TEACHER:
FRAME THE LESSON
Early Reconstruction
CLASS: 8th Grade
DATE: April 11-12
M T W TH F
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration
of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early
republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe
their causes and effect
8B: explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War,
including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation
Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln
9C: explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups
12D: analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S.
history
16B: describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States
22A: analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John
U.S. History Textbook
Colonization through
Reconstruction
(p. 562-568)
Interactive Reading
Notepad (p. 562)
Online Editable
Presentation (p. 562)
Online Start Up
Activity (p. 562)
Online Interactive
Before and After: The
Downfall of the
Southern Economy
(p.562)
Online Interactive
Gallery: Lincoln and
Reconstruction (p. 566)
Marshall, and Abraham Lincoln
Digital Activity: Events
that Affected
reconstruction (p. 568)
Objective/Key Understanding:



Digital Lesson Quiz:
(p. 568)
Describe the nation’s economic, political, and social problems after the Civil War.
Identify the early steps that were taken during Reconstruction.
Explain how the assassination of Lincoln and the inauguration of a new President led to conflict.
Introduce Vocabulary Activity (p. 562)
Reconstruction
Freedmen’s Bureau
freedmen
Thirteenth Amendment
Ten Percent Plan
amnesty
Wade-Davis Bill
Informal Assessment Questions 1-5 (p. 568)





What problems did the South face that the North did not after the Civil War?
Summarize what the Freedmen’s Bureau accomplished.
Describe President Lincoln’s Ten Percent Plan for Reconstruction.
Compare the Wade-Davis Bill to the Ten Percent Plan.
Why did Republicans in Congress refuse to let newly-elected southern representatives take their seats?
Stop & Check for Understanding—High Level Questions




Critical Writing Prompt:
Describe the political, economic, and social difficulties faced by the south after the war.
Why did President Lincoln want to make it easy for the South to rejoin the Union?
Explain the meaning behind Secretary of War Edwin Stanton’s statement about Lincoln.
Which key difference between Lincoln’s and Johnson’s Reconstruction plans caused problems in 1865?
Small Group Purposeful Talk Question Stems
Effects of the Civil War (p. 563-564)
 Describe the effects of the civil War on the Confederate dollar.
The Causes and Effects of Reconstruction (p. 564-565)
 Compare and contrast the Wade-Davis and Lincoln’s Ten Percent Plan and explain how each proposed to address political, economic, and social
problems during Reconstruction.
The Assassination of Abraham Lincoln (p. 566)
 Explain the significance of Lincoln’s assassination to the course of Reconstruction.
President Johnson’s Reconstruction Plan (p. 567-568)
 Describe the impact of the Thirteenth Amendment on life in the United States.
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 562)
You may also use the questions found in the Interactive Reading Notepad (p. 562) for this lesson to guide your class discussion.
Online Editable Presentation (p. 562)
Use the Online Editable Presentation (p. 562) found on the Digital Course to present the main ideas for this lesson.
Online Start Up Activity (p. 562)
You can project the Start Up Activity from the course.
Online Interactive Before and After: The Downfall of the Southern Economy (p. 562)
Project the Online Interactive Before and After: The Downfall of the Southern Economy (p.562) and use the slider to show how prices and dollar values
changed in the South during the war.
 Describe the effects of the Civil War on the Confederate dollar.
Online Interactive Gallery: Lincoln and Reconstruction (p. 566)
Project the Online Interactive Gallery: Lincoln and Reconstruction (p. 566) and click through the images.
