Reconstruction PSA
Monday, July 15
Lesson Focus:
What were the goals of
Reconstruction?
Part I: Hook
Historical Thinking Skills Questions
1. What type of primary source is this? (sourcing)
2. When and where did it appear?
(contextualizing)
3. Who is the artist? (sourcing)
4. What figures/images stand out to you? (close
reading)
5. What is the message of the text and image?
(sourcing)
6. Who was the audience? (contextualizing)
7. What were the major issues in the United
States at the time this image appeared?
(contextualizing)
Part II: Section Image Analysis
1.
Flip over your
handouts and find
what image you
will be analyzing in
groups.
1.
Each group will be
receiving a larger
image to analyze.
Group A: 4 members
Group B: 3 members
Group C: 3 members
Group D: 3 members
Group E: 3 members
Group F: 3 members
Group G: 3 members
Group H: 4 members
Group I: 4 members
SECTION A
Section A
Section A
Section A
Historical Thinking Skills Questions
1. What images stand out to you? (close
reading)
2. What text stands out to you? (close
reading)
3. What is the artist’s message? (sourcing)
4. Who is the audience? (contextualizing)
SECTION B
Section B
Section B
Historical Thinking Skills Questions
1. What images stand out to you? (close
reading)
2. What text stands out to you? (close
reading)
3. What is the artist’s message? (sourcing)
4. Who is the audience? (contextualizing)
SECTION C
Section C
Section C
Historical Thinking Skills Questions
1. What images stand out to you? (close
reading)
2. What text stands out to you? (close
reading)
3. What is the artist’s message? (sourcing)
4. Who is the audience? (contextualizing)
SECTION D
Section D
Section D
Historical Thinking Skills Questions
1. What images stand out to you? (close
reading)
2. What text stands out to you? (close
reading)
3. What is the artist’s message? (sourcing)
4. Who is the audience? (contextualizing)
SECTION E
Section E
Section E
Historical Thinking Skills Questions
1. What images stand out to you? (close reading)
2. What text stands out to you? (close reading)
3. What is the artist’s message? (sourcing)
4. Who is the audience? (contextualizing)
SECTION F
Section F
Section F
Historical Thinking Skills Questions
1. What images stand out to you? (close reading)
2. What text stands out to you? (close reading)
3. What is the artist’s message? (sourcing)
4. Who is the audience? (contextualizing)
SECTION G
Section G
Section G
Historical Thinking Skills Questions
1. What images stand out to you? (close
reading)
2. What text stands out to you? (close
reading)
3. What is the artist’s message? (sourcing)
4. Who is the audience? (contextualizing)
SECTION H
Section H
Section H
Historical Thinking Skills Questions
1. What images stand out to you? (close reading)
2. What text stands out to you? (close reading)
3. What is the artist’s message? (sourcing)
4. Who is the audience? (contextualizing)
SECTION I
Section I
Section I
Section I
Section I
Historical Thinking Skills Questions
1. What images stand out to you? (close reading)
2. What text stands out to you? (close reading)
3. What is the artist’s message? (sourcing)
4. Who is the audience? (contextualizing)
Part III: Complete Image Analysis
As a whole class, put together
your picture pieces to create a
complete image.
Title: Reconstruction / eng. by J.L. Giles, N.Y. ; printed by F[rancis] Ratellier, 171 Broadway, N.Y.
Creator(s): Giles, J. L. (John Lawrence), lithographer
Date Created/Published: [New York : s.n.], c1867.
Part III: Complete Image
1. Seeing the whole image complete,
a. What images stand out to you? (close reading)
a. What is the artist’s message? (sourcing)
a. Who is the audience? (contextualizing)
a. What was the objective of the artist in creating
this image? (sourcing)
Part IV: Corroborating
Part IV: Corroborating
1. How do the two images provide evidence of
Radical Reconstruction’s goals?
2. Were these goals achieved by
Reconstruction? Why or why not?
Follow-up: Why did Reconstruction fail?
• Political cartoons from the era of Reconstruction
can also provide us insights into why Radical
Reconstruction failed to achieve its goals.
• With your group, examine the image provided to
you and work together to identify:
*What evidence does the cartoon provide for
Reconstruction’s failure?
*What historical perspective does it
represent?
Whose perspective does this cartoon represent?
Links:
• “Uncle Sam’s Thanksgiving Dinner,” Harper’s
Weekly, November 20, 1869.
http://cartoons.osu.edu/nast/uncle_sam.htm
• Bateman’s “National Picture” Zoomable
Image. http://www.knowla.org/image.php?rec=1027
• “Worse Than Slavery,” Harper’s Weekly,
October 24, 1874.
http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm
More Links:
• “The ‘Strong’ Government & The ‘Weak’
Government,” Puck, 1880.
http://primarysourcenexus.org/2011/11/featured-image-strong-weakgovernment/
• “For the Sunny South,” Puck, 1913.
http://www.loc.gov/pictures/item/2002720354/
• “Murder of Louisiana Sacrificed on the Altar
of Radicalism,” Harper’s Weekly, 1871.
http://loc.harpweek.com/LCPoliticalCartoons/DisplayCartoonMediu
m.asp?MaxID=26&UniqueID=1&Year=1871&YearMark=1871