Amendments during Reconstruction

SET INDUCTION/ INTRODUCTION: 
Time: _5 minutes____
Preparation:

• Hang 3 cards that read “13th Amendment,” “14th Amendment,” and “15th Amendment”
•  Print Individual cards to go under each sign that contain important facts about each amendment
  • Cards for 13th Amendment
    • "Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction."
    • Made slavery illegal in the United States
    • The amendment still allows for slavery as a punishment for a crime.
    • The amendment still allows for slavery as a punishment for a crime.
  • Cards for the 14th Amendment
    • It says that anyone born in the United States is a citizen and has the rights of a citizen.
    • Once a person becomes a U.S. citizen, their citizenship cannot be taken away.
    • The states cannot take away the "privileges or immunities" of citizens that are given them by the Constitution. This means that there are some rights that the state governments cannot touch.
• Make sure that every person (regardless of age, race, religion, etc.) would be treated the same by the government.
  • Cards for the 15th Amendment
    • “The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude. 
    • It was the third of the Reconstruction Amendments ratified after the Civil War.
    • Poll Taxes and Literacy Tests were created to “get around” the new amendment.
    • Ratified on February 3, 1870.

Introduction:

• Call students to the mat and tell them they will be continuing their knowledge of Reconstruction and the impact it had on the United States.
• Have them turn and talk with a partner and about the way African Americans were treated during the during and after the Civil War.
• Ask if anyone knows anything that was implemented to instill fairness amongst the people. (amendments)
• Ask if anyone knows what an amendment is and explain to them the purpose of amendments.
• Tell them that today they will be learning about the 13th, 14th, and 15th amendments and what that meant for citizens.

 
INSTRUCTION: (Procedure)
            Time: __30 minutes__

1.  Pass out cards to the students that show important facts and/or implementations for each amendment.
2. Students will use their books and access to Ducksters to find information on the amendments.
3. They will move around the classroom discussing their fact with their peers as they decide which amendment sign it fits under
4. If a student does not have a card, they will act as a checker and help students try to figure out where they should place their card and if the already placed cards are correct.
5. After the students have placed all the cards under the amendment cards, they will return to their seats and the class will go through and check the answers.
6. Once all answers are correct, students will begin constructing their foldable.
   1. Pass out a piece of construction paper to each student.
   2. Have the students fold their paper in half (hamburger style)
   3. On one half, cut paper into three sections – cut goes from edge of the paper to middle where they fold is.
   4. Label the three sections “13th Amendment,” “14th Amendment,” and “15th Amendment”
   5. When the section is lifted, the students write the information they have placed under each amendment in the allotted area.

 
CHECKING FOR UNDERSTANDING: 
When students are looking up their facts to see which Amendment it falls under, walk around the room and answer any questions the students may have. If students are confused about where to place a certain fact, help them distinguish between the main parts of each amendment. The teacher can check for understanding by noticing which students are able to easily place the cards and which ones are struggling. Check for whole class understanding by checking to see if cards are in the correct place. When walking around the room while students create their foldables, stop at each table and ask if anyone disagreed with the placement of any cards. If so, reinforce the ideas of each amendment as students are working. Make sure each student has the correct points under each amendment.
 
CLOSURE/SUMMARY REVIEW: 
            Time: __5-10 minutes__

1. When students are finished with their foldables, call students back to the mat for final discussion.
2. Ask students if they are any questions about the 3 amendments discussed.
3. Have them turn and talk with a partner about how they believe these amendments made the people feel – both the people it impacted and the people who didn’t disagree with the new amendments.
4. Call on a few students to answer aloud.

 
EVALUATION: 
Give students an exit slip with 3 questions listen:

1. Which amendment made slavery illegal in the United States?
2. Which amendment says that anyone born in the United States is a citizen and has the rights of a citizen?
3. Which amendment gave citizens the right to vote despite race, color, or previous condition of servitude?

Review student answers after giving the exit slip to make sure most or all students have knowledge of all three amendments. If there is confusion, come back to clarify.
 

The assignment is to participate in placing information cards under the appropriate amendment (13th, 14th, or 15th), and then constructing a foldable that has the correct information listed under each amendment.