Important information!

Make sure you review and are aware of the Rock Hills Social Skills.

Mr. Luedke’s Class expectations:

All Classes

1)        Be ready to work hard

2)        There are 5 points per day for daily work.

3)        Daily work is just that Daily work.  If you are not there you miss out.  Our daily work is going to different this year.  Daily work will begin as soon as you walk in the door.  You will have about five minutes to complete and discuss the daily work.  No late daily work will be accepted.  It is due when the instructor asks for it to be turned in.

4)        NO LATE WORK WILL BE ACCEPTED EVER.(After the required two days for everyday gone policy. The absences must be excused.)

5)        YOU ARE RESPONSIBLE TO GET MAKE UP WORK WHEN ABSENT.  IF YOU DO NOT DO IT WILL BE PLACED IN THE GRADE BOOK AS A ZERO.

6)        Behavior- Any behavior problems will result in an office referral. You will be given directions and instruction and you are expected to follow those directives and instructions immediately. Live by these two guidelines in this classroom: 1) Do not interfere with other students learning. 2) Do not interfere with the instructors teaching.  You can not break one without breaking the other.  If you are disruptive and impact other students you will leave the classroom. It is not right for you to cause other students difficulties in learning. Education is a privilege, not a right. Don’t waste taxpayers dollars. Use classroom supplies with dignity and respect.

7)        Treat each other with respect.  Some things that will be discussed in class can bring out a lot of emotion.  Believe it or not many people have different view points on different issues.  True learning occurs by learning how to listen to other people and see their point of view and their position on an issue. You may not agree with them but you must agree that it is ok to disagree.

8)        Daily work will consist of a current event or political issue that is going on in the world.  The activity is meant to challenge you and cause you to think.

9)        NO EXTRA CREDIT WILL BE GIVEN.  YOU WILL PASS THIS CLASS WITH YOUR WORK ETHIC AND MERIT. NOT BY DOING A LOT OF EXTRA CREDIT AT THE LAST MINUTE.  THE WORLD DOES NOT GIVE EXTRA CREDIT.

10)  “Rigor, Relevance, Determination, and Perseverance”

11)   Test reviews will be given a number of ways. Google classroom will be used. 

12)  CHECK AND USE YOUR EMAIL CONSISTANTLY. THIS IS THE ONLY WAY TO COMMUNICATE WITH ME. I AM ACCESSABLE UNTIL 9PM 7 DAYS A WEEK FOR QUESTIONS VIA EMAIL. I AM AT THE SCHOOL WORKING AT 5:30AM SO I AM ACCESSABLE AT THAT TIME AS WELL. EMAIL, EMAIL, EMAIL, EMAIL!!!!! IT IS A SKILL THAT YIOU NEED TO USE IN THE FUTURE. IT IS HOW THE BUSINESS WORLD COMMUNICATES. I WILL NOT COMMUNICATE AFTER SCHOOL HOURS ANY OTHER WAY.

13)  Mr. Luedke’s Philosophy on Teaching and Learning:

a.        Nothing is impossible to learn

b.        Everything in this world comes down to “want to”.  

c.        There are three basic kinds of people in the world:  1) Those that Make Things Happen- The people in this group are the movers and the shakers of the world.  They are productive and help make our society a better place to live.  2) Those that Watch Things Happen- The people in this group generally sit back and watch the first group.  As the first group does things this second group gripes and complains about how the first group does things yet they do nothing to help or produce towards the betterment of society.  3) Those that wonder “What Happened?”- This group does not have the slightest clue about what is going on in the society.  They typically feed off of society and are generally none productive members of that society.  MY CHALLENGE TO YOU IS TO BE A MEMBER OF THE FIRST GROUP. THEY ARE THE ONES THAT IN THE LONG RUN END UP BEING THE MOST SUCCESSFUL.

d.        “Weak-Mindedness”- One of my favorite sayings is “Don’t be weak-minded”….what I mean by this statement is that just because you are faced with some type of adversity, whether it be in the classroom or in extra-curricular activities, you can not and must not ever give up and quit.  You can not be afraid to push your self farther than you think you can go.  Greatness is never achieved with out hard work.

e.        AI- This is an interesting situation. I use AI. Students use AI. AI is a tool. It should not do your work for you. You have to build the dendrites and neurons in your brain. That is on you as a student.

