Teacher Resources 

• Vocabulary Cards 
• Teacher Resources 
• Lesson Rubrics 
• Teacher Slide Deck  (coming soon!) 
• Annotation Bookmarks
• Fifteenth Amendment Teacher Resource
• Lesson Video (coming soon!)

Student Resources 

• Handout A: Vocabulary Word Study 
• Handout B: Lincoln’s Second Inaugural Address 
• Handout C: Reconstruction Amendments Primary Source 
• Handout D: The Fifteenth Amendment, by Thomas Kelly (1870) 
• Handout E: Supporting a Statement with Evidence 
• Handout F: Lesson Reading 
• Handout G: Historical Analysis Organizer 
• Handout H: Freedmen’s Bureau Images
• Handout I: Selfie Video Planning 
• Handout J: Student Self-Assessment 
• Bill of Rights Visual Guide 

Anticipate

Vocabulary Word Study

To anticipate the lesson, invite students to conduct a word study to understand the civic virtue and Founding principle focus of the lesson: justice. 

Glossary term(s): term(s) that can be used during this part of the lesson for pre-teach opportunities: 

• Justice (virtue) 
• Justice (principle) 

To begin, provide each student with a copy of Handout A: Vocabulary Word Study, pencils, coloring utensils, and dictionaries or devices for research. Then provide students with an adequate time to complete, approximately 5-10 minutes, or assign for homework. 

When time has elapsed or students have completed the vocabulary word study handout, review with students by asking 1-3 students to share their writing for each section of the organizer.  

Optional: When students complete the organizer, review the definitions and illustrations from the Vocabulary Cards. 

Finally, lead a whole group discussion inviting students to answer the discussion questions aloud.  

• What are some examples of justice? 
• An individual can exhibit justice, as can an institution like a government. How is justice in these two instances different? How are they similar? 
• Can you have a just government if people don’t act justly? 
• How does someone act justly, or with justice? 
• When is justice needed to repair a relationship? 

If students seem to be struggling, try relating justice to fairness. Both deal with treating people equally, but justice refers to a moral or principle of equality based in law. After building understanding around fairness, you can challenge students by asking “Can you think of a time something felt “unjust” to you? What would have made it feel “just”” relating to family or school rules. Justice can feel like an intimidating topic to discuss with students, but they have a strong sense of justice in the upper elementary grades.  

Before moving on to the next part of the lesson, tell students: “We will be thinking a lot about justice in this lesson. At the end of the lesson, you will be creating a selfie video where you will need to understand and be able to use this word. Be sure to keep these ideas in mind as we move through the lesson and ask any questions you have along the way.” 

Optional: If students have already completed the Vocabulary Word Study for these words in another unit or need an extension activity, try another vocabulary work activity: 

• Word Game- Students create a game to use their virtue vocabulary including instructions and materials. Then students play each other’s games. E.g. Word search, matching cards, or variations on other games students know and love. 
• Word Search- look for the virtue vocabulary in books. Write down the title of the book, page number, and sentence where you found the word. It is helpful to take time the day before to identify books the students can look through. 
• Vocabulary Quiz- Create a vocabulary quiz for your classmates using multiple choice, true and false, or matching questions. Include at least 5 questions and an answer key. 
• Vocabulary Story- Write a story using the virtue vocabulary words, then read the story aloud to a student in a younger grade. See if the younger student understands the virtue vocabulary after hearing your story. 
• Fair/Unfair Game- Revisit the Fair or Unfair game from the Engage portion of our Development of the Constitution lesson.

Engage

In this activity, students consider the challenges that the United States faced at the end of the Civil War and investigate Lincoln’s second inaugural address. This activity sets the stage for understanding Lincoln’s goals of Reconstruction.  

Glossary term(s): term(s) that can be used during this part of the lesson for pre-teach opportunities: 

• Justice 
• Inauguration 

Lincoln’s Second Inaugural Address Excerpts

Begin the activity by activating students’ prior knowledge. Ask students to remember what issues remained at the end of the Civil War. You can ask: What challenges did the United States face in bringing the country back together and dealing with the damage of war? Record student responses on the board in a bubble map.  

