The Reconstruction Era - 1865-1877 - Home



Lesson Plan # 4150 Years After ReconstructionIntroduction: Now that we have concluded our look into Reconstruction, we will look at society today. Using several maps and resources, we will take a critical look at today’s nation, the Civil Rights movement of the 1960s, and question whether there have been any lasting effects on society that could have been avoided.Objectives:Content/Knowledge:Students will be able to draw conclusions about the effectiveness of Reconstruction (applying) Students will contrast Reconstruction to the 1960s Civil Rights Movement (Analyzing)Students will discuss the issue of race in America (understanding)Students will debate over the issues of racism today (Evaluating)Students will have to defend their stance on the success of Reconstruction (Evaluating)Students will make inferences about the lasting effects of the Reconstruction Era (Analyzing)Students will scrutinize the policies of the Reconstruction Era congress (Analyzing)Students will evaluate the world around them and look critically at the plights that we face (evaluating)Students will justify what they believe are the causal effects of social problems (evaluating)Students will interpret maps of the modern world (understandingProcess/Skills:Students need to be able to view interpret maps and make inferences about themStudents will need to be able to think critically about racial issuesStudents will need to be able to speak about racial issues with maturityStudents will need to be able to express themselves in writing and justify their stanceStudents will need to be able to draw their own conclusions about the world around themValues/Dispositions:Receiving: Students will need to be sensitive to opposing ideas and be willing to listen to them, accept them and be tolerant of these different viewpoints.Responding: Students will need to respond to the opposition of their ideas with tact and tolerance to them.Valuing: Students will need to support one side of an argument, debate with other opposing views, and defend their position. Students will need to see history as a window with which to view the future, and value the lessons we can learn from anizing: Students will need to be able to examine certain data and formulate cause and affect relationships between them.Characterization: Students will need to be able to resolve their own personal issues with race and poverty and understand the world around them from a selfless viewpoint. They will need to think deeply about whether they can be a catalyst for change in the world, or a defender of the status quo.Standards:State – Illinois Learning Standards14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media).14.F.3a Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution.15.A.3d Describe the causes of unemployment (e.g., seasonal fluctuation in demand, changing jobs, changing skill requirements, national spending).15.E.3b Explain how laws and government policies (e.g., property rights, contract enforcement, standard weights/measurements) establish rules that help a market economy function effectively.16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.16.A.3c Identify the differences between historical fact and interpretation.16.B.3c (US) Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions.16.C.3b (US) Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present.16.C.3c (US) Describe how economic developments and government policies after 1865 affected the country’s economic institutions including corporations, banks and organized labor.17.D.3a Explain how and why spatial patterns of settlement change over time.17.D.3b Explain how interactions of geographic factors have shaped present conditions.18.B.3a Analyze how individuals and groups interact with and within institutions (e.g., educational, military).18.B.3b Explain how social institutions contribute to the development and transmission of culture.18.C.3b Explain how diverse groups have contributed to U.S. social systems over time.State – Common Core Standards for Literacy in Social StudiesRH.1 – Cite specific textual evidence to support analysis of primary and secondary sources.RH.2 – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinionsRH.5 – Describe how a text presents information.RH.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.RH.10 – By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.WHST.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.WHST.4 – Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.WHST.6 – Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.WHST.7 – Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.WHST.9 – Draw evidence from informational texts to support analysis reflection, and research.National – National Council for Social Studies StandardsNCSS.1.b – Give examples of how experiences may be interpreted differently by people from diverse cultural perspective and frames of reference;NCSS.1.d – Compare ways in which people from different cultures think about and deal with their physical environment and social conditions;NCSS.2.a – Demonstrate an understanding that different people may describe the same event or situation in diverse ways, citing reasons for the differences in views; NCSS.2.b – demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships; NCSS.2.d – Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others; NCSS.2.f – Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform decision-making about and action-taking on public issues;NCSS.3.a – construct and use mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape; NCSS.3.b – interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs; NCSS.3.h – examine the interaction of human beings and their physical environment, the use of land, building of cities, and ecosystem changes in selected locales and regions; NCSS.4.g – analyze a particular event to identify reasons individuals might respond to it in different ways; NCSS.4.h – work independently and cooperatively to accomplish goals.NCSS.5.d – identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflicts; NCSS.5.e – Identify and describe examples of tensions between and individual’s beliefs and government policies and laws; NCSS.6.f –Identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations; National – National Standards for History3c-5. Analyze how the Civil War and Reconstruction changed men’s and women’s roles and status in the North, South, and West.3c-6. Evaluate why corruption increased in the postwar period.National – National Standards for Psychology (Sociocultural Context Domain) Social Interactions3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination.3.3 Discuss influences upon aggression and conflict Sociocultural Diversity1.6 Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination2.6 Examine how perspectives affect stereotypes and treatment of minority and majority groups in society.Syntax – ProceduresEngagement:Teacher InstructionsWe will discuss the similarities between the two Reconstruction Eras (1865-1877, and 1945-1968).We will use this as a jumping-off point to question the catalysts for change and the enfranchisement, disenfranchisement, then re-enfranchisement of the African Americans during these time periods. ResourceWe will read the article about the “Second Reconstruction” published at 4.1 – Similarities think-sheetStudent ActivityStudents will discuss these similarities in class, and use them as a basis for discussion about the relationships between