Defining Success Through Reconstruction in North Carolina · 2018. 10. 10. · Unit Plan Lesson Plans: Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 ... everything

Defining Success

Through Reconstruction in

North Carolina

Eighth Grade North Carolina History

Chapter 7: The Aftermath of War

Kelly Leonhardt

Jenny Parks

Defining Success Through Reconstruction in North Carolina

Eighth Grade

A Journey Through North Carolina

Chapter 7: The Aftermath of War

Kelly Leonhardt

Jenny Parks

Defining Success Through Reconstruction in North Carolina follows both North

Carolina Standard Course of Study Social Studies objectives and standards, as well as

integrating some English/Language Arts Common Core standards. This unit has been

designed to teach students how North Carolina transformed during the Reconstruction era.

We will cover political, social, and industrial implications which include, but are not limited

to the following: treatment of African Americans and women, sharecropping, white

supremacy and the KKK, industrialization, and if all of these changes could be considered a

success for the state. In order to have a summative assessment the students will work in

groups and the class will have a debate on successes and failures of Reconstruction.

Table of Contents

Title Page

Synopsis

Table of Contents

Introduction

North Carolina Standard Course of Study

Historical Analysis

Annotated Bibliography of Historical Works

Annotated Bibliography of Teaching Sources

Annotated Bibliography of Student Sources

Unit Plan

Lesson Plans:

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

Day 9

Day 10

Culminating Project Requirements

Introduction to Defining Success Through Reconstruction in North Carolina Kelly Leonhardt

At the end of the Civil War, North Carolina faced the challenge of rebuilding the state

in a variety of ways. This unit plan will cover Chapter 7 of A Journey Through North Carolina

and will teach students about the reconstruction in North Carolina. In order to teach the

reconstruction era, there will be a variety of lessons and sources for students to be given a

well-rounded view of the time period and have a sense of autonomy that will allow them to

make their own decision of whether or not the Reconstruction was a success.

Each lesson will adapt to different types of learners and all students to meet the

standards of the North Carolina Standard Course of Study standards for eighth grade social

studies. Some lessons, including the culminating activity also correlate with the Common

Core standards for Language Arts, creating an integrated, interdisciplinary unit. These

lessons will meet the requirements of both Competency Goal four for NCSCOS (The learner

will examine the causes, course, and character of the Civil War and Reconstruction, and

their impact on North Carolina and the nation.) and five (The learner will evaluate the

impact of political, economic, social, and technological changes on life in North Carolina

from 1870 to 1930). The lessons will cover roles of women, African Americans post-

slavery, the rise of the Ku Klux Klan, and the politics of the time period and how these

events influenced the growth of North Carolina in a variety of ways.

These lessons are set up in a way to accommodate an “ideal” classroom and may not

completely reflect classrooms with multiple modifications, ELL/ESL, or abnormal class

sizes. We have set up the lessons to fit the needs of a normal to high performing classroom

of about twenty students. We are expecting each student to have already grasped many of

the concepts found in previous chapters such as the formation of North Carolina as a state

and the events of the Civil War. We are also expecting each student to have a “daybook” or

composition book on him or her during all class times. The books do not leave the

classroom. Most of the activities we will do will mention the daybook in the lesson plan. We

have included this so that students can keep all of the information for the unit in one

organized place. This will make it easier for them to find the definitions of terms, people,

and events given and keep their culminating activity in a place where they can find it, and

their group members can find it in the event of their absence. If there are any homework

assignments for the evening, the students will bring them in the next day and staple them

into the book. At the end of the unit the books will be collected and given an overall

completion grade in addition to their culminating activity grade.

In place of a regular exam with multiple choice, matching, or essays, we chose for

the final summative assessment for this project to be a debate. We decided to do a debate

because it allows students to branch out of their comfort zones, turns a lesson into an

English/language arts and social studies interdisciplinary unit and it allows students to use

twenty-first century skills to grasp the concepts set forth by the chapter, lecture, activities,

and assignments in a new way. The students get to take on the responsibility of being a

group member in a five-person group which then is assigned a subject to debate and find

everything in their power to prove that their way is the ‘best.’ We feel that this would give

students an opportunity to be more involved in the classroom and allow them to decide for

themselves if the Reconstruction era was a success or failure and why.

Choosing the theme of Success in the Reconstruction was a challenge, but we

decided that this broad theme could be narrowed down to a series of fun, challenging

lessons for students to understand the events, people, and social implications that helped

to form how their state is run today. There can be successes in politics and women’s’ rights,

but not in African American rights. We wanted the students to be able to make this decision

for themselves, and nobody is telling them that there is a right or wrong answer. Every

student comes from a different background or different belief system and there are no two

people that have the exact same views on today’s politics and social beliefs, much like no

two students have to believe that the Reconstruction was a success or a failure for the same

reason.

Our ultimate goal for this lesson and for the students is to have fun while learning

about history. The Reconstruction era is fascinating but is so often bogged down with just a

series of names and terminology. We have put together activities that feature movies, film

clips, articles, pictures, and children’s books to help the students better understand why we

study the past to look into the future. We hope this unit will benefit students in the

understanding of Reconstruction, the idea of argument, and the ever-important idea of

success.

North Carolina Standard Course of Study

Eighth Grade Social Studies

Competency Goal 4:

The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.

Objectives: 4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period. 4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end.

Competency Goal 5: The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930.