Target responses for this activity include:  

• Abraham Lincoln issued the Emancipation Proclamation, creating millions of formerly enslaved men and women in the South in need of homes and jobs.  
• Eleven Southern states seceded to create the Confederate States of America when Lincoln was elected. Justice for starting the war needed to be addressed. 
• Slavery was the main issue causing sectionalism and the Civil War. Slavery needed to be abolished. 
• The fighting was spread out across the United States. There were huge areas of destroyed land and property, especially in the South.  
• It would be hard for people to go back to “normal” after the war because so much had changed.  

Then, pair students and distribute Handout B: Lincoln’s Second Inaugural Address.  

Prepare students by reviewing the instructions together. Students will read the context paragraph and make a prediction. Then, view the primary source image and read the excerpts of Abraham Lincoln’s second inaugural address two times.  

• On the first read, have students stop as needed to use the vocabulary and context supports. The goal is to understand the message of the passage. 
• On the second read, students do not stop. They read the text all the way through, as Lincoln would have spoken it. 

Scaffolding note: Assist students in dividing the labor of reading, assigning one partner for the first read, and the other for the second read.  

When students have finished their partner reading ask if any students were surprised by Lincoln’s words “With malice towards none, with charity for all”. Compare their expectations with the words they used to describe his speech. 

To wrap up the activity, you can preview the content of the lesson with students. Explain that the process of bringing the country back together after the Civil War was called “Reconstruction.” In the process of reconstruction, the government tried to address the issues on the bubble map from the opening of this activity. We will see that they were successful in some ways but faced many challenges and failures as well.  

Explore

In this part of the lesson, students investigate the Reconstruction Amendments, the effect of the assassination of Abraham Lincoln, the realities of Reconstruction, the Freedmen’s Bureau and the end of Reconstruction. Throughout the lesson activities, students build their historical knowledge and reasoning. The formative assessments provide students opportunities to build skills needed in the summative assessment.  

Explore #1: How did the Reconstruction Amendments try to support justice for Black Americans?

In the first activity of the lesson, students learn about the Reconstruction Amendments: the Thirteenth, Fourteenth, and Fifteenth Amendments. They begin by reading the Amendments, then they view a detailed art piece from the era to understand more about what the Amendments meant for formerly enslaved people. This activity helps students to understand steps that were taken to integrate newly free Black Americans into civil society. 

Glossary term(s): term(s) that can be used during this part of the lesson for pre-teach opportunities: 

• Amendment 
• Natural Rights 
• Justice 
• Citizenship 
• Reconstruction 
• Assassination  

Reconstruction Amendments

Part 1: Text Investigation

Distribute to students Handout C: Reconstruction Amendments Primary Source. The handout contains excerpts of the Thirteenth, Fourteenth, and Fifteenth Amendments with vocabulary support. Students are tasked with writing the amendment in their own words. An additional box for the “Big Idea” in the right-hand column is for a whole-group discussion after their small group work time. Remind students to leave that column blank. 

Depending on your group of learners, students might work in pairs or individually to complete the handout. Choose a level of challenge that fits your students, and then move around the room to support and answer student questions as they work. 

Give students about 10 minutes to complete the amendments and write the meaning in their own words. When time has elapsed, bring the group back together and have a few students share their version of the Thirteenth Amendment. Use a think-aloud to find common main ideas. For example, “I heard all you mention slavery and crimes, those seem like important ideas from the Thirteenth Amendment that we all picked up on.” Use these commonalities to build consensus around a big idea for the Thirteenth Amendment for students to record on their handout such as No more slavery or Slavery is now illegal in the United States.   

Repeat the process for the Fourteenth and Fifteenth Amendments. Big ideas for those amendments might be Any person born in the United States is a citizen and therefore has rights and All citizens can vote no matter their race.  

