Lesson on Tuesday, September 18, 2018 (L19b)

Essential Questions:  

1. What effect did the Black Codes and Nadir have on freed people in the South after the end of Reconstruction? 

2. What were the advantages and disadvantages of the sharecropping system? How did sharecropping in the late 1800s compare to slavery? 
3. 
   

Objectives:  

• Students will identify the economic, political, and/or social consequences of Reconstruction. 

Bell Ringer: Read V6.30 “A Play at Ford’s Theatre” 

Agenda: 

1. 1. V6.27 questionnaire (review) 

2. 2. Lesson Opening: Project the sharecropper photograph (Attachment A) and ask students the questions below.  

This is not a picture of slaves on a plantation, but rather of sharecroppers working on a plantation in Georgia in 1898. • Describe what you see in this picture. • What is this a picture of? • Why do you think that? 

3. 3. Activity: Create mini-world wall posters for relevant content focus terms using the Frayer Model handout (Attachment B). You may work individually or with a partner and use your textbook or an online resource to assist in completing the activity. Post student work samples to create a “word wall.” 

4. 4. Activity: Pass out the Sharecropping Contract document analysis handout (Attachment C) to pairs of students. Have them read the contract and answer the guiding questions. Review answers and discuss student reactions as a class. 

5.  5. Lesson Closure: Answer the essential questions as an exit slip. a. What effect did the Black Codes and Nadir have on freed people in the South after the end of Reconstruction? b. What were the advantages and disadvantages of the sharecropping system? How did sharecropping in the late 1800s compare to slavery? 

Home Learning:  

1. V6.30 "A Play at Ford's Theatre" Questionnaire