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Reeling from Reconstruction

Introduction Task Resources Process Evaluation Conclusion Ohio Standards Citations Teacher Notes. A WebQuest for 8th Grade (Social Studies) Designed by – Erin L. Schneider eschneider@bgcs.k12.oh.us EDTL 695 - Summer 2008 Creating WebQuests for the K-12 Classroom

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Reeling from Reconstruction

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  1. Introduction Task Resources Process Evaluation Conclusion Ohio Standards Citations Teacher Notes A WebQuest for 8th Grade (Social Studies) Designed by – Erin L. Schneider eschneider@bgcs.k12.oh.us EDTL 695 - Summer 2008 Creating WebQuests for the K-12 Classroom Based on a template from The WebQuest Page Reeling from Reconstruction

  2. Next Introduction • Finally!!! A cool field trip, Washington D.C.! Of course, now, Mrs. Schneider has insisted that we go to some old theatre… Ford’s Theatre or something. What’s the big deal? Why can’t we just have free time? We arrive in the evening. Shortly after we arrive we hear a round of applause, some laughing, and a loud BANG!! What the heck? Where are we….1865??!!

  3. Vocabulary • Ford’s Theatreis where President Lincoln was watching the play, Our American Cousin, when he was shot on April 14, 1865, less than ten days after the end of the Civil War. • Freedmen-African Americans who were no longer slaves after the war ended. • Sharecropping-A job many new Freedmen took working the fields. They weren’t paid in money, but food instead. • Ku Klux Klan-A group of southern conservatives. They used violence and intimidation to scare Freedmen and whites who supported them. • Black Codes-Laws passed in southern states to limit the rights of Freedmen process

  4. Next Task • You’re right! It is 1865, you have just heard the shot from the gun of Lincoln’s assassinator. The Civil War is over and Reconstruction has begun. The fighting has ended…or has it? • Eventually your assigned group of three will be creating a 4th (three were actually added) Constitutional amendment to be passed during Reconstruction. As you are working focus on this question, “Could Reconstruction have been more beneficial? If so, why? If not, why”? The roles will be Presidential Pro, King/Queen of unfair, and Freedmen Specialist.

  5. Next Resources • Social Studies Textbook • Writing Utensil • Headset/Ear buds • Microphone(s) • Computer lab • Presentation Supplies if Necessary • Poster board, markers, etc…

  6. Next Process (page 1) • First: Meet with your assigned group of three and assign your roles. • The person with the earliest birthday in the year will be the Presidential Pro. The Second birthday will be the King/Queen of Unfair, and the latest birthday will be the Freedmen Specialist. • Second: Read through the rubric. • Third: Read the whole process. To Process pg. 2

  7. Next Process (page 2) • Fourth: Break into individual groups and begin the directions posted for your role. Be neat and detailed in your note taking. • Fifth: Report back together and share one by one what you found. Freedmen Specialist, you go first! • Sixth: Begin your final project! process

  8. Next Process: Final Project • You’re almost there!! ☻ For your final project you will be writing a new amendment to be added to the Constitution during Reconstruction. It cannot be similar to the ones actually added (Freedmen Specialist—fill them in!) process

  9. Next Presidential Pro (page 1) • You are the Presidential Pro. It is your job to analyze Reconstruction using Abraham Lincoln’s Assassination, the fight for control of Reconstruction, and the problems with Andrew Johnson’s Presidency. • Topic 1: Describe Lincoln’s Assassination. • Who was involved? Give specific details. • How was it carried out? Describe. • How did the nation react? Describe. • Topic 2: Describe the debates and individual plans of Reconstruction. • Which plan was eventually used. Why? • What were the major arguments over? Describe. • How was Andrew Johnson viewed by Congress? Explain. process

  10. Presidential Pro (Page 2) • First watch the Reconstruction Video using your headset or ear buds. • Then use your textbooks and the following sites (as well as sites under “Citations”). • Reconstruction Q & As • Myths of Reconstruction • Lincoln Timeline • Lincoln Assassination photographs • Fill out the worksheet (type or print and write) to record your information for your group. process

  11. Next King/Queen of Unfair (page 1) • You are the King/Queen of Unfair. It is your job to analyze Reconstruction by studying the sharecropping cycle, Ku Klux Klan (KKK), and the enactment of black codes. • Topic 1: Explain sharecropping • Show how it is a cycle of poverty • How was sharecropping unfair? • How did sharecropping affect the people involved? • Topic 2: Explain how the Ku Klux Klan (KKK) and Black codes were related. • Why was the KKK formed? • Give several examples of black codes. Why were they passed? • How did Black Codes and the KKK affect people? process

  12. King/Queen of Unfair (page 2) • First watch the Reconstruction Video using your headset or ear buds. • Then use your textbooks and the following sites (as well as sites under “Citations”) • Reconstruction Q & As • Myths of Reconstruction • Sharecropping Cycle • Sharecropping • Racist Comments • Sharecropping Contract • Fill out the worksheet (type or print and write) to record your information for your group. process