Help students connect the amendments to the guiding question with a few discussion questions before moving on to the next part of the activity:  

• How is securing the right to vote a significant factor in ensuring, or guaranteeing, legal status and citizenship. 
• Students might reflect on the idea that voting gives citizens a direct say in how they are governed. 
• Consider the rights and privileges granted in the Reconstruction Amendments and to whom they are guaranteed. Using the Bill of Rights Visual Guide, describe what changed with these amendments.  
• Students might reflect on the fact that Black Americans were now citizens, could not be enslaved, and could vote.  
• Someone born in the United States to immigrant parents would now be a citizen. 
• Now that more groups are citizens, there are more people entitled to the protections promised in the Bill of Rights such as freedom of speech, religion, and property.  

Part 2: Image Investigation

Before class, prepare a digital viewing area. Display the Fifteenth Amendment Teacher Resource pre-made slide for this activity.  

Tell students that you will be investigating a primary source image together. It is called “The Fifteenth Amendment” published by Thomas Kelly, and it was made in 1870. Tell students it has many parts, and you will look at each one-by-one then talk about the whole piece. While viewing the image, remind students to consider how this piece relates to the Fifteenth Amendment they just read.   

Scaffolding Note: If time or student attention is short, select scenes from the piece rather than looking at all eighteen pieces. Choose 5-7 areas to look at in depth, then discuss them as part of the whole image. For instance, a teacher might choose to focus on items 4, 6, 7, 11, 14, 17, and 18 to bring attention to the changing lives of Black Americans. 

Teacher note: The activity has been numbered to guide student understanding and build connections. Be aware that the numbers in this activity do not match the numbers on the primary source.  

Begin the activity by asking students what they see in the center of the image, the only uncovered area. Lead a class discussion noting observations and making connections with learnings in previous lessons. Then reveal the name and description of the area. Continue for each section of the image. Some will be more detailed than others. Keep the pace brisk, not spending too much time on any one image.   

The numbered list below matches the numbers of the covered areas on the pre-made slide and gives the title and description of the image. This information is intended for teacher use to bring context to images and support conversation.    

Center- “Celebration of Fifteenth Amendment, May 19th, 1870” 

(at center) Large vignette of Black parade with drums and horse-mounted men leading marchers on foot, viewed by a friendly white audience. 

1.President in 1870, Ulysses S. Grant  After his success as a General during the Civil War, Grant easily won the presidential election in 1868 and again in 1872. Grant was a strong vocal supporter of the Fifteenth Amendment’s extension of voting rights to African Americans as a stable support for moving the nation forward.  

2. African American leaders Martin Delany, Frederick Douglass, and Hiram Revels.  Martin Delany was co-editor of the abolitionist newspaper The North Star, he also practiced medicine, helping fight infectious disease, and rose to the rank of Major during the Civil War. Frederick Douglass was co-editor of The North Star newspaper as well. He also was an active speaker and civil rights advocate, including meetings with President Lincoln in the White House. Hiram Revels was a leader among educating Blacks and would eventually be the first African American elected to the U.S. Senate.  

3. Vice President in 1870, Schuyler Colfax As speaker of the House during the passage of the Thirteenth and Fourteenth Amendments, Colfax had made his abolitionist views and support for African American rights clear. Colfax was a popular choice for vice president as he would be able to lead the Senate during Reconstruction.  

4. “Life, Liberty, and Independence” Sword and olive wreath- Featured in text are the inalienable rights of life, liberty, and the pursuit of happiness from the Declaration of Independence now guaranteed to African Americans through the passage of the Thirteenth, Fourteenth, and Fifteenth Amendments. The sword represents the fight for these rights and the olive branch wreath represents the peace that should now accompany new beginnings.  

5. “The Right of Citizens of the U.S. to vote shall not be denied or abridged by the U.S. or any State on account of Race, Color, or [previous] Condition of Servitude – Fifteenth Amendment” Quill pen and a scroll of the Constitution of the United States featuring the text of the Fifteenth Amendment. The amendment also states that Congress has the power to enforce the right of Blacks to vote, which they will later need to do through various acts and legislation.  

