Social Studies Lesson Plan Sharecropping

Reconstruction Era ‖ Sharecropping
Goals & Objectives

Goal - Students will learn the system of sharecropping after the Civil War.
Objective - Students will, independently, interpret and organize the system of

sharecropping after the Civil War using a graphic organizer.
California State Content Standards

11.1.4 Examine the effects of the Civil War and Reconstruction and of the industrial revolution,
including demographic shifts and the emergence in the late nineteenth century of the United
States as a world power.
Common Core Literacy Standards

CCSS.ELA-Literacy.RH.11.1 Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from specific details to an
understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11.2 Determine the central ideas or information of a primary or

secondary source; provide an accurate summary that makes clear the relationships among the
key details and ideas.
CCSS.ELA-Literacy.RH.11.7 Integrate and evaluate multiple sources of information presented in

diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address
a question or solve a problem.
Driving Historical Question
Why did sharecropping rise after the Civil War? Who did it benefit?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 min.

Teacher will present an image on the digital projector and instruct students: “Describe
what you see in this picture. What is this a picture of? Why do you think that?” The teacher
will then explain to students that this is not a picture of slaves on a plantation, but rather of
sharecroppers working on a plantation in Georgia in 1898.
Vocabulary (Content Language Development) ‖ Time: 10 min.

The teacher will instruct students to read the new vocabulary terms and their definitions
presented on the projector screen and in their Google Classroom (each student has a
laptop). On the following slides, there will be images that the students will be asked to
identify using the new vocabulary terms.
Content Delivery (Method of Instruction) ‖ Time: 15 min.

The teacher will first instruct students to read, in pairs, the textbook’s section on
sharecropping. Then the teacher will ask students, in a whole class discussion, for a gist of
their understanding of sharecropping after the Civil War. Next, the teacher will hand out
the Sharecropper Contract. Before the reading, the teacher will model “close reading”
strategies (underline, annotate, circle, etc.), students can follow the teacher on the
projector. During the reading, the teacher will monitor student progress and help students
one on one.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 15 min.

Students will read, with a partner, a brief textbook section on sharecropping (one
paragraph). Then, students will participate in a whole-class discussion demonstrating their
understanding of the system of sharecropping and how it came about after the Civil War.
Next, students will read, with a partner, the Sharecropper Contract. Before reading,
students will learn “close reading” strategies the teacher presents on the projector and
continue with the assignment. During the reading assignment, students will implement the
close reading strategies learned: annotating, summarizing, underlining, circling, or asking
questions.
Lesson Closure ‖ Time: 10 min.

After the reading, the teacher will then instruct students to complete a graphic organizer
comparing and contrasting both passages.
Assessments (Formative & Summative)

 Vocabulary – label correct term to image.
 Class Discussion on textbook excerpt – students will demonstrate their
understanding of the system of sharecropping and how it came about after the Civil
War.
 Graphic Organizer – students will complete a graphic organizer comparing and
contrasting both passages.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Due to the large amount of striving readers, English Learners, and students with
Exceptional Learning Needs, I have opted for a modified version of the Sharecropper
Contract that is shorter and easier to read (Stanford History Education Group). I have also
included a vocabulary activity for new content specific terminology. Every slide in my
presentation also includes an image that helps give a visual representation of the content.
Students are also seated with partners that can support some of their needs or questions.
In summation, students are given the opportunity to listen, discuss, read and write the
content learned along with supporting images.
Resources (Books, Websites, Handouts, Materials)

Students have 1 laptop each; Google Classroom; Google Slides presentation; and
Sharecropper Contract (handout) and Graphic Organizer.

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Reconstruction Era ‖ Sharecropping

Goals & Objectives

Objective - Students will, independently, interpret and organize the system of

California State Content Standards

Common Core Literacy Standards

CCSS.ELA-Literacy.RH.11.2 Determine the central ideas or information of a primary or

CCSS.ELA-Literacy.RH.11.7 Integrate and evaluate multiple sources of information presented in

Driving Historical Question

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 min.

Vocabulary (Content Language Development) ‖ Time: 10 min.

Content Delivery (Method of Instruction) ‖ Time: 15 min.

Student Engagement (Critical Thinking & Student Activities) ‖ Time: 15 min.

Lesson Closure ‖ Time: 10 min.

Assessments (Formative & Summative)

Resources (Books, Websites, Handouts, Materials)

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