Objectives: 5.01 Identify the role played by the agriculture, textile, tobacco, and furniture industries in North Carolina, and analyze their importance in the economic development of the state. 5.02 Examine the changing role of educational, religious, and social institutions in the state and analyze their impact. 5.03 Describe the social, economic, and political impact of migration on North Carolina. 5.04 Identify technological advances, and evaluate their influence on the quality of life in North Carolina. 5.05 Assess the influence of the political, legal, and social movements on the political system and life in North Carolina

Annotated Bibliography of Historical Works

Jenny Parks

Alexander, Roberta Sue. North Carolina Faces the Freedman: Race Relations During Presidential Reconstruction, 1865-67. Durham: Duke University Press, 1985. This book follows the black experience during the time period of Reconstruction. It is an informative supplement to understanding blacks during Reconstruction. Foner, Eric. “Rights and the Constutituion in Black Life during the Civil War and Reconstruction.” The Journal of American History 74, no. 3 (Dec. 1987): 863-883). http://0-www.jstor.org.wncln.wncln.org/stable/view/1902157 (accessed April 25, 2012). This article gives a history of black life at the end of the Civil War and into Reconstruction. Hodes, Martha. “The Sexualization of Reconstruction Politics: White Women and Black Men In the South after the Civil War.” Journal of the History of Sexuality 3, no. 3 (Jan. 1993): 402-417.

http://0-www.jstor.org.wncln.wncln.org/stable/view/3704014 (accessed April 25, 2012).

This article discusses some of the reasons behind the Ku Klux Klan’s actions. It examines how relationships between white women and black men were viewed and the repercussions of any involvement between the two. Although this topic can only be grazed over in the classroom at this age, it allows a deeper understanding for the teacher. Logue, Cal M. “THE RHETORICAL APPEALS OF WHITES TO BLACKS DURING RECONSTRUCTION.” Communication Monographs 44, no. 3 (August 1977): 241. Communication & Mass Media Complete, EBSCO host (accessed April 25, 2012). This article examines how whites controlled African Americans during Radical Reconstruction through rhetoric. The article discusses how blacks used their new freedom to participate in politics. Zuber, Richard L. North Carolina During Reconstruction. Raleigh: North Carolina State Department of Archives and History, 1969. This is a relatively thin book that gives a great overview of the time period of Reconstruction. It touches on topics such as the different Reconstruction plans, important people, political climates, the Ku Klux Klan, sharecropping, and agriculture vs. industry.

Annotated Bibliography of Teaching Sources Jenny Parks

Friedland, Randy. “Reconstruction Unit-Lesson 3-Sharecropping-Sharecropping Activity and Reflection.” Better Lesson.

http://betterlesson.com/document/82270/reconstruction-unit-lesson-3-sharecropping-sharecropping-activity-and-reflection (accessed April 25 2012)

This resource inspired the sharecropping activity for Day 5. We kept the chart as it was and made our own questions to fit our theme of success and failure. This activity will help students understand how sharecroppers got into debt. Grundy, Pamela. A Journey Through North Carolina: Teacher Edition. Salt Lake City: Gibbs Smith, 2008. This textbook supplement follows the content of the student textbook and offers a number of ideas for activities and discussion questions to try in the classroom. Myrick, Pamela and Sharon Pearson. “Debates in the middle school classroom.” Learn NC. http://www.learnnc.org/lp/pages/636 (accessed April 25, 2012). This cite provides a good starting place to develop your own debate topic and structure. Rossi, Ann. Created Equal: Women Campaign for the Right to Vote, 1840-1920. Washington, D.C.: National Geographic, 2005. This book briefly highlights how women were fighting to gain equal rights. It includes a number of images and quotes from the time period of Reconstruction. Tryon Palace Historic Sites & Gardens. “Timeline of Reconstruction in North Carolina.” Learn NC. http://www.learnnc.org/lp/editions/nchist-civilwar/4825 (accessed April 25, 2012). This website briefly outlines the major events that occurred in Reconstruction. We used this as starting point for our own students’ timeline worksheet.

Annotated Bibliography of Student Sources Jenny Parks

“The First Vote.” Illustration. Harper’s Weekly: A Journal of Civilization, Nov. 16, 1867. From Toward Racial Equality: Harper’s Weekly Reports on Black America. http://blackhistory.harpweek.com/7Illustrations/Reconstruction/TheFirstVote.ht m (accessed April 25, 2012). Students will analyze this primary source during the picture analysis activity on Day 4. This illustration provides students with a source to see how people were portrayed in newspapers. It reveals how politics and social norms were reflected in the media. Grundy, Pamela. A Journey Through North Carolina. Layton, UT: Gibbs Smith, 2008. This book contains the bulk of the reading content students will complete. They will also find vocabulary words defined, important people and events outlined, and information to help them complete their timeline. Haley, Alex. “Episode Six.” Roots video, 1:35:25. 1997.

http://www.youtube.com/watch?v=SYTNSMgXPPA&list=UUOa1T2yBEMV1We-l2q-WcfQ&index=8&feature=plcp

This series remains quite faithful to how life was for people living during Reconstruction. This episode especially highlights the racism present during this time and the activities of the Ku Klux Klan. Leopold, Todd. “The success of failure: Pulitzer winner’s surprising road to the top.” CNN Living, January 28, 2012.

http://www.cnn.com/2012/01/20/living/jennifer-egan-creativity-failure/index.html (accessed April 25, 2012).

This article discusses how one can gain success even if they fail numerous times. Nast, Thomas. “Colored Rule in a Reconstructed (?) State.” Cartoon. Harper’s Weekly: A Journal of Civilization, March 14, 1874. From Toward Racial Equality: Harper’s Weekly Reports on Black America.

http://blackhistory.harpweek.com/7Illustrations/Reconstruction/ColoredRule.htm (accessed April 25, 2012).

Students will analyze this primary source during the picture analysis activity on Day 4. This illustration provides students with a source to see how people were portrayed in newspapers. It reveals how politics and social norms were reflected in the media.

Nast, Thomas. “This Is A White Man’s Government.” Cartoon. Harper’s Weekly: A Journal of Civilization, September 5, 1868. From Toward Racial Equality: Harper’s Weekly Reports on Black America. http://blackhistory.harpweek.com/7Illustrations/Reconstruction/ThisIsAWhiteMa nsGov.htm (accessed April 25, 2012). Students will analyze this primary source during the picture analysis activity on Day 4. This illustration provides students with a source to see how people were portrayed in newspapers. It reveals how politics and social norms were reflected in the media. Polacco, Patricia. Pink and Say. New York: Philomel Books, 1994. This book recounts the true story of two boys, one black and one white, that meet near the end of the Civil War. It is a good starting place to introduce Reconstruction because it gives a review of how racism was prevalent in American society at the end of the Civil War. Students then learn what happens in the aftermath of the Civil throughout the Reconstruction unit. Rampolla, Mary Lynn. A Pocket Guide to Writing History. 6th ed. Boston: Bedford/St. Martin’s, 2010. Students will be expected to cite their debate sources in Chicago Manual of Style form.