6, “Reading Emancipation Proclamation” A Black man is holding a document titled PROCLAMATION at the top and LINCOLN at the bottom, signaling he is reading the Emancipation Proclamation. The Emancipation Proclamation freed enslaved people in the South before the Thirteenth Amendment officially ended slavery in the United States.  

7. “We till our own Fields” Two Black men harvesting grain. Enslaved Blacks could not own their own land or keep the fruits of their labor. 

8. “We Unite the Bonds of Fellowship With the Whole Human Race” Three men dressed in sashes and aprons of Black fraternities, which are like clubs. Enslaved Blacks were denied their humanity, and Reconstruction was an attempt to integrate freed Blacks into society on equal footing. 

9. “We will protect our Country as it defends our Rights” Black military unit parading past cheering white spectators. Thousands of Black men proudly fought in the Civil War for the Union. 

1o. “Our charter of Rights – The Holy Scriptures” Book labelled “Holy Bible”. Some of the most prominent anti-slavery arguments had a foundation in the Bible and its teachings of love and equal treatment for all. 

11. “Freedom unites the Family Circle” A scene of a Black family in their home. Enslaved Blacks were not able to enjoy family bonds like free people. Families were frequently torn apart when parents, siblings, and children were sold to separate owners. 

12 and 13. Deceased white advocates of Black rights, Abraham Lincoln and John Brown. Lincoln led the Union during the Civil War and authored the Emancipation Proclamation. John Brown was an abolitionist who attempted to incite a slave rebellion in the South on the eve of the Civil War.

14. “Education will prove the Equality of the Races” Schoolroom scene with Black woman schoolteacher. Under the oppressive rules of slavery, formal education was denied to most Blacks. After the Civil War, education became a cornerstone for improving lives and ensuring maximum opportunities. Both Black children and adults needed education.  

15. “The Holy Ordinances of Religion are free” Black church scene with Black preacher. Religion had long been an important part of the lives of the enslaved and free Blacks. With the passage of the Reconstruction Amendments, practicing their religion could be done with more freedom. Black churches and leadership positions in those churches were now a possibility. 

16. “Liberty Protects the Marriage Altar” A wedding scene. Marriages were now legally protected and not threatened with family separation due to enslavement.  

17. “Our representative Sits in the National Legislature” Floor of Congress scene, depicting a Black senator sitting at his desk as other Blacks watch from the galleries. After the passage of the Fifteenth Amendment, many Blacks were elected to local, state, and federal positions. Hiram Revels, who is featured on the right of the trio at the top center of this Fifteenth Amendment image was first to be elected to the U.S. Senate in 1870,  

18. “The Ballot Box is open to us” Black man casting a voting ballot. The right to vote was the third of three Reconstruction Amendments and a last step toward full incorporation of citizenship for Black men.  

Optional: These reflection questions are provided for individual student reflection or class discussion. These optional questions help students frame all the information they have just learned in preparation for the formative assessment.  

Reflection Questions:  

• How does this source show the hope and promise of Black freedom? What kinds of things does the artist see for the future of Black people now that they have the rights of citizenship? 
• Which areas of the primary source show Black Americans enjoying their natural rights? 
• Which areas of the primary source show justice for formerly enslaved Black Americans? 
• Consider the whole image. What is the artist trying to tell us? 

Formative Assessment:  Supporting a statement with evidence

In this formative assessment, students practice supporting a statement with evidence from primary sources they viewed in Explore #1. This activity allows students to refresh their writing skills before building on them in subsequent formative assessments.  

To begin, discuss with students again the definitions of justice and the big idea of the Reconstruction Amendments from the Explore activities students completed.  

• The principle of justice is having political order that protects the rights of all equally and treats everyone equally under the law.  
• The virtue of justice is upholding what is fair and right. Respecting the rights and dignity of all.  
• The amendments abolished slavery, made Black Americans citizens, and gave Black men the right to vote. 

Scaffolding note: Supporting a statement with evidence is a skill that was introduced in earlier lessons. If students need a review of selecting evidence, be sure to address the skill. Slides for a mini-lesson are included in the teacher slide deck.  

