip they are going to take notes on their graphic organizers
(enrichment – open ended differentiation).
•
T will tell the Ss to watch out for segregation, and intimidation by the Ku Klux Klan that made it hard for
African Americans to live equal lives to those white people in the South.
•
T will pull those students aside that did not understand the lesson and read the portion out of the book with
them that discusses Jim Crow Laws. (remediation)
•
T will then point the students to the writing prompt at the end of their graphic organizers.
•
T will go over the prompt with them, and then have a discussion on the grading rubric found after the
writing template.
•
T will ask that the early finishers do an opened ended research on discrimination today in America or
around the world.
Students:
•
Ss will watch the video and fill out their graphic organizer
•
Ss will complete take notes.
•
Ss will take the exit ticket.
Paper, pencil,
Klu Klux Klan
video, exit
ticket.
5. CLOSING (10 min.)
How will students summarize and state the significance of what they learned? 
If the independent practice did not serve as an assessment, how will students attempt independent mastery of the
knowledge and/or skills introduced and practiced above? 
Why will students be engaged? 
R
E
I
N
F
O
R
C
E
M
E
N
T
Teacher:
•
T will then hand the Ss a short exit ticket that will assess the key points of the lesson. The questions will be
as follows: “What does segregation mean?” “What were the Jim Crow Laws?” “What are some examples
of Jim Crow Laws?”
•
As a closing, T will recap the major points of the lesson.
•
T will also hand the Ss a study guide on Reconstruction and prepare them for the exam that will be in two
classes.
Student:
• Students will listen to the T talk about the next lesson.
• Ss will ask any last minute questions.
• Ss will write down their homework assignment and take the Study guide.
HOMEWORK (if appropriate). How will students practice what they learned? 
Agendas
FIVE-STEP LESSON PLAN TEMPLATE
Freedman’s Bureau project, study for Reconstruction Exam.