Mr. Luedke’s Classroom Procedures

1)        Enter the room with the intent to learn something everyday.

2)        Enter the room and sit down. There will be no talking at that time.

3)        Understand that questions will not be answered when you are walking through the door or during the time waiting for the bell or during the bell work time frame. Class attendance will be taken then.

4)        Wait for the Bell.

5)        Immediately begin Bell work.

6)        Question and answer time from the previous day.

7)        Instruction begins. You are expected to remain silent during instruction. 

8)        You can interrupt instruction by raising your hand with a question that is related to the instruction.

9)        Participate and stay on task with instructional strategies. 

10)  Participate and work with others on instructional project based learning opportunities.

11)  Remain seated for dismissal. Mr. Luedke dismisses class not the bell.

12)  There will be no food allowed in the classroom

13)  Bottled water with a lid will be allowed. No other drinks will be allowed.

14)  No food or drinks from other classrooms will be allowed.

15)  No other projects from other classes will be allowed in the classroom. Those projects can stay in the classrooms they are created in.

16)  Use appropriate voice tone when doing in class activities. 

17)  All IPADS will be placed on the table in front of the student at the beginning of the hour. IPADS will not be opened until instructed by Mr. Luedke

18)  Consequences: Failure to follow these procedures will be deemed a violation of the Rock Hills “Follow instruction” expectation and will result in an office referral.

September 14th-September 18th 2026

American History Lesson Plans

Monday:

l  How did African Americans attempt to improve their lives during the Reconstruction era?

l  What reforms did Republican governments enact?

l  How did some African Americans respond to harassment by the Ku Klux Klan?

l  What caused Reconstruction to end?

Direct instruction

Ku Klux Klan Video

Learning groups: Do you think Reconstruction was successful? Why or why not?

Tuesday:

l  What were the drawbacks to the sharecropping system?

l  How did Jim Crow laws and the Plessy v. Ferguson decision change life for southern African Americans?

l  How did African Americans attempt to improve their economic situation after Reconstruction?

l  How did Booker T. Washington and Ida B. Wells think African Americans should respond to Jim Crow laws?

Wednesday:

Reconstruction in the South: Rebuilding a Nation

Student Project — U.S. History

Time Period: 1865–1877
Recommended Time: 7–10 class periods
Project Type: Individual or pairs

Project Essential Question

Was Reconstruction successful in rebuilding the South and creating a more equal United States, or did it ultimately fail?

Part 1 — Historical Background

Before beginning the project, research the situation in the South immediately after the Civil War.

Answer the following:

1. What condition was the South in at the end of the Civil War?

2. What happened to the Southern economy?

3. What happened to formerly enslaved people?

4. What happened to Confederate soldiers?

5. What problems did Southern cities and farms face?

6. What did President Lincoln originally hope Reconstruction would accomplish?

7. What were President Andrew Johnson's goals for Reconstruction?

8. Why did many members of Congress disagree with Johnson?

Part 2 — The Major Reconstruction Questions

Research at least six of the following topics.

Political Reconstruction

• Lincoln's Reconstruction Plan

• Andrew Johnson's Reconstruction Plan

• Presidential vs. Congressional Reconstruction

• Radical Republicans

• Reconstruction Acts of 1867

• Military Reconstruction

• Impeachment of Andrew Johnson

African Americans and Reconstruction

• 13th Amendment

• 14th Amendment

• 15th Amendment

• Freedmen's Bureau

• Black political participation

• African American elected officials

Life in the South

• Sharecropping

• Tenant farming

• Black Codes

• Jim Crow laws

• Ku Klux Klan

• Violence and intimidation

• Education after emancipation

Reconstruction's End

• Ulysses S. Grant and Reconstruction

• Economic problems and the Panic of 1873

• Northern political attitudes

• Election of 1876

• Compromise of 1877

• Withdrawal of federal troops

Part 3 — Primary Source Investigation

You must analyze at least four primary sources.