Reconstruction: Historical Analysis Jenny Parks

Reconstruction began in 1863 and was a time of significant changes in the

government, economic, and social systems. Re-integrating Southern states that had

rebelled against the Union was a long and often violent process. This resource kit will cover

a wide range of topics associated with this turbulent time in American history by taking a

close look at what life was like during Reconstruction for many different groups of people.

In any event, there is the possibility for success and failure. In addition, there are many

definitions of what success means and what failure means for different people. In this unit,

students will apply the idea of differing definitions of success and failure to the period of

Reconstruction that took place after the end of the Civil War.

There were several proposed plans for how the government should have gone about

implementing Reconstruction in the South. The first plan, issued in 1865 by President

Lincoln, was the Ten Percent Plan. This plan stated that a state could be readmitted into the

Union when ten percent of the voting population took an oath of allegiance to the Union.

However, Lincoln was assassinated before his plan could really take effect. Andrew Johnson

replaced Lincoln as president. Johnson was sympathetic to the South and pardoned the

rebels except for the most prominent leaders and wealthy men, who were required to take

an oath before being pardoned. He believed power resided with the states. Johnson

appointed William W. Holden as provisional governor, but in the Election of 1865, Jonathan

Worth was elected. These plans for Reconstruction were centered on protecting whites

rather than freed slaves.

The Radical Republicans were more concerned with helping freedmen and many felt

that the policies of Johnson’s plan were not harsh enough on the Southern states. When the

question of what to do with the freed slaves was raised, Black Codes were established. Most

of these Black Codes were set to protect blacks and to grant them rights such as legal

marriages, job training, and the right to have contracts honored. However, there was still a

great deal of discrimination, as blacks were still not allowed to vote. Also working against

blacks was the Vagrancy Act, where a black could be arrested if they were homeless, and

the Apprenticeship program, where blacks without a job were forced to work on farms.

When the Freedmen’s Bureau was established by the federal government, it was not

popular in North Carolina, especially among the Democratic Party. President Johnson

vetoed attempts at the 14th Amendment and the Civil Rights Act of 1866, but Congress

overrode both of his vetoes.

Finally, Congress stepped in with the Military Reconstruction Act of 1867, which

dictated military occupation in the states until they agreed to pass the 13th (abolished

slavery), 14th (equal protection under the law), and 15th (black men can vote) Amendments.

North Carolina follows this plan of Reconstruction. When William W. Holden is elected as

governor, he promotes Republican ideas such as protection and equality for blacks.

However, against this plan is the Ku Klux Klan, a terrorist organization of

Conservative white people intent on harassing blacks and whites that support black rights.

The Klan used violence as a force of intimidation. They beat and lynched many people for

crimes they said went unnoticed by the police. The main intent of the Klan was to keep

change from occurring in the political and social system. When the Klan began to threaten

Holden’s power as governor, he sent state troops to try and control Klan activities in

Alamance and Caswell counties. These troops were under the command of Colonel George

W. Kirk. After a number of exchanges in which Klan members were arrested, but could not

be tried by their peers since many were friends with the jurors. It was ultimately decided

the prisoners could get a writ of habeas corpus from a federal court rather then wait to be

tried by a military commission. With his number of enemies growing, the Klan had a large

part in the impeachment of Holden as governor, the first state governor to be impeached in

US history. Even with Holden impeached and the Republican Party weakened by

disagreements, legislation was passed to put an end to the Ku Klux Klan. However, the main

reason for its disappearance during this time was probably because it had served its

purpose in getting the Conservatives back into power and there was no longer a need for it.

By looking at these different plans of Reconstruction, students can argue who was

successful and who was not. The Republicans were successful in some areas, such as the

promotion of equal rights and the put down of the Ku Klux Klan. The Democrats were

successful in regaining political power so that blacks had limited rights and limited power.

Really, the Democrats can be seen as the victors. In 1876, the Conservative-Democrat Party

was elected into power. Since concessions were made to Southern whites to gain support,

equality for blacks and poor whites would have to wait.

Agriculture and industry went through many changes during Reconstruction. Freed

slaves and poor whites were drawn into a cycle of debt by the system of sharecropping.

Tenants would rent land, seed, tools, and sometimes food from a wealthy landowner. When

they borrowed more money to pay off their growing debts, the downward spiral into debt

was almost impossible to get out of, especially when the landowner required a hefty share

of the farmers’ crop. Two of the most important industries, textiles and tobacco,

experienced a significant growth during this time and especially after Reconstruction

ended in the beginnings of the New South, so those in industry were better off than those

stuck in poverty as sharecroppers. In the 1890s, the Populist Party began to emerge. An

important figure in this party was Leonidas Polk, editor of the Progressive Farmer

magazine. In this New South, the “winners” were involved in industry, mill and land

owners, and typically middle class. The “losers” were the sharecroppers, mill workers, and

African Americans. Students can examine many aspects of success and failure by studying

these topics. The Republicans and the Populists merged together to form the Fusionist

Party, which took over the state legislature. However, this reign was short, as the

Democrats staged a revolt known as the Wilmington Race Riot, in which Alfred Moore

Waddell overthrew the black-majority government and declared himself mayor, reinstating

the doctrine of white supremacy. Soon, the disenfranchisement of black followed. Blacks

were excluded from voting with the literacy test, poll taxes, and the Grandfather Clause.

Women during this time were beginning their fight toward equal suffrage as well.

