What was America’s goal for the South after the Civil War? How did this goal succeed or fail? This lesson introduces the sensitive topic of the Reconstruction Era to your students in a document-based station activity. Students will determine the goal of the United States for the South and the affect Reconstruction had on black American freedmen after the Civil War. Included in this resource: • Reconstruction & The New South cover page • Full Lesson Plan • Student-centered Do Now question: What does it mean to “reconstruct” something? Does “reconstruction” always work? Why or why not? • Introduction to Reconstruction “Museum Walk”/Station Activity: Students walk around to each station {in cooperative groups} analyzing documents and answering scaffolding questions {5 documents/5 groups} • Application/Closing/Higher-Order Thinking Questions ★★ Please Note: I execute this lesson with my 8th grade students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! If you would like more information on how to execute this lesson/activity in your class, please email me at asocialstudieslife@gmail.com. ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the Civil War create a divided nation? This lesson and activity summarizes the Civil War and has your students analyze and identify problems and formulate resolutions! Students will examine and recognize the effects of the Civil War on the United States as whole, and start to think about how the nation will come together afterward - in the reconstruction era. Included in this resource: Close reading passage with scaffolding questions “The Civil War” Sum it Up! student-centered analysis activity (could be independent or in cooperative groups) - Identify problem(s) and formulate resolution(s) for each situation after the Civil War Application/Closing/Higher-Order Thinking Question Interactive notebook pages ★★ Please Note: I execute this lesson with my 8th grade students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did President Lincoln try to preserve the Union? This lesson and activity examines President Lincoln’s decision making and wartime actions taken during the Civil War. Students will analyze documents including primary source resources and political cartoons to determine how President Lincoln tried to preserve the Union. Included in this resource: Complete lesson plan Do Now document analysis questions - Horace Greeley’s “Prayer of Twenty Millions” Six “stations”/documents/resources with scaffolding questions corresponding to each Station #1: President Lincoln’s response letter to Horace Greeley Station #2: Photograph of President Lincoln on the battlefield of Antietam Station #3: Preliminary Emancipation Proclamation primary source excerpt and Lincoln writing the Emancipation Proclamation lithograph Station #4: Proclamation Suspending the Writ of Habeas Corpus primary source document and Debating Habeas Corpus: Atlas and Argus and the New York Times primary source documents Station #5: The Political Rail Splitter and the National Game political cartoons Station #6: Portraits of Mr. Lincoln - Mathew Brady’s 1860 portrait of Mr. Lincoln and the Lincoln Memorial Statue Graphic organizer to record conclusions and notes Application/Closing/Higher-Order Thinking Question - Think about the exhibits and documents you saw today analyzing Lincoln’s actions. After the Civil War, what do you believe will be America’s goals for the South? Group numbers ★ Please Note: I execute this lesson with my 9th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ★ This activity can be used during your Civil War unit or at the beginning of your Reconstruction unit. I tend to use it as the first lesson in my Reconstruction unit. ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did Lincoln’s plan for Reconstruction aim to restore the Union and promote equality for all citizens? This lesson and activity examines President Lincoln’s reconstruction plans - including the Ten Percent Plan - for the South after the Civil War. Students will analyze documents including primary source resources to determine how Lincoln planned to restore the Union and attempt equality for formerly enslaved persons. Included in this resource: Do Now primary source analysis and questions - Lincoln’s Second Inaugural Address Post-Civil War problems and solutions critical thinking activity - What solutions would you as President create based off of the following problems? Lincoln’s Plan for Reconstruction reading passage with scaffolding questions Proclamation of Amnesty and Reconstruction paraphrased draft reading with scaffolding questions Summing it up conclusions Application/Closing/Higher-Order Thinking Question - How did Lincoln plan to allow Southern states to rejoin the Union under his Ten Percent Plan? ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did Radical Republicans propose more rigorous plans for Reconstruction compared to President Lincoln’s more lenient approach? This lesson and activity examines the early Radical Republicans reconstruction plans - including the Wade-Davis Bill. Students will analyze documents including primary source resources to determine how the radical Republicans began to plan and favored a tougher and more extreme approach to Reconstruction. Included in this resource: Do Now primary source analysis and questions - Thaddeus Stevens’ 1867 speech to the House of Representatives Creating a Reconstruction Plan critical thinking activity - How would you rebuild the South and reunited the country? The Freedmen’s Bureau reading passage with scaffolding questions Starting a New Life photograph analysis with scaffolding questions Radical Republicans Begin to Plan reading passage with scaffolding questions Thaddeus Stevens reading passage with scaffolding questions Application/Closing/Higher-Order Thinking Question - What impact did the Radical Republicans’ early plans for Reconstruction have on the post-Civil War United States? ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why was Andrew Johnson’s Reconstruction plan criticized by Republican lawmakers? This lesson examines Andrew Johnson’s Reconstruction plan implemented after Lincoln’s assassination. Students will analyze documents including primary source resources to determine how Andrew Johnson’s plan was considered more lenient to Republicans than what they would’ve liked to implement. Included in this resource: Do Now prior knowledge assessment - comparing Lincoln’s Ten Percent Plan to the Wade-Davis Bill Lincoln’s assassination reading passage with scaffolding questions Lincoln’s assassination from a friend’s diary primary source document with scaffolding questions/graphic organizer Andrew Johnson’s Reconstruction Ideas reading passage with scaffolding questions/graphic organizer Application/Closing/Higher-Order Thinking Question - Why did Andrew Johnson’s leniency towards the South ultimately lead to more aggressive policies during Reconstruction? ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the differing approaches of Lincoln and Johnson to reconstruction reflect their contrasting views on the best way to reunite the country after the Civil War? This lesson examines Abraham Lincoln and Andrew Johnson’s Reconstruction plan. Students will review and examine both plans to best conclude which plan should be implemented by Congress. Included in this resource: Do Now prior knowledge assessment - What challenges and post-war problems does President Johnson face after Lincoln’s assassination? Lincoln and Johnson Reconstruction Plans reading passage with guided questions Comparing Presidential Reconstruction Plans Activity Students will become members of Congress as they analyze the pros and cons of each presidential reconstruction plan They will create two to three questions to ask either Lincoln’s or Johnson’s team After the team presentations, they will vote on the best plan Some students will be on either Lincoln or Johnson’s team as: President Lincoln or Johnson Public Relations Person Chief Speech Writer Press Secretary ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the Radical Republicans seek to ensure civil rights for African Americans during Reconstruction? This lesson and activity examines Congressional radical Republicans reconstruction plans. Students will examine documents and provisions of radical Republican plans and draw conclusions based on their analysis. Included in this resource: Do Now primary source analysis questions - Charles Sumner on Reconstruction in the South, 1866 Who were the Radical Republicans? reading passage with questions Remembering Dred Scott v. Sandford short reading passage critical thinking prediction question Congressional Reconstruction Legislation and Amendments Activity - Students will examine reconstruction plan documents and complete a graphic organizer with conclusions based off the guided questions (documents are tiered for different learning/reading levels) Wade Davis Bill 1864 Freedmen’s Bureau Acts 1865-1866 13th Amendment 1865 Civil Rights Act 1866 Reconstruction Acts 1867 14th Amendment 1868 Enforcement Act 1870 15th Amendment 1870 Civil Rights Act 1875 What is the historical context for this legislation? What events or social changes prompted its creation? What were the goals or intended effects of the legislation? What were the key provisions or requirements of this legislation? How effective was this legislation in achieving its goals? What were the historical consequences or impact of the legislation? Application/Closing/Higher-Order Thinking Question - How did Radical Reconstruction differ from earlier attempts to rebuild and reunite the country after the Civil War? ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the differing approaches of Johnson and Radical Republicans to reconstruction reflect their contrasting views on the best way to reunite the country after the Civil War? This lesson examines Andrew Johnson’s and Congressional Radical Republicans Reconstruction plans. Students will review and examine both plans to best conclude which plan should be implemented by Congress. Included in this resource: Do Now primary source photograph analysis with questions Johnson and Radical Republicans Reconstruction Plans reading passage with guided questions Comparing Reconstruction Plans Activity Students will become members of Congress as they analyze the pros and cons of each reconstruction plan They will create two to three questions to ask either Johnson’s or Republicans’ team After the team presentations, they will vote on the best plan Some students will be on either Johnson’s or Republicans’ team as: President Johnson or Senator Wade Public Relations Person Chief Speech Writer Press Secretary ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the passage of the Tenure of Office Act and impeachment of President Johnson shape the balance of power between the executive and legislative branches of the government during the Reconstruction era? This lesson examines the passage of the Tenure of Office Act by Congress and the subsequent impeachment of President Johnson. Students will analyze documents, including primary sources, to draw conclusions regarding the impartiality of the Johnson impeachment. Included in this resource: Do Now 1868 Thomas Nast political cartoon analysis questions The Tenure of Office Act primary source excerpt and reading passage with guided questions “Get your tickets here!” reading passage with critical thinking analysis question The Impeachment of Andrew Johnson reading passage with graphic organizer scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Design your own ticket to President Johnson’s impeachment trial. Be sure to include details including one article or reason for impeachment that was used by Congress and be creative! Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! If you run out of time in one class period, you can give the exit/application as homework! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the 13th amendment impact the lives of newly freed African Americans during the Reconstruction era? This lesson examines the background and passage of the 13th amendment and the impact it had on the lives of newly freed African Americans. Students will also critically think to conclude what rights or freedoms were not included in the 13th amendment. Included in this resource: Do Now - Section 1 of the 13th amendment primary source excerpt with scaffolding questions The Thirteenth Amendment reading passage with vocabulary and scaffolding questions Application/Closing/Higher-Order Thinking Assessment: What specific rights or protections did the 13th Amendment fail to provide for newly freed African Americans? Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why is the 14th Amendment considered a pivotal and transformative piece of legislation in American history? This lesson examines the background and passage of the 14th amendment and the impact it had on the lives of newly freed peoples. Students will examine the sections and provisions of the amendment and how due process played a key role in shaping the nation’s laws. They will critically think to conclude how the 14th amendment would shape the future of civil rights and equality in the U.S. Included in this resource: Do Now - Section 1 of the 14th amendment primary source excerpt with scaffolding questions The Fourteenth Amendment reading passage with vocabulary and scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How do you believe the 14th Amendment will continue to shape the future of civil rights and equality in the United States? Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why was the passage of the 15th Amendment considered a significant step towards addressing racial inequalities and expanding democratic participation in the United States? This lesson examines the background and passage of the 15th amendment and the impact it had on the lives of newly freed peoples. Students will examine the provisions of the amendment and how it granted African American men the right to vote, prohibiting the denial of suffrage based on race, color, or previous servitude. They will critically think to conclude how the 15th amendment aimed to ensure equal access to the democratic process and combat the discriminatory voting practices prevalent during that time. Included in this resource: Do Now - Section 1 of the 15th amendment primary source excerpt with scaffolding questions The Fifteenth Amendment reading passage with vocabulary and scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Why has the 15th Amendment had a lasting impact on the advancement of civil rights and the promotion of equal voting rights in the United States? Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the enfranchisement of African Americans play a significant role in the outcome of the election of 1868? This lesson examines the background and outcome of the presidential election of 1868. Students will examine the electoral map and background of the election analyzing reading passes and answering scaffolding questions. They will critically think to conclude how the African American vote significantly influenced the outcome of the election. Included in this resource: Do Now - Election of 1868 electoral map analysis questions Election of 1868 reading passage with graphic organizer scaffolding questions Ulysses S. Grant Election of 1868 perspective with scaffolding questions Horatio Seymour Election of 1868 perspective with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the significant participation of African American voters in the election of 1868 influence the outcome and contribute to the advancement of Reconstruction and civil rights in the United States? Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the presence of carpetbaggers and scalawags during Reconstruction impact the political, economic, and social transformation of the South? This lesson examines the definition, background and effects of carpetbaggers and scalawags on the South during Reconstruction. Students will examine political cartoons and analyze documents to conclude how carpetbaggers and scalawags lived and how they played a complex role. They will critically think to conclude how carpetbaggers and scalawags helped shape the path and long-term expectations of the Reconstruction era. Included in this resource: Do Now - “The Man with the Carpet Bags” by Thomas Nast political cartoon analysis questions Carpetbaggers reading passage with graphic organizer scaffolding questions Carpetbagger perspective with scaffolding questions Scalawags reading passage with graphic organizer scaffolding questions James Lusk Alcorn/Scalawag perspective with scaffolding questions Who was Thomas Nast? short reading passage with three scaffolding questions “The Strong Government 1869-1877” political cartoon with analysis questions Social, Political, and Economic Influence of Carpetbaggers and Scalawags reading passage Carpetbaggers and Scalawags Venn diagram Application/Closing/Higher-Order Thinking Assessment: How did the involvement of carpetbaggers and scalawags during Reconstruction shape the path and long-term expectations of the Reconstruction era, and what were the consequences for the future of the South? Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did formerly enslaved people strive to achieve social equality? This lesson examines the realities of Reconstruction including sharecropping, the violence of the KKK, and differing viewpoints on education. Students will evaluate documents to conclude how sharecropping played a complex role in shaping the lives of formerly enslaved peoples. They will critically think to conclude if or how the experiences of the formerly enslaved, including their challenges and aspirations, shaped the path toward a more equitable future in the United States. Included in this resource: Do Now - “The First Vote” by Harper’s Weekly political cartoon analysis questions Reconstruction Realities: Sharecropping, the KKK, Hiram Revels, and Education Perspectives reading passage with scaffolding questions Exploring Sharecropping reading passage and definitions Exploring Sharecropping: An Agreement activity which includes: an agreement/contract Sharecropping outcomes dice roll game/simulation Ku Klux Klan reading passage and scaffolding questions Booker T. Washington perspective with scaffolding questions W.E.B DuBois perspective with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the experiences of the formerly enslaved, including their challenges and aspirations during Reconstruction, shape the path toward a more equitable future in the United States? Answer key for teachers ***cut out the colored cards in the document (landowner/sharecropper cards) to distribute to your students in their groups ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the sharecropping system during Reconstruction impact the economic and social status of formerly enslaved individuals and their descendants? This activity examines the realities of the sharecropping system. Students will evaluate documents to conclude how sharecropping played a complex role in shaping the lives of formerly enslaved peoples. They will critically think to conclude if or how the experiences of the formerly enslaved, including their challenges and aspirations, shaped the path toward a more equitable future in the United States. Included in this resource: Exploring Sharecropping reading passage and definitions Exploring Sharecropping: An Agreement activity which includes: an agreement/contract Sharecropping outcomes dice roll game/simulation Answer key for teachers ***cut out the colored cards in the document (landowner/sharecropper cards) to distribute to your students in their groups ★ Please Note: I execute this activity with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the Ku Klux Klan resort to violence and terror as a means to achieve their goals during the Reconstruction era? This activity examines the realities of the violence of the KKK. Students will analyze the reading passage and answer the corresponding scaffolding questions. Included in this resource: Violence of the Ku Klux Klan (KKK) reading passage with scaffolding questions Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! This activity is also included in the full Reconstruction Realities lesson plan found here: Sharecropping, Education Viewpoints, Life for the formerly enslaved ASSL ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did Booker T. Washington and W.E.B. Du Bois have differing viewpoints on the approach to African American education during the Reconstruction era, and how did these differences influence their respective visions for racial progress in the United States? This activity examines the realities of differing viewpoints on education. Students will analyze the viewpoints of Booker T. Washington and W.E.B. DuBois and answer corresponding scaffolding questions. Included in this resource: Booker T. Washington perspective with scaffolding questions W.E.B DuBois perspective with scaffolding questions Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why was the election of 1872 significant in shaping the United States’ path towards national reconciliation and the subsequent passage of the Amnesty Act? This lesson and activity examines the election of 1872 and how amnesty granted to southern voters affected the outcome of the election. Students will analyze the viewpoints of Grant and Greeley and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - 1872 electoral map analysis questions The Election of 1872 and the Amnesty Act reading passage with scaffolding questions Ulysses S. Grant election perspective with scaffolding questions Horace Greeley election perspective with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the election of 1872 and the subsequent Amnesty Act impact the United States’ path toward national reconciliation and the post-Civil War era’s policies? Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.