Possible sources include:

• 13th Amendment

• 14th Amendment

• 15th Amendment

• Freedmen's Bureau documents

• Andrew Johnson speeches

• Frederick Douglass speeches

• Abraham Lincoln's Second Inaugural Address

• Political cartoons from Reconstruction

• Formerly enslaved people's accounts

• Black Codes

• Reconstruction-era newspapers

• Congressional testimony

• Sharecropping contracts

Primary Source Analysis

For each source, answer:

1. What is the source?
Who created it? When was it created?

2. What does it say?
Summarize the source in your own words.

3. What was the author's purpose?

4. What does this source reveal about Reconstruction?

5. Whose perspective is represented?

6. What perspective might be missing?

7. How does this source help answer the essential question?

Part 4 — Reconstruction Debate

Create a Reconstruction Success/Failure Scale.

Place Reconstruction somewhere on the scale:

Complete Failure
⬅️ 1 — 2 — 3 — 4 — 5 — 6 — 7 — 8 — 9 — 10 ➡️
Complete Success

Then defend your rating.

Your argument must address at least four categories:

Category

Successful?

Failed?

Evidence

Political rights

African American freedom

Southern economy

Education

Violence & discrimination

Long-term impact

Part 5 — Create a Reconstruction Museum

Your final product will be a virtual or physical museum exhibit titled:

"Reconstruction: Rebuilding the South"

Your museum must contain six exhibits.

Exhibit 1 — The South in 1865

Create a visual showing the condition of the South immediately after the Civil War.

Include:

• Population

• Economy

• Cities

• Farms

• Infrastructure

• Formerly enslaved population

• Political situation

Exhibit 2 — Freedom

Explain what emancipation meant for formerly enslaved people.

Include:

• 13th Amendment

• Freedmen's Bureau

• Family reunification

• Education

• Employment

• Voting

• Citizenship

Include at least one primary source.

Exhibit 3 — The Reconstruction Government

Explain the struggle between:

President Johnson vs. Congress

Include:

• Johnson's plan

• Radical Republicans

• Reconstruction Acts

• Military districts

• Impeachment

Create a political cartoon, timeline, or infographic.

Exhibit 4 — Life in the Reconstructed South

Explain what everyday life was like.

Include:

• Sharecropping

• Black Codes

• Education

• African American churches

• Employment

• Political participation

• Violence

Include at least one firsthand account.

Exhibit 5 — Resistance and Violence

Investigate organizations and individuals who opposed Reconstruction.

Research:

• Ku Klux Klan

• White League

• Red Shirts

• Voter intimidation

• Violence against African Americans

• Federal attempts to stop violence

Explain:

Why did some Southerners resist Reconstruction?

Exhibit 6 — The End of Reconstruction

Explain how and why Reconstruction ended.

Include:

• Panic of 1873

• Election of 1876

• Rutherford B. Hayes

• Samuel Tilden

• Compromise of 1877

• Removal of federal troops

• Consequences for African Americans

End the exhibit with:

Did Reconstruction end in 1877, or did its effects continue?

Part 6 — Final Historical Argument

Write a 1–2 page historical argument answering:

Was Reconstruction a success or a failure?

Your essay must include:

Introduction

• Historical background

• Thesis statement

Body Paragraph 1

Political changes

Body Paragraph 2

Changes for African Americans

Body Paragraph 3

Problems and resistance

Body Paragraph 4

The end of Reconstruction and its consequences

Conclusion

Explain the long-term significance of Reconstruction.

Thesis Formula

Students may use this as a starting point:

Although Reconstruction ____________________, it was ultimately a success/failure because ____________________, ____________________, and ____________________.

Students should eventually move beyond the formula and develop their own thesis.

Required Project Evidence

Your final project must contain:

• ✅ At least 6 researched topics

• ✅ At least 4 primary sources

• ✅ At least 2 secondary sources

• ✅ At least 3 visuals

• ✅ At least 1 timeline

• ✅ At least 1 political cartoon or original illustration

• ✅ Reconstruction Success/Failure rating

• ✅ 1–2 page historical argument

• ✅ Works Cited page

Reconstruction Timeline

Students should include these events:

1863 — Emancipation Proclamation
1865 — Civil War ends
1865 — Lincoln assassinated
1865 — 13th Amendment
1865 — Freedmen's Bureau created
1865 — Andrew Johnson becomes president
1866 — Civil Rights Act of 1866
1866 — 14th Amendment proposed
1867 — Reconstruction Acts
1868 — 14th Amendment ratified
1868 — Andrew Johnson impeachment trial
1869 — Ulysses S. Grant becomes president
1870 — 15th Amendment
1871 — Enforcement Acts
1873 — Panic of 1873
1876 — Election of 1876
1877 — Compromise of 1877
1877 — Federal troops withdrawn from the South

Final Presentation

Students present their museum exhibit to the class.