Susan B. Anthony opposed the 15th Amendment because it did not grant women the right to

vote. Lucy Stone believed the 15th Amendment should be passed and would help pave the

way for women’s suffrage. Women attempted to vote as early as 1871. Two women’s

suffrage groups emerged in the late 1800s. Susan B. Anthony and Elizabeth Cady Stanton

led the radical National Women Suffrage Association, which wanted a Constitutional

amendment. Lucy Stone helped form the moderate American Women Suffrage Association

which focused on obtaining suffrage state by state. During this time period, it can be argued

that women’s suffrage was not a success, but it would come to be a success after the turn of

the century.

In conclusion, this unit of Reconstruction will be approached in a way that allows

students to decide if a certain event or practice was a success or a failure. By doing this,

students will gain a strong understanding of the material by thinking critically and

defending their arguments through debates based on evidence.

Unit Plan Kelly Leonhardt

Day Focus Topic Assessment 1 Summary of Civil War Unit,

Introduction to Reconstruction

Webquest Activity Completion

2 What is Success? Defining Success Through Reconstruction

Article Worksheet

3 Introduction to Argument and the Culminating

Project

Practice Debate

4 African Americans During Reconstruction

Picture Analysis

5 Sharecropping Online Sharecropping Activity

6 Women During Reconstruction

Journal Entry on book reading

7 Whites During Reconstruction

Roots video reflection as homework

8 Student Work Day Observation 9 Political Views in the

Reconstruction Venn Diagrams

10 Student Work Day Vocabulary quiz

11 Debate Presentations Debate

Day 1: Summary of Civil War and an Introduction to Reconstruction Kelly Leonhardt

Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and goals: This lesson will give a brief synopsis of the previous unit on the Civil War and will introduce the post-Civil War Reconstruction Era in North Carolina. This will be the first of many lessons teaching students of how to define success. By the end of the ten day unit students will be able to conclude if the reconstruction was a success of failure in terms of politics and social implications. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.04, 4.05, 5,01, 5.02, 5.03, 5.04, 5.05. See previous NCSCOS sheet for details. Teacher Required Materials: - An understanding of Reconstruction - Webquest Worksheets - Pink & Say by Patricia Polacco - A booked computer lab or a checked out laptop cart - Teacher edition of textbook - Handout of Reconstruction names, terms, and events - Timeline of Reconstruction Student Required Materials: - Pencil or pen - Daybook - Textbook - Blank timeline Instructional Procedures:

1. Introduction to lesson: reading Pink & Say by Patricia Polacco as a review of the Civil War and social implications

2. Discuss any feelings from the book or any questions about the Civil War 3. Review of Civil War including years, key events, people, and places from

previous chapter 4. Introduce Reconstruction by having students fill out the timeline 5. Hand out vocabulary sheet 6. Explain webquest activity

7. Pass out laptops or travel to computer lab with class 8. Completion of webquest by each student individually 9. As a conclusion to the lesson students will take out their daybook (as explained

in the introduction) and write an exit slip to wrap up the lesson. Students will create a K.W.L. chart with what they know about Reconstruction and the Civil War, what they want to know, and at least one item that they learned by completed the webquest.

Assessment: Formative assessment will include checking for completion and accuracy of webquest activity and completion of homework, defining at least ten words from the vocabulary list.

Name: _______________________________

Reconstruction Timeline Write the events that correspond with the year on the lines provided. Not every line will be filled.

1865: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1866: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1867: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1868: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1869: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1870: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1871: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1874: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1876: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1877: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________

ANSWER KEY

Jenny Parks

Webquest: Reconstruction and Its Aftermath

http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html.

Part I

1. The 13th Amendment emancipated all slaves in the United States after the Civil War.

2. What was the purpose of Reconstruction in the South?

Reorganizing Southern state after the Civil War, readmitting states into the

Union, and defining white and black membership in a society with no slaves.

3. The Civil Rights Act of 1866 granted what rights to freed African Americans?

Voting rights, participation in the political process, landownership,

employment, and use of public accommodations.

4. Look Thomas Nast’s engraving Emancipation. List three things you notice about the

image. These can be people, things, or ideas that contrast freedom and slavery.

Slaves vs. a free black family

Abraham Lincoln

Blacks gaining education by going to public school

5. During Reconstruction, freed slaves began to leave the South for what state?

Kansas

6. Look at the image depicting African American Population Distribution in 1890. In

what part of North Carolina were most African Americans located?

i. The Mountains in the West

ii. The Piedmont in the center

iii. The Coast in the East

Part II

7. Some emancipated slaves worked for their former owners for wages.

8. True or false: Even though most slaves were illiterate before the Civil War, there

was little interest among freed African Americans to learn how to read and write.

http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html

9. In James E. Taylor’s image, what group of people is helping educate black women?

What are they teaching them to learn how to do? What else was taught in these

schools?

Northern teachers are teaching women of color how to sew

Reading, writing, and vocational training

10. The 15th Amendment stated that all male citizens had the right to vote. The Radical

Republicans were determined to allow African Americans all the rights of

citizenship.

11. What race had the majority in South Carolina in the first legislature formed after the

Civil War?

African Americans

12. Who were the two African Americans to serve as United States Senators in the 19th

century?

Blanche K. Bruce

Hiram Revels

13. True or false: African American men were very involved in politics during

Reconstruction even in the face of disapproving whites.

14. In many African American families, social, political, and economic life was centered

around the church.

15. What group purchased Wilberforce University in 1863? What groups of people did

they exclude from gaining access to their institution?

The African Methodist Episcopal Church purchased the school.

No group was to be excluded from the school based on race.

Name: _____________________________ Webquest: Reconstruction and Its Aftermath Jenny Parks Go to the following webpage: http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html. Read Part I and Part II and look at all of the images. Answer the following questions. Part I

1. The 13th Amendment _____________ all slaves in the United States after the Civil War.

2. What was the purpose of Reconstruction in the South?

3. The Civil Rights Act of 1866 granted what rights to freed African Americans?

4. Look Thomas Nast’s engraving Emancipation. List three things you notice about the

image. These can be people, things, or ideas that contrast freedom and slavery.

