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
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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, exConfederates, 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
Congress during
Radical
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/re
construction/index.cfm
• http://lsm.crt.state.la.us/cabildo/cab11.htm
• http://www.oberlin.edu/history/GJK/H263S
06/Default.html
Stands/Title Page