Presentation Requirements

5–8 minutes

Students must:

1. Explain their major findings.

2. Discuss at least two primary sources.

3. Explain their Reconstruction rating.

4. Present their thesis.

5. Explain one major success of Reconstruction.

6. Explain one major failure of Reconstruction.

7. Explain Reconstruction's long-term impact.

Project Rubric — 100 Points

Category

Points

Historical Research & Accuracy

20

Primary Source Analysis

15

Understanding Reconstruction

15

Historical Argument/Thesis

15

Museum Exhibits

15

Visuals & Creativity

10

Presentation

5

Works Cited

5

Total

100

Historical Research & Accuracy — 20

• 18–20: Excellent research; accurate and detailed

• 15–17: Good research; mostly accurate

• 12–14: Adequate research; some gaps

• 0–11: Limited or inaccurate research

Primary Sources — 15

• 13–15: Four+ sources analyzed thoughtfully

• 10–12: Four sources with adequate analysis

• 7–9: Fewer sources or limited analysis

• 0–6: Little/no primary-source analysis

Historical Argument — 15

• 13–15: Strong thesis supported by convincing evidence

• 10–12: Clear argument with adequate evidence

• 7–9: Weak argument or limited evidence

• 0–6: No clear argument

Museum Exhibits — 15

• 13–15: All six exhibits complete and informative

• 10–12: Most exhibits complete

• 7–9: Several incomplete

• 0–6: Major portions missing

Visuals & Creativity — 10

• 9–10: Exceptional visual presentation

• 7–8: Good visuals

• 5–6: Adequate

• 0–4: Limited effort

Presentation — 5

• 5: Clear, organized, knowledgeable

• 4: Good presentation

• 2–3: Somewhat prepared

• 0–1: Unprepared

Works Cited — 5

• 5: Complete and properly formatted

• 4: Minor errors

• 2–3: Incomplete

• 0–1: Missing

Thursday:

Work On Project

Friday:

Work On Project

September 14thth-September 18th 2026 

World History Lesson Plans 9th

Monday:

Class work on Renaissance project

The Renaissance: An Investigation 

Guess what, when you’re done with this project, you will all know and be able to do the following:

*Students will understand the interactions and relationship between human societies and their physical environment.

*Students will understand cultural and intellectual developments and interactions among societies.

*Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors.

*Students will understand how societies have influenced and been influenced by scientific developments and technological developments.

This Investigation will be done in groups of 2-4. I’ll assign the groups. Your group’s task will be to investigate answers to the following “Big Idea” questions: 

1. In what way(s) were people asleep prior to the ‘rebirth’ of the renaissance?

2. Why did the renaissance begin in the 15th century and not sooner or later?  

3. What were they woken up to? What was “reborn”? 

In order to effectively answer the questions above, you should focus your research on these smaller, more specific, questions below: 

1.     Explain how social, cultural, political and economic factors of Renaissance era Italy were shaped by the physical environment (geographic causes)

2.     Analyze ways in which trade contributed to change in renaissance era Italy (economic causes)

3.     Analyze how art and literature both shape and were shaped by renaissance society (effects)

4.     Analyze how new Humanist Ideas impacted science and culture in renaissance society (social causes)

5.     Analyze the extent to which the Renaissance changed Italian society as a whole. Did it have a broad impact? Small but important? Large and important? (effects)

6.     How did the role of the church change in Renaissance era Italy? (effects)

The product that your group will create will be: 

Ø  A documentary film titled, “The Renaissance Explored/Explained” 

“ Mr. Luedke we get a massive research project?!?!”  

Yep. But this will take time, and we’ll work through it together. You will also have both formative and summative“check points” along the way. The list of tasks to complete is below with formative assessments in red and summativeassessments in blue. 