5. During Reconstruction, freed slaves began to leave the South for what state?

6. Look at the image depicting African American Population Distribution in 1890. In

what part of North Carolina were most African Americans located?

i. The Mountains in the West

ii. The Piedmont in the center

iii. The Coast in the East

Part II

7. Some emancipated slaves worked for their former owners for _______.

8. True or false: Even though most slaves were illiterate before the Civil War, there

was little interest among freed African Americans to learn how to read and write.

http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html

9. In James E. Taylor’s image, what group of people is helping educate black women?

What are they teaching them to learn how to do? What else was taught in these

schools?

10. The _______________ that all male citizens had the right to vote. The __________________

were determined to allow African Americans all the rights of citizenship.

11. What race had the majority in South Carolina in the first legislature formed after the

Civil War?

12. Who were the two African Americans to serve as United States Senators in the 19th

century?

13. True or false: African American men were very involved in politics during

Reconstruction even in the face of disapproving whites.

14. In many African American families, social, political, and economic life was centered

around the ________.

15. What group purchased Wilberforce University in 1863? What groups of people did

they exclude from gaining access to their institution?

Day 2: What is Success: Defining Success Through Reconstruction Kelly Leonhardt

Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and goals: This lesson will be focusing on the theme of the unit, Defining Success through Reconstruction. By the end of the lesson students should have a better understanding of success and failure and have the ability to relate these labels to the Reconstruction era in North Carolina. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.04 (See previous NCSCOS sheet for details.) Also covers English/Language Arts new Common Core Standard Reading Standards for Informational Text 6–12 8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. And 8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events. Required Teacher Materials: - CNN article on success to hand to students - Worksheets on articles for students Required Student Materials: - Daybook - Pen/pencil Instructional Procedures:

1. Introduce students to the lesson by asking them how they determine success or failure with life events and if they have any good examples.

2. Give five to ten minutes to allow students to define “success” and “failure” in their own words in their daybook.

3. Assign students to pairs 4. Hand out articles (see attached) 5. Hand out article worksheets 6. Have students read articles and complete worksheets 7. When they have completed the assignment have them turn in the worksheet 8. Students will then return to their daybook and reflect on how the article was the

same or different as their definition of success.

Assessment: - Completed worksheet - Daybook entry on Success - Daybook reflection at the end of class

Name: _________________________

How We Succeed By Failing by Kathleen Parker

1. What is success? How is it defined? Does it mean something different to everyone? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2. How could the definition of success stated in this article be related to Reconstruction or other time periods in North Carolina’s history? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3. Can you think of examples of success that we have discussed in class? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 4. What is your personal view of success? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 5. Discuss with a partner what their idea of success is. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 6. What have you been successful in and how will you define success for yourself in the next 10 years? 50 years? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

Day 3: Introduction to Argument and the Culminating Project Kelly Leonhardt

Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and goals: Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards for eighth grade social studies. The Goals and Standards addressed include the following: 4.05, 5.01, and 5.05 This lesson also follows Common Core Standards Speaking and Listening Standards 6–12: 8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced And 8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Teacher Required Materials: - Sheet of mock debate items - Culminating activity packet to hand out (instructions, group list, debate assignment, rubric, research sheet) - Laptop cart or checked out computer lab Student Required Materials: - Pen/pencil - Daybook Instructional Procedures:

1. Teacher will ask students what an argument is, then provide definition. 2. Teacher will ask students what a debate is and discuss. 3. Teacher will explain to the students the proper etiquette for a debate is as listed in

debate packet. 4. Mock Debate: teacher will hand out a slip of paper to each student with a simple

topic on it and a group number. 5. Group members will meet up and will be given 5 minutes to discuss. 6. Groups 1 and 2 will debate with each other; 3 and 4; 5 and 6 7. After ten minutes students will return to their seats and will discuss how the debate

went as a class. 8. Teacher will hand out the final project debate packet to the students. 9. Students will be given some time to read the instructions and then meet with their

group members. 10. The rest of class will be given for group members to discuss.

Assessment: Formative assessment will be teacher observations with each student’s participation in the mock debate and group meeting at the end of class.

To hand to students for mock debate: Kelly Leonhardt

Group 1: Apples

are better than

oranges

Group 1: Apples

are better than

oranges

Group 1: Apples

are better than

oranges

Group 1: Apples

are better than

oranges

Group 1: Apples

are better than

oranges

Group 2: Oranges

are better than

apples

Group 2: Oranges

are better than

apples

Group 2: Oranges

are better than

apples

Group 2: Oranges

are better than

apples

Group 2: Oranges

are better than

apples

Group 3: Books are

better than

movies

Group 3: Books are

better than

movies

Group 3: Books are

better than

movies

Group 3: Books are

better than

movies

Group 3: Books are

better than

movies

Group 4: Movies

are better than

books

Group 4: Movies

are better than

books

Group 4: Movies

are better than

books

Group 4: Movies

are better than

books

Group 4: Movies

are better than

books

Name: ______________________________________ Group: 1 2 3 4

Reconstruction in North Carolina

Culminating Project: Debate

Q: What is a debate? A: A debate is a discussion in which participants articulate, justify, and clarify their positions on an issue. In this informal debate plan, rebuttals attempt to refute statements made by the opposing side. Our class will be debating the issue of success throughout Reconstruction. This can include success or failure for industrialization, sharecropping, white supremacy, African Americans, women, and political parties. Each student will be given the assignment for which group they are in, even if they do not necessarily agree with their stance as to further their growth of argument. The class will be divided evenly into four groups: Group 1: The success of Reconstruction through politics. Group 2: The failure of Reconstruction through politics. Group 3: Success in social aspects in NC during Reconstruction Group 4: Failure in social aspects in NC during Reconstruction Each group will be expected to turn in the following:

a. A completed research sheet (provided) b. A bibliography with three to five sources (Chicago Style)

Each student in the group will turn in the following: a. A one-page reflection on which side had the best argument, how success was defined

through reconstruction, and how they felt their group argued their point. b. A responsibility sheet (provided). Honestly rate each group member on the

participation in research, group meetings, and overall contribution. c. Index cards with what point you argued.