Then, distribute Handout E: Supporting a Statement with Evidence. In this handout, students complete the organizer with three pieces of evidence from the lesson reading to support the statement: The Reconstruction Amendments tried to support justice for Black Americans.  

The teacher slide deck has resources to help you: 

• Review the definitions of justice and the big ideas of the Reconstruction Amendments.  
• Conduct a mini-lesson on supporting a statement with evidence. 
• Assign Handout E 

Review student handouts and provide feedback through freeform comments or individual conferences with students as needed to support the skill. You will want students to feel confident in supporting a statement with evidence before moving on to historical analysis in the following formative assessments.  

Explore #2: How did the goals of bringing the country back together change over time?

Students consider the effects of the assassination of Abraham Lincoln on the process of reconstruction causing changes in leadership and in the goals and outcomes of reconstruction over time.  

Lesson Reading and Annotation

In this activity, students read the lesson text and annotate. The teacher chooses the style of reading and then sets students to read the text twice, first to annotate, then to write a written response using historical analysis. 

Before you begin class, choose a method of reading from the Modes of Reading teacher support document.  

To begin, distribute Handout F: Lesson Reading, and the Annotation Bookmarks. Review the annotation symbols and descriptions with students and prepare them to read in your chosen method. Instruct students to read the text and use the annotation symbols to mark their copy of Handout F. 

When students have finished their reading and annotations, discuss what students annotated on their handouts. Compare student answers looking for common themes and answering questions. 

Then, extend the discussion by distributing Handout D: “The Fifteenth Amendment” by Thomas Kelly. Students saw this art in Explore #1.   

In groups, pairs or individually, ask students to compare the optimism and hope of the art with the realities of Reconstruction.  

• How did the goals of Reconstruction change over time from idea and promise to Lincoln’s plan, to Johnson’s plan?  
• What challenges did Black Americans face during the period of Reconstruction?  

Finally, hold a group discussion clarifying and correcting misconceptions as needed before moving on to the second read (which is a part of the formative assessment). 

Formative Assessment: Planning a historical analysis

In this formative assessment, students choose one question to answer in writing, using historical analysis skills. 

Begin by explaining to students that they will be practicing a new skill called historical analysis. Historical analysis deals with studying evidence to try to gain a better understanding of the past. It differs from using primary source evidence because sources and known historical context are used to make a case. When using primary sources to support an argument a student asks “What here proves my point?” In historical analysis the student asks, “What is the source telling me?” Both skills are useful in different contexts.  

In this historical analysis, the student will not just use text evidence, but author’s purpose, and historical context when answering a question or writing to a prompt.  

Then use the teacher slide deck to conduct a mini-lesson on writing a historical analysis. The slide deck contains supports to help students understand:  

• Writing a thesis sentence 
• Identifying the author’s purpose 
• Using historical context 
• Optional: rubric for sharing with students 

Students use the lesson reading and Fifteenth Amendment image to craft their thesis. Students can use Handout G: Historical Analysis Organizer or plain writing paper to plan a historical analysis paragraph.  

Display the following questions in a location for students to see. Students then choose one discussion question to answer in writing as an exit ticket. 

• How did the Reconstruction Amendments try to support justice for Black Americans? 
• How did the goals of bringing the country back together change over time? 

Scaffolding note: For older students or students needing more challenge, consider partnering students that have chosen different questions. Students can review, revise, and offer suggestions for their partners’ work and reflect on their own. For younger students or students who need more support, you can assign the whole group one prompt and conduct a primary source brainstorm with students to prepare them for planning. If the skills of historical analysis are too advanced for your classroom, consider using informative writing organizers and rubrics from your student’s English language arts class in place of the handout and rubric provided.  

 

Evidence of Mastery	Expectations	Room for Growth
	Organization  Writing has a clear message and can be understood easily.
	Thesis  The writing contains a thesis statement or main idea.
	Evidence   The writing uses at least 1 piece of text evidence.
	Historical Analysis  The writing uses historical context and author’s purpose to support the thesis.
	Content  Writing is historically and factually accurate.
	Conventions  The student uses correct grammar, spelling, and punctuation.
	Writing Quality  Writing is neat and easy to read.

