Weber
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 Take out your storyboard projects.
 1. What is the theme of your film in one sentence?
 2. Why did you choose this set of images?
 3. What was the most interesting/important/valuable
thing you learned through this project?
 You will have 3-5 minutes to pitch your movie to the
class and to teach us about your images.
 Take a moment to prepare your presentation.
 Activator, agenda, and objective (10 minutes)
 Civil War storyboard presentations (45 minutes)
 The grant synthesis (15 minutes)
 Ch. 15 Reconstruction overview notes (30 minutes)
 Eric Foner video clips (15 minutes)
 Images from Reconstruction visual tour (15 minutes)
 Independent reading (time remaining)
 Exit ticket and homework (5 minutes)
 AP Topic #12: Reconstruction
 Presidential and Radical Reconstruction
 Southern state governments: aspirations, achievements,
failures
 Role of African Americans in politics, education, and the
economy
 Compromise of 1877
 Impact of Reconstruction
 You have 3-5 minutes each.
 Explain the film you would make on the Civil War and
your rationale for each of the images you selected to
represent your scenes.
 Teach us the important facts about the Civil War you
learned through completing the project.
 Class is expected to take detailed notes on each
presentation.
 In your projects you made a storyboard with a series of
images representing the scenes in your film.
 Now, take each presentation to represent a scene in a
larger film.
 Write a synthesis that describes in your own words
what that movie would look like, including supporting
details from each of the presentations.
 1. What did Fredrick Douglass mean when the insisted
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that “slavery is not abolished until the black man has
the ballot.”
2. What explains the split of the women’s movement
into two separate national organizations?
3. What meanings of freedom were most important to
the freed slaves?
4. What were the arguments for and against land
distribution for the freed slaves?
5. Why was Reconstruction brought to an end in 1877?
 The chapter begins with Special Field Order 15: “40 acres
and a mule” for freedmen issues by gen. Sherman.
 It explores what freedom meant and how white American
society responded to emancipation.
 Land ownership became a major issues as Black people
were essentially denied free access to land.
 Reconstruction politics included three different
approaches toward the South:
 Andrew Johnson’s plan was too lenient on the South
 Lincoln’s Ten Percent Plan was moderate
 The Radical Republican’s plan led by Thaddeus Stevens was
truly ground breaking (“Radical Reconstruction”).
 Andrew Johnson pardoned many ex-Confederates and the
South implemented Black Codes.
 The Radical Republicans in Congress fought back with the
Civil Rights Act of 1866, the 14th Amendment, and the
Military Reconstruction Act.
 Johnson didn’t want to let it happen and was impeached by
the House (but avoided being removed from office by the
Senate).
 The 15th Amendment was the completion of the agenda for
Radical Reconstruction, but split the feminist movement
because it failed to give the vote to women.
 Elizabeth Cady Stanton’s frustration over the 15th Amendment
is shown in her writing chastising abolitionist Gerrit Smith
for refusing to sign the women’s suffrage petition.
 Reconstruction shaped Southern politics as African
Americans help over 2,000 political offices.
 Many white Southerners, however, felt threatened by Black
suffrage, and the KKK began a campaign of reactionary
white racism consisting or terror and violence.
 After the Klan was outlawed through the efforts of
President Grant, the South began to take matters into their
own hands and began a campaign to “redeem” the South
from the perceived corruption, misgovernment, and
combined Northern and Black control.
 Reconstruction ended in 1877, after a compromise was
made between Republicans and Democrats on the
presidential election of 1876.
 15 week progress reports came out today.
 1. What are you most proud of in terms of your work in
this class?
 2. Are you happy with how you are doing?
 3. What specific things can you do to improve your
understanding of the material, potential to excel on the
AP exam, and your grade in the class?
 4. What feedback do you have for me about what works
well for you and what does not work so well in terms of
your learning style and my teaching style?
 Activator, agenda, and objective (10 minutes)
 Literacy test (10 minutes)
 Reconstruction slideshow (30 minutes)
 Reconstruction group reading (30-45 minutes)
 Midterm exam: study guide (time remaining)
 Exit ticket and homework (5 minutes)
 Dr. Chau has found a literacy test that he thinks will be
a measure of success in college as well as overall
intelligence.
 He has asked that all Juniors take it before they are
allowed to apply for colleges in order to help the
counselors match you all with the right schools.
 It is timed and you only have 10 minutes.
 Good luck!
 Tests like this were used to disenfranchise African
American voters in the South after Reconstruction.
 The one you just took is a Louisiana literacy test which
you had to pass in order to vote.
 Literacy tests were used to deny citizens of their 15th
amendment right all the way up until the 1960s!