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Reconstruction

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Ex-Confederate Soldiers and Government officials ... leading Southern Blacks, ex-Confederates, Southern Whigs/Unionist, Carpetbaggers, ... – PowerPoint PPT presentation

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Title: Reconstruction


1
Reconstruction
  • By Alan Russell
  • Doug Day

2
Class
  • 10th Grade American History class 1865-present.
  • Public suburb school system
  • Class population 165
  • Individual class size 25-30
  • Classes per day 6

3
StrandsTitle Page
  • History
  • People and Societies
  • Geography
  • Economics
  • Government
  • Citizenship Rights and Responsibilities
  • Social Studies Skills and Methods
  • Science, Technology, and Society
  • Websites

4
History
  • Students will be able to
  • Recognize the Presidents Lincoln, Johnson,
    Grant, and Hayes
  • Recognize the Reconstruction plans Lincolns Ten
    Percent Plan, Johnsons Reconstruction Plan, and
    Congresss Reconstruction Plan
  • Recognize the Amendments 13th, 14th, 15th
  • Understand how the US reconnected the South to
    the North following the Civil War

5
History Activities
  • Lecture On Reconstruction
  • Worksheet Facts on Presidents Lincoln, Johnson,
    Grant and Hayes
  • Video On Andrew Johnsons impeachment
  • Recreate Andrew Johnsons Impeachment with the
    class by role playing

6
History Activities continued
  • Discussion On Lincolns Reconstruction,
    Johnsons Reconstruction and Congresss
    Reconstruction
  • Test the students over the material

Stands/Title Page
People and Societies
7
People and Societies
  • Students will be able to
  • Understand the life of free blacks during
    Reconstruction
  • Education
  • Making a living
  • Raising children

8
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

9
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,
    ex-Confederates, Southern Whigs/Unionist,
    Carpetbaggers, and Scalawags

10
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
11
Geography
Students will be able to Recognize the
Confederate States
Virginia, South Carolina, North Carolina,
Georgia, Florida, Alabama, Mississippi,
Tennessee, Louisiana, Arkansas, and Texas
12
Continued
  • Locate the final battle places
  • Lee Surrenders at Appomattox
  • Mobile, Alabama
  • Johnston surrenders to Sherman in Greensborough,
    North Carolina

13
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

14
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
15
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

16
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
17
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
18
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.

19
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 the Radical Republicans in
    Congress during Reconstruction.

Frank Blair Radical Republican
20
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.

21
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
22
Citizenship Rights and Responsibilities
  • Students will be able to . . .
  • Analyze the period of Reconstruction as a period
    when individual rights of African Americans 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

23
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.
24
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
25
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.

26
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.

27
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
28
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.

29
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.

30
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
31
Websites
  • http//www.americanpresidents.org/presidents/years
    chedule.asp
  • http//www.civilwarhome.com/timeline.htm
  • http//www.pbs.org/wgbh/amex/reconstruction/tguide
    /index.htmlecon
  • http//www.pbs.org/civilwar/war/map1.html
  • http//www.pbs.org/wgbh/amex/reconstruction/nast/i
    ndex.html

32
Websites continued
  • http//www.nps.gov/archive/malu/documents/amend13.
    htm
  • http//en.wikipedia.org/wiki/Jim_Crow_laws
  • http//www.digitalhistory.uh.edu/modules/reconstru
    ction/index.cfm
  • http//lsm.crt.state.la.us/cabildo/cab11.htm
  • http//www.oberlin.edu/history/GJK/H263S06/Default
    .html

Stands/Title Page
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