Reconstruction

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Reconstruction

• By Alan Russell
• Doug Day

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Class

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

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StrandsTitle Page

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

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History

• Students will be able to
• Recognize the Presidents Lincoln, Johnson,
  Grant, and Hayes
• Recognize the Reconstruction plans Lincolns Ten
  Percent Plan, Johnsons Reconstruction Plan, and
  Congresss Reconstruction Plan
• Recognize the Amendments 13th, 14th, 15th
• Understand how the US reconnected the South to
  the North following the Civil War

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History Activities

• Lecture On Reconstruction
• Worksheet Facts on Presidents Lincoln, Johnson,
  Grant and Hayes
• Video On Andrew Johnsons impeachment
• Recreate Andrew Johnsons Impeachment with the
  class by role playing

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History Activities continued

• Discussion On Lincolns Reconstruction,
  Johnsons Reconstruction and Congresss
  Reconstruction
• Test the students over the material

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People and Societies
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People and Societies

• Students will be able to
• Understand the life of free blacks during
  Reconstruction
• Education
• Making a living
• Raising children

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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

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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

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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

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

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

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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

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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

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Economics
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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

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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
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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

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Government
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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.

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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
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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.

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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.
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Citizenship Rights and Responsibilities
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Citizenship Rights and Responsibilities

• Students will be able to . . .
• Analyze the period of Reconstruction as a period
  when individual rights of African Americans 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

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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.
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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.

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Social Studies Skills and Methods
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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.

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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.

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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.

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Science, Technology, and Society
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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.

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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.

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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.

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Websites
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Websites

• http//www.americanpresidents.org/presidents/years
  chedule.asp
• http//www.civilwarhome.com/timeline.htm
• http//www.pbs.org/wgbh/amex/reconstruction/tguide
  /index.htmlecon
• http//www.pbs.org/civilwar/war/map1.html
• http//www.pbs.org/wgbh/amex/reconstruction/nast/i
  ndex.html

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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/reconstru
  ction/index.cfm
• http//lsm.crt.state.la.us/cabildo/cab11.htm
• http//www.oberlin.edu/history/GJK/H263S06/Default
  .html

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