Reconstruction

1. Reconstruction By Alan Russell Doug Day

2. Class • 10th Grade American History class 1865-present. • Public suburb school system • Class population: 165 • Individual class size: 25-30 • Classes per day: 6

3. StrandsTitle Page • History • People and Societies • Geography • Economics • Government • Citizenship Rights and Responsibilities • Social Studies Skills and Methods • Science, Technology, and Society • Websites

4. History • Students will be able to… • Recognize the Presidents: Lincoln, Johnson, Grant, and Hayes • Recognize the Reconstruction plans: Lincoln’s Ten Percent Plan, Johnson’s Reconstruction Plan, and Congress’s Reconstruction Plan • Recognize the Amendments: 13th, 14th, & 15th • Understand how the US reconnected the South to the North following the Civil War

5. History Activities • Lecture – On Reconstruction • Worksheet – Facts on Presidents Lincoln, Johnson, Grant and Hayes • Video – On Andrew Johnson’s impeachment • Recreate Andrew Johnson’s Impeachment with the class by role playing

6. History Activities continued… • Discussion – On Lincoln’s Reconstruction, Johnson’s Reconstruction and Congress’s Reconstruction • Test the students over the material Stands/Title Page People and Societies

7. People and Societies • Student’s will be able to… • Understand the life of free blacks during Reconstruction • Education • Making a living • Raising children

8. Continued… • Understand the life of Southern whites during Reconstruction • Scalawags • Ex-Confederate Soldiers and Government officials • Understand the life of Northerns during Reconstruction • Carpetbaggers • Ex-Union Soldiers

9. People and Societies Activities • Lecture – On Black life in South during Reconstruction: Education, Blacks in Congress, Black Colleges • Project – Have students pick a black college, write a report on it and then present it to the class • Primary documents – From leading Southern Blacks, ex-Confederates, Southern Whigs/Unionist, Carpetbaggers, and Scalawags

10. People and Societies Activities continued… • Paper – have students pick a southern view point (Southern Blacks, ex-Confederates, Southern Whigs/Unionist, Carpetbaggers, and Scalawags ) and write a paper stating how they would reconstruct the south • Debate – have the students, using their papers, debate in class how the South should be reconstructed Stands/Title Page Geography

11. Geography • Students will be able to… • Recognize the Confederate States Virginia, South Carolina, North Carolina, Georgia, Florida, Alabama, Mississippi, Tennessee, Louisiana, Arkansas, and Texas

12. Continued… • Locate the final battle places • Lee Surrenders at Appomattox • Mobile, Alabama • Johnston surrenders to Sherman in Greensborough, North Carolina

13. Geography Activities • Map – Give students a map of the Confederate States, go over each state, and where the Confederates surrendered • Quiz – Give students a blank map of the Confederate states, make them label the states and mark, approximately, where the Confederates surrendered • Discuss Union held territories in Confederate states

14. Geography Activities continued.. • Discussion – About the territory where the Emancipation Proclamation actually freed slaves • Work sheet – Have students look up state capitals and other state facts for the Confederate states Stands/Title Page Economics

15. Economics • Students will be able to… • Understand the rebuilding process for southern plantation owners • Understand the rebuilding process for freed blacks, particularly the forty acres and a mule idea • Understand how the North profited from re-unionization

16. Economic Activities • Lecture – Dealing with Plantations, forty acres and a mule deal, Purchasing Alaska, Government Grants • Work sheet – Covering Alaskan purchase Role Play – Have students role play as Northern business owners and have them write a report on how they would help rebuild the South and make a profit

17. Economic Activities continued… • Role Play – Have the student make a budget pretending to be a freed black • Debate – Have the students debate what they feel most effectively help rejuvenate the South Stands/Title Page Government

18. Government • Students will be able to . . . • Examine the United States’ Constitution as a living document by analyzing its evolution through the 13th, 14th, and 15th amendments. • Understand how these three amendments affected Blacks in the Southern States. • Understand how ineffective the government was in securing civil rights in the South.

