Total Duration: |
31 to 60 Minutes |
Materials and Resources: |
• Photos of Benjamin Sterling Turner o Benjamin Sterling Turner, Congressman • Web Research Assignment sheet for students or printed information from the Web sites (attached) Benjamin Sterling Turner • Rubric for assessment of student-written biographies (attached) • List of African American Reconstruction politicians if extension is completed (attached) |
Technology Resources Needed: |
• Computer with internet access • Document camera, projector
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Background/Preparation: |
The teacher needs an understanding of the events leading up to and during Reconstruction in Alabama, and of the prominent people involved in Reconstruction in Alabama. The Encyclopedia of Alabama has some articles that may be helpful. They are: • Presidential Reconstruction in Alabama • Congressional Reconstruction in Alabama The following links will provide information about Benjamin Sterling Turner: http://history.house.gov/People/Detail?id=23140&cid=38165&cs=1&ce=113&f=All#biography http://www.encyclopediaofalabama.org/face/Article.jsp?id=h-3271 http://www.encyclopediaofalabama.org/face/Multimedia.jsp?id=m-4603 Composite photo of Africa American members of the United States Congress from 1869 to 1901 If students do not have computers with internet access, copy the materials needed to research Benjamin Sterling Turner.
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Engagement/Motivation Activity: Before: Ask the students to imagine that they are adult African American males living in Alabama during the period of Reconstruction (1865-1877). Remind them that because of the 14th and 15th Amendments, they have civil rights guaranteed by the Constitution and enforced by United States military presence in the former Confederacy. Ask the students the following questions: • “What are civil rights?” • “How would you exercise your newly granted civil rights?” • “Will you vote? Why or why not?” • “Will you run for public office?” During: Step 1 Show the composite image of African American members of the United States Congress from 1869 to 1901 from the Alabama Department of Archives and History, covering the title of the image. Ask the students: • “Who do you think these men are?” • “Why are they shown as a group?” Uncover the title and identify the group. Point out the picture of Benjamin Sterling Turner. Step 2 Show students the picture of Benjamin Sterling Turner found at http://history.house.gov/People/Detail?id=23140&cid=38165&cs=1&ce=113&f=All#biography Ask the following questions, and allow time for discussion: • “What is your first impression?” • “Where do you think this photo was taken?” • “What objects are in the photo?” • “What kind of clothing is being worn?” • “Why do you think this picture was taken?” • “Who do you think the person is in the photo?” Step 3 Tell the students that Benjamin Sterling Turner played a very important role in the Reconstruction of Alabama and today they are going to research him on the internet, collect five facts about him, and write a biography about him. Step 4 Either take students to the computer lab or pass out the information that you printed from the Web sites. Guide them to the above-listed Web sites to gather facts necessary to write the biography. Step 5 When students are finished collecting information, divide them into groups of three to four students, and allow them to discuss their findings. Ask one person from each group to share with the class five facts that he/she learned. You may want to make an informational chart on the board to record significant findings from each group. After: Step 6 Tell students to use the information that they collected from the internet, from their group, and from class discussion to write a biography of Benjamin Sterling Turner. Collect their writings when they are finished. |
Assessment Strategies |
The student’s writing should be assessed using the Writing Rubric. (attached) |
Acceleration: |
• Students may research other African American Reconstruction era political figures. • Students may create a poster of Benjamin Sterling Turner with the facts and pictures that they found. • Students may create a PhotoStory or slide show presentation to present to the class. |
Intervention: |
• Student may be given additional time to complete the assessment. • Student may be given one-on-one teacher time to review the lesson. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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