Helpful Hints for the Debate: - Be polite to your peers - Only one person speaks at a time - Be sure to argue your assigned stance - Speak only when you are recognized by the teacher to speak - Allow others to express their opinions - Be mature - Speak loudly and clearly - Dress nicely (not Sunday best, but look presentable)

Group 1 Names:

Opinion: The success of Reconstruction through politics. All sources should be cited Chicago style (see example on instructions)

Put any additional sources on the back of this page.

Source #1: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Source #2: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Source #3: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Group 2 Names:



Source #1: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Source #2: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Source #3: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Group 3 Names:



Source #1: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Source #2: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Source #3: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Group 4 Names:



Source #1: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Source #2: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

Source #3: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________

To hand to students assigned to Group 1 for the culminating activity:

Group 1: The success of Reconstruction through politics.






Group 2: The failure of Reconstruction through politics.






Group 3: Success in social aspects in NC during Reconstruction






Group 4: Failure in social aspects in NC during Reconstruction





Day 4: African Americans During Reconstruction Kelly Leonhardt

Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and goals: This lesson will cover how African Americans were treated during Reconstruction and what types of laws were in place during the time period that impacted the treatment of African Americans after slavery was abolished. This will be accomplished by class discussion and picture analysis. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.05, 5.02, 5.03, 5.05 See previous NCSCOS sheet for details. Teacher Required Materials: - Pictures for group picture analysis - Picture analysis worksheet - Teacher edition of textbook (using page 239) Student Required Materials: - Pen/pencil - Textbook - Terms list Instructional Procedures:

1. Introduce students to African Americans during Reconstruction by using the story of Alex Galloway.

2. Discuss treatment of African Americans by whites with students and how the end of the Civil War and 13th, 14th, and 15th amendments affected the way blacks and whites interacted.

3. Discuss instructions of picture analysis with students. 4. Students will complete two out of the three picture analyses in pairs.

Assessment: Formative assessment will be a completed picture analysis sheet of two out of three pictures.

Name: _________________

Images of Reconstruction: Picture Analysis Jennifer Parks

In pairs, choose two of the three images to analyze. Image 1

Look at the picture for several minutes. In a few sentences, sum up the overall impression you get from the picture. How is each person portrayed? In your opinion, is this a positive or negative representation?

Fill in the chart below. List people, objects, words, ideas, actions, or anything else

you find interesting.

People Objects Actions Words Ideas Other

Based on what you have observed from this image, answer the following questions:

a. Who do you think made this image?

b. Does this image positively or negatively represent the people in it?

c. Is this picture Pro-Reconstruction or Anti-Reconstruction? Image 2

Look at the picture for several minutes. In a few sentences, sum up the overall impression you get from the picture. How is each person portrayed? In your opinion, is this a positive or negative representation?

Fill in the chart below. List people, objects, words, ideas, actions, or anything else you find interesting.

People Objects Actions Words Ideas Other

Based on what you have observed from this image, answer the following questions:

a. Who do you think made this image?

b. Does this image positively or negatively represent the people in it?

c. Is this picture Pro-Reconstruction or Anti-Reconstruction? Compare and Contrast:

How do the two images you chose differ from each other?

How do the two images you chose similar to each other?

Based on these images, what do you think were two conflicting ideas centered on

Reconstruction? Images:

http://blackhistory.harpweek.com/7Illustrations/Reconstruction/ThisIsAWhiteMansGov.htm

http://blackhistory.harpweek.com/7Illustrations/Reconstruction/TheFirstVote.htm



http://blackhistory.harpweek.com/7Illustrations/Reconstruction/TheFirstVote.htm

http://blackhistory.harpweek.com/7Illustrations/!ListOfIllusLevelOne.htm Images taken from HarpWeek: blackhistory.harpweek.com.

http://blackhistory.harpweek.com/7Illustrations/!ListOfIllusLevelOne.htm

Day 5: Sharecropping Jenny Parks

Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: This lesson will give students an understanding of what sharecropping was like for black and white farmers. Students will learn about the difficulties of being a sharecropper. The lesson relates to the theme of success and failure by allowing students to examine whether the sharecropping system was successful for the sharecroppers and the landowners from whom they borrowed their livelihood. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.05, 5.01, 5.04, and 5.05 See previous NCSCOS sheet for details. Teacher Required Materials: -An understanding of the sharecropping system -Sharecropping Activity and Reflection worksheets for students - Stopwatch or clock - Reconstruction Timeline? Required Student Materials: -Pen/pencil Instructional Procedures:

1. Introduce the lesson with the sharecropping activity. Explain the directions to the students and time each section of the worksheet appropriately.

2. Before moving on, discuss what happened as students moved down the worksheet 3. Give a brief talk on how sharecropping worked during Reconstruction. 4. Ask the students who sharecropping was a success for and who it was a failure for 5. Allow time for students to complete the reflection on page 2 of the sharecropping

activity individually. 6. Have students turn in worksheets

Assessment: -Completion of sharecropping activity -Student reflection on sharecropping

Name: ______________________________ Sharecropping Activity and Reflection

Jenny Parks

Directions: You will have thirty seconds to make tally marks in the “Money Earned” column. After the thirty seconds, you will count how many tally marks that you were able to make. Each mark is worth $2. Then, you will multiply your tally marks to see how much money you earned. Finally, subtract the money you borrowed from the money you earned to see your total income/debt. Money Borrowed Food- $30 Clothing- $20 Tools- $30 Medicine- $20 Rent for the Land- $100

Money Earned Total Income/Debt Money Earned - Money Borrowed $_____________________

Money Borrowed Food- $60 Clothing- $40 Tools- $100 Medicine- $100 Rent for the Land- $100


Money Borrowed Food- $90 Clothing- $10 Tools- $100 Medicine- $100 Rent for the Land- $200


Sharecropping Activity Reflection: Jenny Parks

1. Why was it difficult to make a living as a sharecropper?

2. Who do you think was successful in this system? Do you think it was possible for sharecroppers to break the cycle of debt?