Plan of Attack aka a Checklist of things To Do:

1.  Divide into groups (I’ll divide you)

2.  Assign Roles and Responsibilities

a.  Manager: Keeps people on task! Organizes the team. Uploads Docs to Google drive

b. Lead researcher: Takes the lead on source/information finding

c.  Graphic Designer: Takes the lead on putting it all together  

3.  Complete the “Things I need to know to answer….” Sheet for question #1 above 

4.  Find, cite, and analyze 1 Primary source per question that can be used in your documentary

a.  Analyze the documents based on the OPVL model: 

O. Origin

P. Purpose

V. Value 

L. Limitations

5.  Transfer this to a google drive folder that can be shared with the group

6.  Repeat steps 3 and 4 above for all other questions 2-6

7.  Write the script

8.  Create the film 

Tuesday:

Class work on Renaissance project

Wednesday:

Class work on Renaissance project

Thursday:

Class work on Renaissance project

Friday:

Class Presentations

September 14th-September 18th 2026

Current Political Issues Lesson Plans

Objective:

Students will identify major stories from the past week and evaluate source credibility.

Activities:

1. Warm-Up (5 min):

   • Quickwrite: “What news story caught your attention recently?”

2. News Briefs (10 min):

   • Teacher shares 3–5 major headlines (local, national, global).

3. Source Evaluation Mini-Lesson (10 min):

   • How to detect bias, credibility, and purpose.

4. Article Hunt (20 min):

   • Students browse approved news sites to find one credible article.

   • Fill out Source Analysis Sheet (bias, evidence, purpose).

5. Exit Ticket (5 min):

   • Rate the article’s reliability and explain why.

Tuesday:

Objective:

Students will summarize and analyze a selected news article.

Activities:

1. Warm-Up (5 min):

   • Vocabulary pull: students define 2–3 key news terms from yesterday.

2. Mini-Lesson (10 min):

   • How to write an effective news summary (5 W’s + significance).

3. Article Summary Work (20 min):

   • Students read their chosen article more closely.

   • Write a 5–7 sentence summary plus Why this event matters.

4. Small-Group Discussion (10 min):

   • Students share summaries; groups compare topics and viewpoints.

5. Exit Ticket (5 min):

   • “What new perspective did you hear today?”

Wednesday:

Objective:

Students will understand a major ongoing issue and its background context.

Activities:

1. Warm-Up (5 min):

   • Prediction: “What might happen next with ___ issue?”

2. Teacher Mini-Lesson (15–20 min):

   • Overview of an ongoing topic (example: elections, conflict zones, economics, climate, Supreme Court decisions).

   • Include maps, timelines, and background information.

3. Guided Discussion (15 min):

   • Students answer guiding questions in pairs.

   • Focus: impact, stakeholders, consequences.

4. Reflection (5 min):

   • One-paragraph response: “What is the most important takeaway?”

Thursday:

Objective:

Students will practice civil discourse using evidence from reliable sources.

Activities:

1. Warm-Up (5 min):

   • Review discussion norms: respect, evidence, no personal attacks.

2. Preparation (10 min):

   • Students gather supporting evidence for a debate topic selected earlier in the week.

3. Structured Debate or Socratic Seminar (25–30 min):

   • Formats can vary weekly:

     • Fishbowl discussion

     • Pro/Con debate

     • Four Corners opinion activity

4. Exit Ticket (5 min):

   • Students write one thing they learned from an opposing viewpoint.

Friday:

Objective:

Students will demonstrate their understanding of current events through writing and assessment.

Activities:

1. News Quiz (10 min):

   • Covers the major stories of the week (multiple choice + short answer).

2. Weekly Reflection (15–20 min):

   • Prompts:

     • What event this week do you think will matter 10 years from now? Why?

     • Which event did you find most confusing and why?

3. Share-Out (10 min):

   • Volunteers read their responses.

4. Preview Next Week (5 min):

   • Teacher gives a teaser topic or major issue to follow.

Materials:

• Quiz, reflection sheet.

September 14th-September 18th 2025

American Government Lesson Plans

Monday:

3.1 Activity: U.S. Constitution and Shays’ Rebellion

• Student Instructions 

• Teacher Notes 

Purpose
In this activity, you will be introduced to Shays’ Rebellion, the weakness of the Articles of Confederation, and how Shays’ Rebellion helped lead to the Constitutional Convention.

