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							Reconstruction

  By Alan Russell
     Doug Day
             Class

• 10th Grade American History class
  1865-present.
• Public suburb school system
• Class population: 165
• Individual class size: 25-30
• Classes per day: 6
               Strands
              Title Page
•   History
•   People and Societies
•   Geography
•   Economics
•   Government
•   Citizenship Rights and Responsibilities
•   Social Studies Skills and Methods
•   Science, Technology, and Society
•   Websites
               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
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
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
 People and Societies

• Student’s will be able to…
  – Understand the life of free blacks
    during Reconstruction
    • Education
    • Making a living
    • Raising children
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
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
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
           Geography
Students will be able to…
    Recognize the Confederate States
                            Virginia, South
                            Carolina, North
                            Carolina,
                            Georgia, Florida,
                            Alabama,
                            Mississippi,
                            Tennessee,
                            Louisiana,
                            Arkansas, and
                            Texas
      Continued…

–Locate the final battle places
  • Lee Surrenders at Appomattox
  • Mobile, Alabama
  • Johnston surrenders to Sherman
    in Greensborough, North
    Carolina
  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
    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
           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
   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
       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
        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.
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
Frank Blair the “Radical Republicans” in
Radical      Congress during
Republican Reconstruction.
   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.
  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
   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
  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.
      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
  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.
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.
     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
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.
 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.
 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
              Websites

• http://www.americanpresidents.org/preside
  nts/yearschedule.asp
• http://www.civilwarhome.com/timeline.htm
• http://www.pbs.org/wgbh/amex/reconstruct
  ion/tguide/index.html#econ
• http://www.pbs.org/civilwar/war/map1.html
• http://www.pbs.org/wgbh/amex/reconstruct
  ion/nast/index.html
       Websites continued

• http://www.nps.gov/archive/malu/documen
  ts/amend13.htm
• http://en.wikipedia.org/wiki/Jim_Crow_laws
• http://www.digitalhistory.uh.edu/modules/r
  econstruction/index.cfm
• http://lsm.crt.state.la.us/cabildo/cab11.htm
• http://www.oberlin.edu/history/GJK/H263S
  06/Default.html
                        Stands/Title Page