  13. Next Freedmen Specialist (page 1) • You are the Freedmen Specialist. It is your job to analyze Reconstruction by studying the attempts to protect the rights of and enhance opportunities for the freedmen, including the basic parts of the 13th, 14th, and 15th Amendments to the U.S. Constitution. • Topic 1: Describe the three Amendments added to Constitution • What did each Amendment state? • Who was given power? Who was losing it? • Topic 2: Explain the importance of the Freedmen’s Bureau • What did the Freedmen’s Bureau do? Give details. • Who did the Freedmen’s Bureau involve? Explain process

  14. Freedmen Specialist (page 2) • First watch the Reconstruction Video using your headset or ear buds. • Then use your textbooks and the following sites (as well as sites under “Citations”) • Reconstruction Q & As • Myths of Reconstruction • Civil Rights • Reconstruction Amendments • Teacher for Freedmen's Bureau • Fill out the worksheet (type or print and write) to record your information for your group. process

  15. Next Evaluation • Please be sure to consult the rubric prior to beginning your work and throughout the web quest. process

  16. Next Conclusion • Wow! Did we fall asleep? Was that a dream? Either way, it’s better than sitting in a desk! • Congratulations, you've gotten down the idea of Reconstruction! You know what it involved, you made a judgment regarding whether or not it was beneficial, and you made a suggestion for changing Reconstruction.

  17. Next 8th Grade Ohio Social Studies Standards & Indicators • Analyze the consequences of Reconstruction with emphasis on: a. President Lincoln's assassination and the ensuing struggle for control of Reconstruction, including the impeachment of President Andrew Johnson; b. Attempts to protect the rights of and enhance opportunities for the freedmen, including the basic provisions of the 13th, 14th, and 15th Amendments to the U.S. Constitution; c. The Ku Klux Klan and the enactment of black codes. • Taken from Ohio Department of Education Content Standards, History Strand 8th grade

  18. Next Teacher Notes • This is written for 8th grade social studies students • The WebQuest is written primarily as an introduction to Reconstruction but it would be helpful for the students to be familiar with the concept of Reconstruction. • Each student should come away from the web quest with a deeper understanding of the highlights of Reconstruction. As well as realizing that Reconstruction was not as positive as it could have been. Finally, students will propose a new amendment that could/should have been added during Reconstruction.

  19. Next Citations References Access to learning. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/schools/index.html Access to learning: primary sources. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/schools/ps_highgate.html Black legislatures. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/activism/sf_rights.html Evans, C. Lincoln assassination: timeline. (n.d.) Retrieved June 13, 2008, from Lincoln Papers Web site: http://memory.loc.gov/ammem/alhtml/alrtime.html Forty acres and a mule. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/40acres/sf_violence.html Forty acres and a mule: primary source. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/40acres/ps_delany.html

  20. Next Citations continued • Lincoln assassination: introduction. (n.d.) Retrieved June 13, 2008, from the • Abraham Lincoln Papers Web site: http://memory.loc.gov/ammem/alhtml/alrintr.html • Lincoln assassination: gallery. (n.d.) Retrieved June 13, 2008, from the Lincoln Papers Web site: • http://memory.loc.gov/ammem/alhtml/alrgall.html • The negro question. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: • http://www.pbs.org/wgbh/amex/reconstruction/nast/sf_nast.html • Pearson Education, Inc. (2008). Exploring the sharecropping cycle. Retrieved June 13, 2008, • from the http://phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode • &wcprefix=myp&wcsuffix=5127 • Pearson Education, Inc. (2008). Map master. Retrieved June 13, 2008, from http://phschool.com/ • webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=myp&wcsuffix=5123 • Plantations in ruins: primary sources. (2003, December 19). Retrieved June 13, 2008, from the • PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/plantation/ps_stone.html

  21. Next Citations continued Plantations in ruins. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/plantation/sf_myths.html Plantations in ruins: primary sources drama of fierce revenge. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/ plantation/ps_dixon.html to sharecropper. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/sharecrop/sf_economy.html Slave to sharecropper: primary sources. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/schools/ps_highgate.html State by state. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/states/sf_timeline.html Voice thread (2008). Retrieved June 14, 2008, from the Voice thread Web site: http://voicethread.com/#home Watch the program. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/program/index.html

  22. Citations Continued What links the 13th 14th 15th amendments of the constitution. (n.d.) Retrieved June 13, 2008, from the WikiAnswers Web site: http://wiki.answers.com/Q/What links_the_13th_14th_15th_amendments_of_the_constitution White men unite. (2003, December 19). Retrieved June 13, 2008, from the PBS Web site: http://www.pbs.org/wgbh/amex/reconstruction/kkk/sf_klan.html

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