3. Who do you think experienced failures in this system?

4. Do you think sharecropping was a fair system? Page 1: http://betterlesson.com/document/82270/reconstruction-unit-lesson-3-sharecropping-sharecropping-activity-and-reflection#/document/82270/reconstruction-unit-lesson-3-sharecropping-sharecropping-activity-and-reflection?from=tree&lessonID=19603

http://betterlesson.com/document/82270/reconstruction-unit-lesson-3-sharecropping-sharecropping-activity-and-reflection#/document/82270/reconstruction-unit-lesson-3-sharecropping-sharecropping-activity-and-reflection?from=tree&lessonID=19603




Day 6: Women During Reconstruction Jenny Parks

Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: This lesson will allow students to examine the lives of women during the period of Reconstruction. By the end of the lesson, students will be able to discuss how women were discriminated against and what they did during this time period to gain equal rights. Students will be able to sympathize with women of this time by imagining what it would be like to be excluded from voting. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.04, 4.05, 5.02, 5.03, 5.05 See previous NCSCOS sheet for details. Teacher Required Materials:

- Created Equal: Women Campaign for the Right to Vote 1840-1920 by Ann Rossi. o Pages 16-19

Student Required Materials:

- Pencil or pen - Daybook

Instructional Procedures:

- Read pages 16-19 aloud to the class. - Be sure to show the images and point out the quotes of famous women. - Assign the following journal response for students to write in their Daybook:

o How do you feel when you are excluded from something a group of people are doing?

o If you were a woman during this time, what would you have done to advocate for your right to vote?

o How would it feel to be excluded from voting, something only men were allowed to do?

- Allow students to share their responses with each other and the class Assessment:

- Journal responses - Classroom discussion

Day 7: Whites During Reconstruction Jenny Parks

Subject: Social Studies Grade Level: 8 Duration: One 90-minutes class period Content and Goals: This lesson will allow students to examine the lives of white people during the period of Reconstruction. Students will study topics such as white supremacy, what rights whites had that blacks were denied, and how the two races differed in the general areas of economics, politics, and social expectations. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.04, 4.05, 5.02, 5.03, 5.05 See previous NCSCOS sheet for details. Teacher Required Materials:

- Episode 6 of Alex Haley’s Roots, a miniseries made for television This episode can be found on YouTube:


- Preparation for a discussion of the film Student Required Materials:

- Pencil or pen - Notebook paper


1. Introduce video with a short summary. Instruct students to take notes on the film, paying close attention to the behavior, portrayal, and how specific characters treated each other.

2. Have a class discussion about how whites experienced success and failure during Reconstruction

3. Show video 4. Assign homework: have students reflect on their observations taken in their notes.

Assessment:

- Class discussion - Homework



Day 8: Student Workday #1 Kelly Leonhardt

Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: Students will have time to work on the Culminating Project for the Reconstruction Unit. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards address include the following: 4.05, 5.01, and 5.05 See previous NCSCOS sheet for details. This lesson also follows Common Core Standards Speaking and Listening Standards 6–12: 8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced And 8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Teacher Required Materials:

- Checked out computer lab or laptop cart - Index cards - A Pocket Guide to Writing in History by Mary Lynn Rampolla


- Computer - Research sheet - Sources and bibliography - Responsibility sheet - Debate information sheet


1. Introduce the lesson by asking students if they have any questions about the debate information sheet or anything dealing with the debate.

2. Discuss citations and plagiarism with students 3. Show students how to properly cite sources using Chicago style 4. Give students time to work in groups discussing their debate, filling out the

responsibility sheet, source sheet, and reviewing all requirements of the debate. Assessment:

- Formative assessment: teacher observation to ensure all students are participating

Day 9: Political Views of Reconstruction Jenny Parks

Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: Students will learn about the different political stances different groups of people took on Reconstruction. Students will be able to compare and contrast the views of the Democratic Party and those of the Republican Party. Students will learn about the reasons that spured the rise of the Populist and Fusionist Parties. Students will learn about legislation that sought to either grant African Americans rights and legislation that sought to disenfranchise them. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.04, 4.05, 5.02, 5.03, 5.05 Teacher Required Materials:

- Teacher edition of textbook - Blank Venn Diagram worksheets


- Pencil or pen - 2 Venn Diagram worksheets - Student edition of textbook


- Outline the different political views of the Democratic, Republican, Populist, and Fusionist Parties.

- Instruct students to use one Venn Diagram worksheet to compare and contrast the beliefs of the Democratic and the Republican Parties on how Reconstruction should be carried out

- Discuss findings as a class-make a master Venn Diagram on the board - Instruct students to use their second Venn Diagram worksheet to compare and

contrast the interests and goals Republican Party and the Populist Party. - Discuss findings as a class-make a master Venn Diagram on the board. Explain how

these two parties merged to form the Fusionist Party - Collect worksheets for grading

Assessment:

- Completion of Venn Diagrams - Teacher observation of class participation

Name:

Democrats Republicans

Different Views of Reconstruction

Both

Name:

Republicans Populists

Political Party Interests and Goals

These two parties

merged to form:

_______________

Day 10: Student Workday #2 Jenny Parks

Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: Students will have time to work on the Culminating Project for the Reconstruction Unit. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards address include the following: 4.05, 5.01, and 5.05 See previous NCSCOS sheet for details. This lesson also follows Common Core Standards Speaking and Listening Standards 6–12: 8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced And 8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Teacher Required Materials:

- Checked out computer lab or laptop cart - Index cards - Vocabulary Quiz


- Computer - Research sheet - Sources and bibliography - Responsibility sheet


- Administer the vocabulary quiz - Allow students to exchange their completed quiz for a computer - Pass out worksheets and index cards - Instruct students to :

o Finalize their bibliographies o Finalize their arguments with their groups o Make note cards with their points

o Practice speaking within their groups - Circulate the classroom and be available for questions Assessment: - Formative assessment: completion of vocabulary quiz - Teacher observation to ensure all students are participating

Name: __________________

Vocabulary Quiz Jenny Parks

Match each word to its definition. Not all of the terms will be used.