Reconstruction and the Civil Rights Movement. Students will think critically about the connection between the past and the present.Explanation:a. Teacher Instructions1. We will use class time to look at a poll conducted after President Obama was elected and discuss the various points made.2. We will debate amongst ourselves the main topic, “Does having an African American president close the racial divide,” and also debate the arguments presented by the responders in the poll. ResourceDocument 4.2 – The Racial Divide: Debating the Polls Student ActivityStudents will put on their thinking caps as we address the issue of race in America.Students will be required to argue the issues politely, and will avoid any racial slurs or deliberate personal racism or bias. We will simply debate the issues with maturity.Elaboration:a. Teacher Instructions1. Use the PowerPoint to show similarities between Civil War/Reconstruction Era maps, and maps of our current nation.2. Use the images to create discussion, but be sure to allow the students to draw their own conclusions and assess their own meaning from them. Resource80010025463500Reconstruction – Section Four.pptx PowerPoint file included for this section. Title Slide of Reconstruction – Section Four.pptxStudent ActivityUsing the provided maps, student will begin to create an understanding of how history affects us all.They will use the information provided to engage with the teacher, and with each other, and discuss the lasting effects of Reconstruction.They will use the prompts in the PowerPoint to question whether we can blame the past for our ills, or whether the world simply is how it is with no causal factors. Exploration:Teacher InstructionsWe will use this time to discuss other areas not listed on the map, that we may be able to find a connection between past and present.Students will be encouraged to look at areas of political debate, social equality, or any other area that they believe contains a link to our Reconstructionist past. (examples would be NYC’s Stop-and-Frisk policy, or the popularity of the Trayvon Martin case.) Student ActivityUsing the articles, PowerPoint slides, and class discussions, students will openly discuss the many ways in which the past is still affecting us today.Students will be required to explain why they think the topic has relevance, and also be ready to defend their reasoning.Evaluation:Teacher InstructionsAt the end of class, hand out the essay assignment to the students. ResourceDocument 4.3 – Reconstruction Evaluation. Student ActivityStudents will evaluate the effectiveness of Reconstruction as a take-home assignment.Following the instructions on the sheet, they will be required to think critically, use facts to support their case, and defend their stance on Reconstruction. Resources (Source Citations & Bookmarks)048768000Below are a series of images that I would use during class discussions to help spur debate, enliven the conversation, and keep the topic flowing.0000Even children were present to watch the violence take place!-3429002717800004000500000-57150000Document 4.1Example: Similarities Think-SheetFirst ReconstructionHappened immediately after a major warRace was the main cause of that war (slavery)Blacks allowed to participate in the warReconstruction plans came directly from the PresidentThe KKK became powerful as a resultMany southerners refused to accept equalitySpurred desegregation (at first)Required military interventionPolitics was deeply dividedViolence against blacks grew rapidlyIncluded Civil Rights legislationLaws had to be created to enforce other lawsVoting rights were hamperedSecond ReconstructionHappened immediately after a major warRace was the main cause of that war (slavery)Blacks allowed to participate in the warReconstruction plans came directly from the PresidentThe KKK became powerful as a resultMany southerners refused to accept equalitySpurred desegregation (at first)Required military interventionPolitics was deeply dividedViolence against blacks grew rapidlyIncluded Civil Rights legislationLaws had to be created to enforce other lawsVoting rights were hamperedDocument 4.2The Racial Divide: Debating the PollsDiscuss the issues: Does having an African American President close the racial divide between blacks and whites in America?24% YesSample Responder:The election of US President Barack Obama closed the racial divide between the blacks and whites up to some extent. Obama, by virtue of his abilities proved the racial discrimination to be baseless and also proved that a person can touch the zenith by virtue of his abilities. It was a lesson for some of the orthodox whites who thought that blacks were inferior and judged people basing upon their skin complex. It really closed the racial discrimination and started a new era.Sample Responder:I believe that Obama's election to President was a very important change in the American self-image. It showed to everyone that white Americans can vote for and elect an African-American to the highest office. There cannot be any more claims that America is a racist country after that.Sample Responder:It definitely broke a psychological barrier and the idea that some have that the USA a white country. The USA is based as a land of immigrants who share the idea of becoming free people who don't let themselves get dictated by other leaders. When the time comes that race won't matter at all when judging someone, then the future generation will look back at this time and will be grateful that we broke free from racial judgment in our society and actually took the time to listen to people.76% NoSample Responder:Some whites (mostly your conservative types) unconsciously support anything that maintains white privilege. Not to say all these people are racist, it's just how the system is currently operating, which favors whites. Having a Black president doesn't change much of this, although it is a step in the right direction. Until White Privilege goes away, the racial divide will not. This can only happen if all whites renounce their white privilege, and the powers that be follow suit, to create a post-racial society.Sample Responder: President Obama's election was a great moment in American history, but many in the country see it as a negative thing. Immediately after his election, gun sales went up, the Tea Party formed, and people became more vocal against the president. I feel that many white Americans did not want to see a black person as president, though many did vote for him. President Obama's election has only exposed the wound of racism more than it has healed it.Sample Responder:Many people admitted to voting for him because he was black and they welcomed the change. The only way the racial divide could be considered closed is if we saw people stop pointing out - out of either pride or criticism - that the president is black.Source: 4.3Was Reconstruction Effective?Based on what you’ve learned, do you believe that Reconstruction was a success, or was it a failure? Using specific examples, explain how you reached your conclusion.What do you believe life was like for a free black in the south during Reconstruction? Did life get better or worse during Reconstruction? Why?Nearly 150 years later, we have our first African American President. Do you believe this means the Second Reconstruction was more effective than the first? Defend your response, and give examples to justify your conclusion. ................
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