 

Explore #3: How do the successes and failures of the Freedmen’s Bureau illustrate the challenges of achieving justice through Reconstruction?

In this Explore activity, students consider the Freedmen’s Bureau and the end of Reconstruction. 

Freedmen’s Bureau Chalk Talk

To begin, distribute Handout H: Freedmen’s Bureau Images to students. The handout presents students with a short reading about the Freedmen’s Bureau and two primary sources with captions. Allow students to read and view independently or in groups of 2-3 students. There is one task for students on the handout.  

When students have completed the handout, lead students through a Chalk Talk.   

Chalk Talk  

Set up four large writing spaces, such as a hallway wall covered with butcher paper, a large whiteboard, or pieces of poster paper, where students can contribute their written responses. You will also need writing materials such as markers, chalk, or sticky notes. Label each writing area with one of the chalk talk questions.  

Chalk Talk Questions:  

• What was the purpose of the Freedmen’s Bureau? 
• What reactions were there to the Freedmen’s Bureau, both positive and negative?  
• What views are expressed in the primary sources? How do you know? 
• Why did the Freedmen’s Bureau ultimately end? 

Then, explain the Chalk Talk format to students. Let them know that they will be contributing their thoughts in a written form and that they should focus on the questions provided.  

Invite students to approach the designated space one by one, silently adding their written responses, ideas, or drawings related to the question and then moving to the next writing space. They can take their copy of the lesson reading and Handout E. You can also post the questions and tell students to plan their writing at their seat and add it silently when they are ready. 

Students should respect others’ contributions and avoid speaking during this phase. As students contribute, a visual representation of the collective thoughts and ideas will emerge on the writing space. Students can read others’ contributions as they add their own. 

After the initial round of contributions, students can return to the space to read what others have written. They can add comments, questions, or reflections to existing contributions if desired.  

After the Chalk Talk is complete, you can transition into a group discussion or reflection session. Students can share their observations about the patterns, common themes, and diversity of perspectives that emerged with prompts such as: 

Discussion Questions:  

• How do you think public perceptions of the Freedmen’s Bureau contributed to its successes and failures? 
• Part of the reason that the Freedmen’s Bureau was not very successful was because it lacked support from President Andrew Johnson. How could this have been different if Lincoln had been President? 
• W.E.B. Du Bois (pronounced dew-boys) a well-known Black writer stated this about Reconstruction: “The slave went free, stood a brief moment in the sun, then moved back again toward slavery.” How does this quote describe Reconstruction from the Black perspective? 

Formative Assessment: Writing a historical analysis

In this formative assessment, students practice crafting a historical analysis, this time in writing. This builds on the skills from the previous Explore activities and prepares students for their summative assessment task.  

To begin, use the teacher slide deck to refresh students on writing a historical analysis and supporting a statement with evidence. The slide deck contains supports to help students understand:  

• Writing a thesis sentence 
• Identifying the author’s purpose 
• Using historical context 
• Choosing text evidence 
• Optional: rubric for sharing with students 

Display the following questions in a location for students to see. Students will answer in writing the question: How do the successes and failures of the Freedmen’s Bureau illustrate the challenges of Reconstruction? 

Students will need time to plan and write their response to the question, approximately 15-20 minutes. In the previous formative, students planned a historical analysis. This time, they will continue the process by using the plan to write a paragraph or short essay. 

Scaffolding note: For younger students or students who need more support, consider using the planning sheet, Handout H, instead of having students write. This will remove the burden of having to write and focus on the historical content and reasoning. Alternatively, you can do the opposite. Ask students to write an answer to the question removing some of the historical analysis pieces to simplify the historical reasoning for students and focus on writing, depending on your time and class focus.   

You can use the 1-point rubric below to set expectations for student writing or use a rubric of your own. This may be an opportunity to make cross-curricular connections with student expectations in their writing class.  

