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Compelling Question: Did Reconstruction after the Civil War succeed or Fail in its goals?Supporting Question I?What were the successes of Reconstruction? 1 daySupporting Question II?What were the failures of Reconstruction?1 daySupporting Question IIIWhat was the lasting impact on American society due to Reconstruction? 1 dayHistorical SourcesThe U.S. Constitution 1868First Black Legislature in South Carolina 1878The Establishment of Historically Black CollegesThe first Vote 1867A Yankee Visits the South 1887Historical SourcesW.E.B. DuBois, Black Reconstruction in AmericaThe Black Codes, Opelousas Louisiana, 1865Albion Tourgee, Letter on Ku Klux Klan Activities. New York Tribune, May 1870Sharecroppers’ Cycle of PovertyPetition by Freedmen to Congress 1871Historical SourcesThe Era of Reconstruction, (Vintage Books, 1967, p. 193)John McCoy Lay My Burden DownGerald Danzer et al., The AmericansJennifer Lemak, ”Southern Life, Northern CityFormative Performance Task I?Identify the documents that support the supporting question and fill out the graphic organizer.Formative Performance Task II?? Identify the documents that support the supporting question and fill out the graphic organizer.Formative Performance Task III?Identify the documents that support the supporting question and answer the questions below each document.Summative Performance Task: (2 days)Essay: Was Reconstruction a success or failure? After reading the following documents, write an essay that addresses the question and support your position with evidence from the texts, your knowledge, and your notes. Be sure to acknowledge competing views and consider both political and economic justifications. Debate: Create a student debate on whether Reconstruction was a success or failure . Have the students do a little more research on their own, pick a side, write an opening statement, and some notes. You can either do small mini groups debating or as a whole class. Students will either debate that Reconstruction was successful or not, considering both political and economic justifications.NC Essential Standards:AH1.H.4.1 Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted.AH1.H.4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted.AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted.Grade Level11Summative Performance TaskArgumentative Essay and/orDebate WS/FCS UnitUnit 6 – A house DividedSUPPORTING QUESTION 1SOURCE AAmendment 13:????????? Neither slavery nor involuntary servitude, except as punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or and place subject to their jurisdiction..... Amendment 14:????????? All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws....Amendment 15:????????? The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous conditions of servitude.......-U.S. Constitution 1868What was the purpose of the 13th, 14th, and 15th Amendment above?How might a state or local government manipulate the statements in the amendments to restrict a person’s rights? SUPPORTING QUESTION 1SOURCE B-First Black Legislature in South Carolina 1878What does the above picture tell you about politics in the South during Reconstruction?SUPPORTING QUESTION 1SOURCE CAccording to the graphic, how did Reconstruction impact the development of historically black colleges? What lasting impact do you think this will have for the United States?SUPPORTING QUESTION 1SOURCE D"The First Vote." From Harper's Weekly, November 16, 1867.How significant is the act of voting for any group of people?SUPPORTING QUESTION 1SOURCE E“A Yankee Visits the New South” (Written 1887)“When we come to the New Industrial South, the change is marvelous… Instead of a South devoted to agriculture and politics, we find a South wide awake to business, excited and astonished at the development of its own immense resources….The South is manufacturing a great variety of things needed in the house, on the farm, and in the shows and already sends to the North and West several manufactured products.? The most striking industrial development today is in iron, coal, lumber and marble.? More encouraging for the Southern people is the multiplication of small industries in nearly every city I visited.It cannot be too strongly impressed upon the public mind that the South, to use and understandable phrase, “has joined the procession.”? Its mind is turned to the development of its resources, to business, to enterprise, to education, to economic problems; it is marching with the North in the same purpose of wealth by industry.? It is true that railways, mines, and furnaces could not have been without huge investments of Northern money, but I was continually surprised to find so many important local industries, the result of Southern funds, made and saved since the war.”How did the South’s economy change as a result of Reconstruction?SUPPORTING QUESTION 2SOURCE A“...the slave went free; stood a brief moment in the sun; then moved back again toward slavery.” -W.E.B. Dubois"But the decisive influence was the systematic and overwhelming economic pressure. Negroes who wanted work must not dabble in politics. Negroes who wanted to increase their income must not agitate the Negro problem. . . in order to earn a living, the American Negro was compelled to give up his political power." - W.E.B. DuBois, Black Reconstruction in AmericaIn your own words, what do you think W.E.B. Dubois point is on the effects of Reconstruction on former slaves?SUPPORTING QUESTION 2SOURCE BThe Black Codes Created After the Civil War1. "No negro or freedmen shall be allowed to come within the limits of the town of Opelousas without special permission from his employers. Whoever breaks this law will go to jail and work for two days on the public streets, or pay a fine of five dollars.”2. “No negro or freedman shall be permitted to rent or keep a house in town under any circumstances. No negro or freedman shall live within the town who does not work for some white person or former owner.”3. “No public meetings of negroes or freedmen shall be allowed within the town.”4. “No freedman shall be allowed to carry firearms, or any kind of weapons. No freedman shall sell or exchange any article of merchandise within the limits of Opelousas without permission in writing from his employer.”5. “Every negro is to be in the service of (work for) some white person, or former owner.”