19. Government Activities • Lecture – covering the adoption of the 13th – 15th amendments by the federal government and how these went largely ignored and not enforced by state governments in the south. • Video – Students will watch a History Channel video covering the “Radical Republicans” in Congress during Reconstruction. Frank Blair Radical Republican

20. Government Activities (continued) • Students will read the Emancipation Proclamation and the 13th amendment, conduct historical research on the significance of the two documents, and write a two page paper comparing the effects of both. • Debate/Role play – Students will choose to be either a Congressmen from a Northern or Southern State and discuss the issue of civil rights during reconstruction.

21. Government Activities (continued) • Paper – Students will chose one Black Congressman from the era of Reconstruction and write a three page paper on the subject. John R. Lynch U.S. Congressman from Mississippi during Reconstruction. Stands/Title Page Citizenship Rights and Responsibilities

22. Citizenship Rights and Responsibilities • Students will be able to . . . • Analyze the period of Reconstruction as a period when individual rights of African American’s in the South were restricted. • Describe ways government policy has been shaped by political parties and public opinion in regards to how rights of Blacks were suspended in the South due to the opinion of Southern Whites

23. Citizenship Rights and Responsibilities Activities • Students will write a three page paper comparing and contrasting the 15th amendment to the Voting Rights Acts of 1964 and 1965 with emphasis on the impact of Black voters in the South. • Lecture – Discussing the evolution of public education becoming a right of the citizens of this nation with special emphasis on the public education movement in the South following the Civil War. African American enjoying public education during Reconstruction.

24. Citizenship Rights and Responsibilities Activities (continued) • Timeline – Students will construct a timeline explaining when and how different groups obtained suffrage in the U.S. • Students will complete problems 1-15 on page 233 in their textbooks. • Quiz – Students will be quizzed on their knowledge of rights of citizens currently as compared to the rights of citizens during the Reconstruction era. Stands/Title Page Social Studies Skills and Methods

25. Social Studies Skills and Methods • Students will be able to . . . • Examine the credibility of sources with special attention given to possible bias or stereotypes. • Analyze and interpret cartoons depicting issues during Reconstruction. • Collect data on racial violence in the South following the Civil War.

26. Social Studies Skills and Methods Activities • Worksheet – Students will complete a worksheet allowing them to analyze political cartoons dealing with racial violence in the South. • Students will research and collect reliable data and write a research paper on a Black legislator from the Reconstruction era.

27. Social Studies Skills and Methods Activities (continue) • Activity – In groups students will compare and contrast the opinions of a Northern carpetbagger and a Southern scalawag in an open discussion. • Video – Students will watch a video and then debate the degree of bias presented in the video. • Test – Students will be tested on their ability to interpret writings on Reconstruction. Stands/Title Page Science, Technology, and Society

28. Science, Technology, and Society • Students will use the internet to obtain pictures and cartoons of the Reconstruction Era. • Students will sort through internet information researching sources testing for reliability.

29. Science, Technology, and Society activities • In Groups students will construct a 10 slide PowerPoint presentation on any subject in Chapter 9. • Test – Students will be tested on the reliability and validity of internet sources. • Group work – In Groups students will use an interactive encyclopedia to complete a worksheet.

30. Science, Technology, and Society activities (continued) • Lecture – Using PowerPoint, Students will view a pictorial history of Reconstruction. • Students will complete an interactive, internet map of the South. Stands/Title Page Websites

31. Websites • http://www.americanpresidents.org/presidents/yearschedule.asp • http://www.civilwarhome.com/timeline.htm • http://www.pbs.org/wgbh/amex/reconstruction/tguide/index.html#econ • http://www.pbs.org/civilwar/war/map1.html • http://www.pbs.org/wgbh/amex/reconstruction/nast/index.html

32. Websites continued • http://www.nps.gov/archive/malu/documents/amend13.htm • http://en.wikipedia.org/wiki/Jim_Crow_laws • http://www.digitalhistory.uh.edu/modules/reconstruction/index.cfm • http://lsm.crt.state.la.us/cabildo/cab11.htm • http://www.oberlin.edu/history/GJK/H263S06/Default.html Stands/Title Page