Essential Questions:
1. How did the United States change socially, economically, and politically after the Civil War?
2. Which people or groups played the most significant roles during Reconstruction?
Bell Ringer: Review Journal 11 (5 min)
Objectives:
1. Students will identify and/or categorize the influence of significant people or groups on Reconstruction.
2. Items may assess the role of the Radical Republicans in Reconstruction.
Agenda:
1. Lesson Opening: Project “Emancipation” image and analysis guide from the National Archives (Attachment A). Answer the questions listed to assist in analyzing the image. Discuss the meaning of the term “reconstruction” Why did historians name the time period after the Civil War Reconstruction? (10 min)
2. This lesson will focus on influential individuals and groups during the Reconstruction Era. Work with a partner to read through the Gateway Florida Keys to Learning (Attachment B) and highlight names of key people and groups. Share names and groups highlighted and write each on the board. Circle or underline the following key individuals/groups that will be the focus of the lesson.
a. Freedmen
b. Abraham Lincoln
c. Andrew Johnson
d. Freedmen’s Bureau
e. Republicans in Congress (Radical Republicans)
f. Carpetbaggers
g. Ku Klux Klan
(12 min)
3. Read Topic 1.1 “Plans for Reconstruction Clash,” and Topic 1.2 “Reconstruction Changes the South” in Pearson United States History (pp. 62-78) and complete the graphic organizer (Attachment C) as you read. (12 min)
4. Lesson Closure: Work in small groups to review the influential individuals and groups using the Categorizing Activity manipulatives (Attachment D).
a. Teachers should first cut out all of the boxes-- one set per group-- and bundle each set using a paper clip or envelope.
b. Next, explain directions to students. They will work with their group to first match each influential individual or group with the appropriate descriptor and image. Then, they sort each into the appropriate category: social, economic, political.
c. Walk around and monitor groups to facilitate discussions. Note that some may fall into more than one category, and it is up to each group to decide which category they think is a better fit.
d. Discuss categorizations as a class.
Home Learning:
- 1. View video: "Reconstruction and 1876: Crash Course US History #22" (13 min)
- 2. Extension Activity/Home Learning: Using the technology resources above, have students find a political cartoon related to Reconstruction. Have them write a journal entry (Journal 12) addressing the following, and be prepared to share in class:
a. Main idea/message and supporting details
b. How does it add to your understanding of the topic?
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