- Opelousas Louisiana, 1865Do the 13th-15th Amendments protect African Americans entirely from the Black Codes? Why or Why not?SUPPORTING QUESTION 2SOURCE C“It is my mournful duty to inform you that our friend John W. Stephens, State Senator from Caswell, is dead. He was foully murdered by the Ku-Klux in the Grand Jury room of the Court House on Saturday… He was stabbed five or six times, and then hanged on a hook in the Grand Jury room… Another brave, honest Republican citizen has met his fate at the hands of these fiends… I have very little doubt that I shall be one of the next victims. My steps have been dogged for months, and only a good opportunity has been wanting to secure to me the fate which Stephens has just met… I say to you plainly that any member of Congress who, especially if from the South, does not support, advocate, and urge immediate, active, and thorough measures to put an end to these outrages…is a coward, a traitor, or a fool.”- Albion Tourgee, Letter on Ku Klux Klan Activities. New York Tribune, May 1870.Why might Albion Tourgee argue that the living situation for freed slaves had not improved during the time of Reconstruction?SUPPORTING QUESTION 2SOURCE DAfter the Civil War, Freedmen and women had no money, no land, and very few skills, many former slaves became sharecroppers, sometimes even on the plantations owned by their former masters. Sharecroppers farmed on land they rented from a landlord, in exchange for a share of the crop they produced. Because sharecroppers needed to borrow money for necessities, like tools and food, they seldom were able to make or save any money.-59055060960Compare this system with slavery, what are some positives and negatives of sharcropping.SUPPORTING QUESTION 2SOURCE EOppression of Freedmen in the South“We the colored citizens of Frankfort and vicinity do this day memorialize upon the condition of affairs now existing in this state of Kentucky. We would respectfully state that life, liberty and property are unprotected among the colored race of this state. Organized bands of desperate and lawless men, mainly composed of soldiers of the late Rebel armies, armed, disciplined, and disguised, and bound by oath and secret obligations, have by force, terror, and violence subverted all civil society among the colored people… We believe you are not familiar with… the Ku Klux Klan’s riding nightly over the country, going from county to county, and in the towns spreading terror wherever they go by robbing, whipping, ravishing [raping], and killing our people without provocation, compelling colored people to break the ice and bathe in the chilly waters of the Kentucky River… Our people are driven from their homes in great numbers… We would state that we have been law-abiding citizens, pay our tax, and, in many parts of the state, our people have been driven from the polls - refused the right to vote, Many have been slaughtered while attempting to vote; we ask how long is this state of things going to last. We appeal to you… to enact some laws that will protect us and that will enable us to exercise the rights of citizens… the senator from this state denies there being organized bands of desperadoes in this state… we lay before you a number of violent acts occurring during his administration…” -This petition was made to the United States Congress by Freedmen on March 25, 1871Freed slaves are now able to vote but what are obstacles getting in the way?Is there any other obstacles that you can think of, besides what is mentioned in this document?SUPPORTING QUESTION 3SOURCE AMeanwhile southern Democrats gained strength when Congress finally removed the political disabilities from most of the prewar leadership. In May 1872, because of pressure from the Liberal Republican, Congress passed a general amnesty act which restored the right of office-holding [and voting] to the vast majority of those who had been disqualified… After the passage of this act only a few hundred ex-Confederates remained unpardoned.This excerpt is from The Era of Reconstruction, 1865 - 1877, by Kenneth M. Stampp (Vintage Books, 1967, p. 193). Stampp was a professor of history at the University of California at Berkeley.Explain how this quote is describing a political failure of Reconstruction and why is was trying to prevent this in the first place?SUPPORTING QUESTION 3SOURCE BDescribe a realistic way that the United States could have fixed this issue of freedom not being different?SUPPORTING QUESTION 3SOURCE C...in the 1870s, Northern voters grew indifferent to events in the South. Weary of the 'Negro Question' and 'sick of carpet-bag' government, many Northern voters shifted their attention to such national concerns as the Panic of 1873 and corruption in Grant's administration....Although political violence continued in the South... the tide of public opinion in the North began to turn against Reconstruction policies.