Process
Review the image below depicting a scene from 1786 and describe what you see. Be prepared to answer the following questions and engage in classroom discussion:

1. What do you see in this picture? What do you think is happening?

2. Do you know what event this is depicting? If not, what would your guess be?

[Hint: It happened just before the Constitutional Convention.] 

After the discussion has concluded, complete the Activity Guide: U.S. Constitution and Shays’ Rebellion worksheet.

Tuesday:

3.2 Activity: The Critical Period—The Years Between the American Revolution and the Constitutional Convention

·       Student Instructions 

·       Teacher Notes

Purpose
In this activity, you will identify the powers of the government under the Articles of Confederation, learn why it was designed that way, and identify some of the problems that emerge from its flaws. The one thing to remember about the Articles of Confederation is that it created a weak national government—a “league of friendship”—one that largely preserved state power (and independence).

Process

1. Read information in the Info Brief: The Road to the Convention document.

2. When finished, complete the Activity Guide: The Critical Period worksheet to summarize the information. 

3. Break into small groups and review your completed charts together with your classmates.

Wednesday:

3.3 Activity: Key Terms

·       Student Instructions 

·       Teacher Notes

Purpose
In this activity, you will learn more about concepts related to the events leading up to the Constitutional Convention.

Process
In small groups, create a Jeopardy/Kahoot game for your classmates based on the key terms of this module. For each term, you will need to complete the following categories: 

• Definition

• Examples

• Key resource or text

Use the Activity Guide: Key Terms - Road to the Convention worksheet to record your answers. 

Thursday:

3.4 Video Activity: Road to the Convention

·       Student Instructions 

·       Teacher Notes

Purpose
In this activity, you will learn more about the ideas and events that led to the Constitutional Convention. With the Constitutional Convention, the Founding generation set out to build a new national government that combined:

• Strength: A government strong enough to achieve common purposes and address the dangers of mob violence.

• Restraint: A government restrained enough to ensure that the new national government did not threaten individual liberty.

• Deliberation: A government structured in a way to attract virtuous leaders, slow down politics, promote deliberation (and compromise), and advance policies that served the common good. 

Process
Watch the following video about the events leading up to the Constitutional Convention.

Then, complete the Video Reflection: Road to the Convention worksheet.

Identify any areas that are unclear to you or where you would like further explanation. Be prepared to discuss your answers in a group and to ask your teacher any remaining questions.

Friday:

3.5 Activity: Fear of Factions and Mobs

·       Student Instructions 

·       Teacher Notes

Purpose
In this activity, you will learn more about the Founding generation’s fear of factions and mobs and how one function of a constitution is to structure the government in a way such that it might slow down the political process, cool emotions, curb passions, frustrate factions, and promote deliberation and compromise. For the Founding generation, its ultimate goal was to craft a government that delivers better results—results driven by reason (not passion) and serving the common good (not factional self-interest).

Process
Read excerpts from the Primary Source: Federalist No. 10 and Federalist No. 55 and complete the Activity Guide: Fear of Factions and Mobs worksheet.

3.6 Summary Activity: Striking the Right Balance

·       Student Instructions 

·       Teacher Notes

Purpose
In this activity, you will learn more about what led the Founding generation from the Articles of Confederation to the Constitutional Convention (and, ultimately, the U.S. Constitution). The primary outcome of the Convention was that the delegates built a new national government, but it was up to We the People to choose whether to accept this new government or not.

The Founding generation came into the Constitutional Convention in a time of turmoil and significant change. Before they arrived, they crafted a national framework of government (the Articles of Confederation), experimented in their states with the creation of state constitutions, debated one another over the proper way to structure a new government, and researched many ideas about how their new government should work. With the U.S. Constitution, they wanted to strike a balance that combined strength, restraint, and deliberation. 

Process
Work with your group to answer the following questions (as a preview to next week’s module on the Constitutional Convention):

• Based on what you know now, do you think the Founding generation struck the right balance with the new Constitution? Which Article is the most important to you (and why)? Which Article is the least important to you (and why)?

• Were there other principles that the Founding generation should have considered in crafting the new constitution?  

• What else would you like to learn about the Constitutional Convention (and the Constitution itself) to help you answer these questions?