1. _______________ Many freed slaves and poor whites rented land to farm from a

landowner, who expected a portion of the families’ crop. This system led to a difficult cycle of debt where farmers were forced to borrow money to pay other debts.

2. _______________ This man became president after President Lincoln was assassinated. He was very sympathetic to the South.

3. _______________ This Constitutional Amendment gave blacks full citizenship rights. 4. _______________ During Reconstruction, traveling blacks could be arrested for _____,

or wandering with no permanent home. 5. _______________ This political party campaigned resented the rule of industrial leaders

over those in agriculture. They struck an alliance with the Republican Party to gain political control over the Democrats.

Industrialization

White Supremacy

William Holden

15th Amendment

Black Codes

Washington Duke

Republicans

Ku Klux Klan

Abraham Galloway

Jonathan Worth

Scalawags

Martial Law

John Stephens

Vigilante

Reconstruction

Sharecropping

Andrew Johnson

Conservatives

Alexander Manly

13th Amendment

Carpetbaggers

Tenant Farming

1868 State Constitution

Vagrancy

Conservative-Democratic Party

Textiles

Freedman’s Convention

Disenfranchise

Democrats

Women’s Christian Temperance Union

State Convention

Alfred Moore Waddell

Resurgence

Election of 1866

Impeach

The Gilded Age

Populists

14th Amendment

6. _______________ This group was organized shortly after the end of the Civil War and was against the process of Reconstruction. They intimidated blacks and those with political views that supported black rights with violence.

7. _______________ This North Carolina governor warned against allowing the “dregs of society” to vote and believed only white educated wealthy men should be in power.

8. _______________ A derogatory term for whites, typically Northerners, who moved to the South for political and economical opportunity and to support black rights.

9. _______________ This event was lead by Abraham Galloway. Held in Raleigh, it was a meeting to discuss black rights in the courts, for fair labor, and for the right to vote.

10. _______________ These were restrictions placed on blacks by whites that limited blacks from things like testifying in court, owning guns, and voting.

11. _______________ This amendment abolished slavery 12. _______________ This political party especially concerned with expanding democracy

to all adult men, regardless of skin color or wealth. They were often targeted by the Ku Klux Klan.

13. _______________ An entrepreneur that took a risk by investing in cigarette-making machine and selling pre-rolled cigarettes.

14. _______________ After winning power again in 1898, the Democrats began a process called ________, which excluded black voters from the polls without ever mentioning race. This included policies such as the literacy test, the poll tax, and the Grandfather Clause.

15. _______________ This man declared himself mayor after leading the Wilmington Race Riot. He claimed he was fighting for “white independence” from blacks and opposed the Fusionist Party.

Vocabulary Quiz Answer Key

1. Sharecropping 2. Andrew Johnson 3. 14th Amendment 4. Vagrancy 5. Populist 6. Ku Klux Klan 7. Jonathan Worth 8. Carpetbaggers 9. Freedman’s Convention 10. Black Codes 11. 13th Amendment 12. Republicans 13. Washington Duke 14. Disenfranchisement 15. Alfred Moore Waddell

Day 11: Debate Kelly Leonhardt

Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: Students will present their debate. Group 1 will debate with Group 2. Group 3 will debate with Group 4. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards address include the following: 4.04, 4.05, 5.01, 5.02, 5.03, 5.04, and 5.05 See previous NCSCOS sheet for details. This lesson also follows Common Core Standards Speaking and Listening Standards 6–12: 8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced And 8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Teacher Required Materials:

- Rubric for each student Student Required Materials:

- Any and all information needed for debate (index cards) - Bibliography - Rubric - Research sheet - Responsibility sheet - Reflection to hand in


- Introduce the class to the lesson by explaining how to be courtesy to other debating groups and how to behave as an audience member.

- Instruct audience members to take notes. - Debate Group 1 vs. Group 2 - Discuss with class - Debate Group 3 vs. 4 - Discuss with class - Finalize with answering any questions

Assessment: Summative assessment of full unit through debate and research. Formative assessment in terms of audience members and insuring their participation and full attention.

Group Responsibility Chart

On a scale of 1 to 5 (with 1 being the worst and five being the best) rate each of your group members on the following:

(Yourself) Name_________________________________ Contribution to research: 1 2 3 4 5 Making of index cards: 1 2 3 4 5 Participation in debate: 1 2 3 4 5 Overall effort contributed: 1 2 3 4 5 What did you contribute (specifics)? _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________

(Member 1) Name _________________________________ Contribution to research: 1 2 3 4 5 Making of index cards: 1 2 3 4 5 Participation in debate: 1 2 3 4 5 Overall effort contributed: 1 2 3 4 5 What did they contribute? _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________ (Member 2) Name _________________________________ Contribution to research: 1 2 3 4 5 Making of index cards: 1 2 3 4 5 Participation in debate: 1 2 3 4 5 Overall effort contributed: 1 2 3 4 5 What did they contribute? _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________ (Member 3) Name _________________________________ Contribution to research: 1 2 3 4 5 Making of index cards: 1 2 3 4 5 Participation in debate: 1 2 3 4 5 Overall effort contributed: 1 2 3 4 5 What did they contribute? _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________

(Member 4) Name _________________________________ Contribution to research: 1 2 3 4 5 Making of index cards: 1 2 3 4 5 Participation in debate: 1 2 3 4 5 Overall effort contributed: 1 2 3 4 5 What did they contribute? _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________

Documents

Defining Success Through Reconstruction in North Carolina · 2018. 10. 10. · Unit Plan Lesson Plans: Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 ... everything