Teacher 1-point Rubric:  

Evidence of Mastery	Expectations	Room for Growth
	Organization  Writing has a clear message and can be understood easily.
	Thesis  The writing contains a thesis statement or main idea.
	Evidence   The writing uses at least 1 piece of text evidence.
	Historical Analysis  The writing uses historical context and author’s purpose to support the thesis.
	Content  Writing is historically and factually accurate.
	Conventions  The student uses correct grammar, spelling, and punctuation.
	Writing Quality  Writing is neat and easy to read.

 

Assess 

The summative assessment for this lesson has students conduct a historical analysis by creating a selfie video. In previous formative assessments students have practiced collecting primary source evidence from text and images, planning a historical analysis and writing a historical analysis. They will use these skills along with all of the historical information they have learned to produce their video. 

Historical Analysis Selfie Video

Before introducing the summative assessment to students, research and choose an appropriate recording tool for students. Your district or school may have restrictions on student recordings, suggested apps, or lists of students who have opted out of having their image recorded. If recording at school is not possible, consider having: 

• parents choose the recording method at home 
• students present instead of recording 
• students plan what they would record on Handout I

Also, choose some example videos to show your students. Searching “Civil War Reconstruction” on TikTok, YouTube Shorts, or Instagram Reels will bring up many options to choose from. You can also create your own example video or show examples from other students with permission.   

On assessment day, distribute Handout I: Selfie Video Planning to students. Use the handout and teacher slide deck to review the expectations with students. The video will essentially become a recorded version of a historical analysis paragraph that they have practiced in preceding lessons.   

Scaffolding note: To help students get started or add more support, they could build off any of the work done in previous formative assessments. For instance, if a student already wrote a paragraph answering a guiding question in Explore #3, they could revise that paragraph to become their video plan. Likewise, if you want to increase difficulty, require students to answer the essential question, which is question option number four. 

In their video, students will be conducting a historical analysis of Civil War Reconstruction using one or more of the lesson questions:  

• Did Reconstruction attempt to create a more just society and what challenges did it face?
• How did the Reconstruction Amendments try to create justice for Black Americans?
• How did the goals of Reconstruction change over time? 
• How do the successes and failures of the Freedmen’s Bureau illustrate the challenges of Reconstruction?

After an introduction of the recording platform, viewing example videos, and reviewing the assignment, students are ready to finish their planning, write their script, and begin recording.  

Selfie Video Rubric  

Evidence of Mastery	Expectations	Room for Growth
	Question  The video answers the lesson’s essential or guiding questions.
	Organization  The video has a clear message and can be understood easily.
	Thesis  The video contains a thesis statement or main idea.
	Evidence   The video uses at least 1 piece of text evidence.
	Historical Analysis  The video uses historical context and author’s purpose to support the thesis.
	Content  The video is historically and factually accurate.
	Creativity  The video showcases the creativity and effort of the student.
	Additional spaces for teacher customization

Reflect

 In the final activity, students independently rate themselves and set goals to reflect on their learning. Then, they participate in a class reflection activity. 

Self-Assessment

To begin, distribute Handout J: Student Self-Assessment. The handout prompts students to reflect on their learning using the lesson objectives and essential question. The student reflection is designed to flex to fit your classroom. Be sure to review with students the scale they will use to assess themselves.  

Students can complete the handout individually or with prompts from the teacher. However you choose to facilitate the student reflection, be sure that each student has their own paper and time to reflect independently so that the activity is a true self-reflection.  

Scaffolding note: It can be helpful to model with a think-aloud the first-time students are self-reflecting. To use a think-aloud in your classroom, plan ahead. Before the activity, identify places in the handout where students may struggle. 

Artifact Show and Tell

Encourage students to create artifacts related to the lesson, such as maps, tools, clothing, or artwork. Students’ created artifacts should relate to the topics from the lesson or the essential question, How did the United States attempt to reconstruct itself after Civil War to create a more just society for everyone? 

Allow them to share their artifacts with the class and explain the artifact’s significance. Students can either present their artifact to the class or write a short description. A gallery walk might be a helpful way to display and review each artifact.  

Discuss the similarities and differences of the items created by students and their connections to the essential questions.