 Explain the significance of Union’s assassination on the course of Reconstruction.
Digital Activity: Events that Affected reconstruction (p. 568)
Project the Digital Activity: Events that Affected reconstruction (p. 568). Have students make a timeline and chooses one of the events to write about.
 How would you revise your earlier predictions now that they have learned more about the causes and effects of early Reconstruction?
Digital Lesson Quiz: (p. 568)
Assign the Digital Lesson Quiz. Pose these questions:
 Describe the causes and effects of Reconstruction.
 How did Reconstruction impact different groups in the South, including African Americans, poor whites, and former Confederates? Give
examples for support.
Engage
~Have students preview the lesson objectives and the list of key terms (p.562). Use the Editable Presentation found on the digital course to
present the main ideas of the lesson (p. 562).
Complete the Start Up Activity on p 562. Tell students after the Civil War ended, the United States faced a number of social, political, and
economic problems.
 Predict one problem and how it might be solved.
 How should the federal government treat the states that seceded from the Union?
Explore
Explain
Elaborate
Evaluate
Tell students that in this lesson they will be learning about the problems faced in the early stages of Reconstruction.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to
read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
 Effects of the Civil War (p. 563-564)
 The Causes and Effects of Reconstruction (p. 564-565)
 The Assassination of Abraham Lincoln (p. 566)
 President Johnson’s Reconstruction Plan (p. 567-568)
Tell students that in this lesson they will be learning about the problems faced in the early stages of Reconstruction.
Effects of the Civil War (p. 563-564)
 After four years of the war, both northerners and southerners had to adjust to a changed world. The adjustment was far more difficult
in the South.
The Causes and Effects of Reconstruction (p. 564-565)
 When the Civil War ended, President Lincoln hoped to deal with the tremendous damage and turmoil the Civil War had caused. The
era following the Civil War became known as Reconstruction, or the rebuilding of the south. Lincoln wanted to make it fairly easy
for southerners to rejoin the Union. The sooner the nation was reunited, Lincoln believed, the faster the South would be able to
rebuild.
The Assassination Abraham Lincoln (p. 566)
 President Lincoln hoped to persuade Congress to accept his Reconstruction plan. However, he never got the chance.
President Johnson’s Reconstruction Plan (p. 567-568)
 Vice President Andrew Johnson was now President. Johnson had represented Tennessee in Congress. When his state seceded,
jo0hnson had remained loyal to the Union.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 568). Teachers can also opt to have students demonstrate mastery by responding to the
following questions on paper:
 What problems did the South face that the North did not after the Civil War?
 Summarize what the Freedmen’s Bureau accomplished.
 Describe President Lincoln’s Ten Percent Plan for Reconstruction.
 Compare the Wade-Davis Bill to the Ten Percent Plan.
 Why did Republicans in Congress refuse to let newly-elected southern representatives take their seats?
CLASS: 8th Grade
TEACHER:
FRAME THE LESSON
Radical Reconstruction
DATE: April 13-15
M T W TH F
Resources/Materials
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration
of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early
republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe
their causes and effects
U.S. History
Textbook
Colonization through
Reconstruction
(p. 569-575)
Interactive Reading
Notepad (p. 569)
9A: evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments
Online Editable
Presentation (p. 569)
9B: evaluate the impact of the election of Hiram Rhodes Revels
16B: describe the impact of 19th-century amendments, including the 13th, 14th, and 15th amendments, on life in the United States
Objective/Key Understanding:



Analyze Cartoons (p.
572)
Describe how Congress reacted to the passage of black codes in the South.
Explain how Radical Republicans gained power in Congress.
Identify why President Johnson was impeached.
Interactive Gallery:
The Massacre of New
Orleans (p. 572)
Analyze Table
(p.573)
Introduce Vocabulary Activity (p. 521)
Black codes
Reconstruction Act
Radical Republican
impeach
Fourteenth Amendment
Fifteenth Amendment
Radical Reconstruction
Stop & Check for Understanding—High Level Questions



Interactive Chart:
Legislation and
Reform
(p. 572)
Explain why Republicans believed the Fourteenth Amendment was necessary.
On what basis did the southern states argue against the Military Reconstruction Acts?
Why did some Republican senators refuse to vote to convict Johnson after his impeachment
Digital Activity: The
Effects of Radical
republicans in
Congress (p. 574)
Digital Lesson Quiz:
(p. 574)
Informal Assessment Questions 1-5 (p. 575)
 Summarize the rights allowed to freedmen by the black codes.
 Why were the black codes so restrictive?
 With which political party did Andrew Jackson’s sympathies seem to lie?
 Why was the Republican plan for Reconstruction called “Radical Reconstruction”?
 Why did it take nearly a century for the full effect of the Fifteenth Amendment to be felt?
Small Group Purposeful Talk Question Stems
Critical Writing Prompt:
The Reconstruction Difficulties Persist (p. 570)
 How did Radical Republicans react to the black codes passed in the South?
Reforms of the Radical Reconstruction Congress (p. 571-572)
 What were the effects of the Radical reconstruction Congress on Reconstruction?
Political and Social Problems During Reconstruction (p. 572-573)
 Compare the impacts of the Fourteenth and Fifteenth Amendments.
 How were these amendments intended to address social and political problems during Reconstruction?
 Why were their impacts limited?
 Why were the Military Reconstruction Acts of 1867 and how did they impact southern whites, northern Republicans, and African Americans?
Political Problems and a New President (p. 573-575)
 Describe the causes and effects of political tensions between President Johnson and Congress.
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Reading Notepad (p. 569)
You may also use the questions found in the Interactive Reading Notepad (p. 569) for this lesson to guide your class discussion.
Online Editable Presentation (p. 569)
Use the Online Editable Presentation (p. 562) found on the Digital Course to present the main ideas for this lesson.
Online Start Up Activity (p. 569)
You can project the Start Up Activity from the course. Tell students that black codes were southern laws that severely limited the rights off African
Americans after the Civil War.
 Why do you think the black codes led Republicans in Congress to take charge of Reconstruction in the South?
Interactive Chart: Legislation and Reform (p. 572)
Project the Interactive Chart: Legislation and Reform (p. 572) and read through the tiles.
Interactive Gallery: The Massacre of New Orleans (p. 572)
Project the Interactive gallery: The Massacre of New Orleans (p. 572) and click through the hotspots.
Analyze Cartoons (p. 572)
The cartoon shows the terror of the New Orleans riots of 1866.
 What meaning can you infer from the way President Johnson is portrayed in this cartoon?
Analyze Table (p.573)
Review the infographic, Reconstruction Politics, on page 573.
 How would you describe congressional support for the Fourteenth and Fifteenth Amendments?
Digital Activity: The Effects of Radical republicans in Congress (p. 574)
Project the Digital Activity: The Effects of Radical republicans in Congress (p. 574). Have students complete the concept web and chose one of the changes to write
about.
 Discuss the additional factors that caused the Radical Reconstruction Congress to come to power and the effects this had on the nation.
Digital Lesson Quiz: (p. 574)
Assign the Digital Lesson Quiz. Pose these questions:
 How did the Fourteenth and Fifteenth Amendments impact the rise of Republicans in state and federal government?
 Do you think Republicans were tight to impose harsher Reconstruction policies than President Johnson against the South following the Civil War? Explain
your reasoning, providing examples for support.
Engage
~Have students preview the lesson objectives and the list of key terms (p.569). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 569).
Complete the Start Up Activity on p 569. Tell students that black codes were southern laws that severely limited the rights of African Americans after the Civil War.
 Why do you think black codes led Republicans in Congress to take charge of Reconstruction in the South?
Explore
Tell students that in this lesson they will be learning about the Radical Reconstruction and the new legislative reforms of the Radical Reconstruction Congress.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class. Students are to read assigned sections and use
the Note Taking Study Guide to help them take notes and understand the text as they read.
 Reconstruction Difficulties Persist (p. 570)
 Reforms of the Radical Reconstruction Congress (p. 571-572)
 Political and Social Problems During Reconstruction (p. 572-573)
 Political Problems and a New President (p. 573-575)
Tell students that in this lesson they will be learning about the Radical Reconstruction and the new legislative reforms of the Radical Reconstruction Congress.
Explain
The Reconstruction Difficulties Persist (p. 570)
 The black codes did grant some rights. For example, African Americans could marry legally and own some kinds of property. Still, the codes were clearly
meant to keep freedmen from gaining political or economic power.
Reforms of the Radical Reconstruction Congress (p. 571-572)
 The Radicals were led by Thaddeus Stevens of Pennsylvania in the House and Charles Sumner of Massachusetts in the Senate. Radical Republicans had two
main goals. First, they wanted to break the power of wealthy planters who had long ruled the South. Second, they wanted to ensure that freedmen received the
right to vote. They used legislative reforms, or changes in laws to achieve their goals.
Political and Social Problems During Reconstruction (p. 572-573)
 President Johnson encouraged former Confederate states to reject the Fourteenth Amendment. He also decided to make the amendment an issue in the 1866
congressional elections.
Political Problems and a New President (p. 573-575)
 Congress passed other Reconstruction acts over Johnson’s veto. As President, Jo0hnson had a duty to execute the new laws. However, Johnson did what he
could to limit their effect. He fired several military commanders who supported Radical Reconstruction. Republicans in Congress decided to try to remove
Johnson from office.
Elaborate
Evaluate
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 509). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 Summarize the rights allowed to freedmen by the black codes.
 Why were the black codes so restrictive?
 With which political party did Andrew Jackson’s sympathies seem to lie?
 Why was the Republican plan for Reconstruction called “Radical Reconstruction”?
 Why did it take nearly a century for the full effect of the Fifteenth Amendment to be felt?