-Gerald Danzer et al., The Americans, McDougall Littell, 1998.If Northern voters grew indifferent, how can this impact the south and our country?SUPPORTING QUESTION 3SOURCE DReality of Life in the SouthThe political schema in the South prior to World War I had not changed much since post Civil War Reconstruction. Jim Crow laws, like the black codes and the slave codes, were legally mandated laws designed to replace the social controls of slavery, and thus insured racial segregation between 1877 and the 1950s. These laws maintained that blacks and whites were not social equals. Blacks suffered with inferior schools, libraries, hospitals, law enforcement, and public accommodations.To make matters worse, blacks were not recognized by the judicial system. If they were found guilty of a petty crime, they could be put Into a chain‐gain and forced to work. Dogs and guns hunted down black sharecroppers, who left their plantation before their debt was paid or harvest gathered. In his book about the Great Migration, Peter Gottlieb stated, “The real slavery of buying and selling blacks before the Civil War gave way to the semi‐slavery of peonage, convict lease labor, and the exchanging of black tenants’ debts among white landowners.”Furthermore, blacks had few options at the voting polls. Many blacks did not vote because they had to pass difficult literacy tests, pay a large poll tax, own property, or were threatened with violence. Worse than these intimidations, many felt that their vote would not make any difference. Eddie McDonald, an African American migrant from Mississippi, said that he “remembers having to look at a jar of jelly beans and be able to know how many there were before they would let blacks vote.” Not having a voice in government was one of the reasons McDonald migrated to Chicago, Illinois. Disenfranchised southern African Americans had no political recourses to change the politics and laws that kept them poverty‐stricken. As a result, many looked to the North as a political and economic arena they could participate in and benefit from. Upon arrival in the North, many new migrants immediately registered to vote. In some instances the large number of blacks voting as a block swayed an election for a candidate. For example, in Chicago's 1915 mayoral election, William Hale Thompson won because the majority of African Americans voted for him.Cultural factors in the South best illustrate why such a large number of African Americans moved north. Blacks were considered and treated like second‐class citizens in the South. Segregation and oppression were widespread, and southern society would not allow African Americans to succeed. Working hard as an employee was unlikely to bring advancement. Historian James Grossman found that, “most black southerners were well aware of the ‘Dixie limit’ beyond which no black could advance.” Signs of black prosperity could attract white retaliation and violence- Jennifer Lemak PhD, ”Southern Life, Northern City: The History of Albany’s Rapp Road Community” (2004)Overall, do you think Reconstruction was a success or a failure? Why or Why not?Formative Performance Task 1 & 2: After reviewing the documents as a class put Reconstruction successes in the center circle and when doing performance task two, Reconstruction Failures. In each of the boxes place details from the documents that pertain to this supporting question. Be sure to have students annotate and underline key passages and words to help with this process. Use your notes and outside information to fill in any extra boxes. Argumentative Essay Rubric:CATEGORY 4?-?Above?Standards 3?-?Meets?Standards 2?-?Approaching?Standards 1?-?Below?Standards Score Support for Position Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader\'s concerns, biases or arguments and has provided at least 1 counter-argument. Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences). ? Grammar & Spelling Author makes no errors in grammar or spelling that distract the reader from the content. Author makes 1-2 errors in grammar or spelling that distract the reader from the content. Author makes 3-4 errors in grammar or spelling that distract the reader from the content. Author makes more than 4 errors in grammar or spelling that distract the reader from the content. ? Audience Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader\'s questions and provides thorough answers appropriate for that audience. Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience. Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience. It is not clear who the author is writing for. ? Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the author\'s train of thought. Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author\'s train of thought. A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing. Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing. ________(out of 16) * 6 = ________ + 4 = _________ (final total)Teacher Debate Rubric:Is the opening statement well written/said with no mistakes? _______ Of 11Is the student’s information/ research relevant and reliable ________ Of 11 Does the student offer relevant rebuttals or seems prepared for them? ________ Of 11Does the student present two or more facts in his statement or during the debate? ________ Of 11Does the student appear to participate throughout the debate? ________ Of 11Does the student appear to have a good understanding of the topic? ________ Of 11 (Teacher rubric score) _______ Of 66 (Student rubric score) _______ Of 34 (Combined total score) _______ Of 100Student Debate Rubric:Instructions: Students should be given a set amount of time to do some research on the topic after the class has gone over the documents. Students will create an opening statement and you either give them what side they are on in advance, or don’t tell them, and have them ready to argue both sides. Have students debate the compelling question in small groups. The teacher should bounce around the groups to listen and manage the groups. Students should each have a student rubric and grade each other as the debate goes on. Students at the end should submit their opening statements, research, and their rubrics. The teacher then uses the teacher rubric and grades each student off of what they submitted and what you observed. ................
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