How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

Historical Question How did the political landscape change and stay the same from the beginning of Reconstruction to the end? (This will be used as a year-long reference to study the political landscape through American History from Reconstruction to Present Day) Introduction to DBQ My Document Based Question is to analyze primary sources through high order thinking questions as evaluated on the Webb’s Depths of Knowledge Criteria. I chose to select documents during the Reconstruction Era because of its direct correlation to contemporary issues. Historical Thinking Skill: Continuities and Change My Historical Question demonstrates how South Carolina (and national) politics have been continuous in that the legislature was still governed by higher class Southern males in a two-party system, but it changed from a government led by a more racially diverse inclusive Republican legislature to an almost all-white (one member was African-American) exclusive Democratic legislature. Students must be able to recognize the continuities and change of the Reconstruction Era through completing formative assessments on the individual sources and a summative assessment through the use of graphic organizers, essay, presentation, or art project depending on developmental level of the learner (This will be used as the beginning project in a year-long study of continuities and change throughout US History). SC Standard(s): 4.5.CO Compare the roles of various groups on Reconstruction. 4.5.CE Analyze the impact of federal legislation on the South during Reconstruction. 4.5.P Summarize Reconstruction as a turning point in American history. 4.5.CX Contextualize the economic, labor, political, and social conditions in South Carolina during the period of Reconstruction. 4.5.CC Identify and evaluate the impact of economic, political, and social events on the African American experience throughout Reconstruction. DOK Level: 1 Recall and Reproduction, 2 - Basic Applications and Skill, 3 - Strategic Thinking for the formative assessments. Level 3 and 4 - Expanded Thinking for the summative assessment. Materials

● Internet (If internet is an issue, the primary sources and DBQ’s can be printed) ● Projector and Screen ● Primary Source Analysis Tool (http://www.loc.gov/teachers/primary-source-analysis-

tool/) ● Art Supplies (Paper and Pencil) ● Computers

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

● Productivity Software (Microsoft Office, Google Docs, etc.) Teacher Guide: Teacher Background Knowledge: This DBQ deals with the political aspect of Reconstruction when African-Americans were just freed, given equal protection, and men could vote. For the first time, African-Americans were members of the state Legislature and created a new state Constitution. This was all done under the eye of the Federal troops stationed in the former Confederate States. Not long after the US military left due to the Compromise of 1877, Jim Crow was the new norm and little had changed from the days of Antebellum South Carolina. Student Background Knowledge: The students need to have knowledge of the causes and effects of the Civil War and the condition of the former Confederate States. The students also need to know that there is now a large population of newly freed African-Americans hoping to finally get a chance of becoming a United States citizen. Also, many homes, roads, crops, and hopes of Confederate supporters have been dashed with many former soldiers facing debilitating injuries and uncertainty for their future. The students need to know of the various Reconstruction plans, and the roles of Andrew Johnson and the “Radical” Republicans in the US Congress. The students need to know the meaning of the thirteenth and fourteenth amendments. Lesson: Review the background knowledge with the students with a quick and fun activity (examples: Pair and share review, “snowball fight,” or gallery walk of past primary sources. Next, set expectations and discuss the relevance to engage the students. Then, provide the students with the Library of Congress’ Primary Source Analysis Tool (if one-to-one, students can see this online). Have the students in groups complete a quick analysis with each group having only 1 of the future documents, followed by discussion. The students should be making correlations to the past DBQ source. Then, have the students complete this DBQ, in groups or on their own (You know your students best). Each source is in a thematic order. Set expectations for the DBQ. Make sure they know that some questions have more than one part that needs to be addressed. Throughout the lesson, encourage positive correspondence, thoughtful questions, and quality effort. Make sure that you circulate throughout the classroom and assist students. Let the students know that this will be leading to a formative assessment. If possible, use this DBQ in an electronic format if your school is one-to-one. If not, project this DBQ and/or provided printed copies for each student. Also, always encourage the students to seek trends, real-life experiences, cross-curricular content, and the other historical thinking skills. Summative Assessment Choices: Art project- students draw two pictures of the Reconstruction and Post-Reconstruction Legislative Members debating on the floor of the Legislature. include captions or dialogue bubbles to show the differing viewpoints; Essay - students create an essay of the continuities and change of the political landscape then include a portion where the students compare it to today’s Legislature. Graphic Organizers: Have the students create a Venn Diagram of the Legislature, then use this as an anchor chart to demonstrate continuities and change throughout the entire school year; Presentation - Have the students present the pros and cons of Reconstruction politics, and how they changed throughout the Era (this can be done using any

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

online presentation software or in front of the classroom). There are many other options, but these are just several suggestions.

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

Source A: Fifteenth Amendment of the United States Constitution

Key Terms: Abridged - taken away Condition of Servitude - Had been a servant United States Congress, Legal Document, Ratified March 30, 1870. Document Based Questions:

1. What is the purpose of this Amendment? 2. Was this Amendment necessary after the Civil War? Why or why? (Be sure to include

historical evidence to support your argument) 3. Who has been granted the right to vote/Who has not? 4. What are the requirements of the right to vote after the ratification of this Amendment?

https://memory.loc.gov/cgi-bin/ampage?collId=llsl&fileName=016/llsl016.db&recNum=1166

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

Source B: Republican Party Platform of 1872 {Excerpt]: The recent amendments {thirteenth, fourteenth, and fifteenth} to the national Constitution should be cordially sustained because they are right, not merely tolerated because they are law, and should be carried out according to their spirit by appropriate legislation, the enforcement of which can safely be entrusted only to the party that secured those amendments. Key Terms: Appropriate legislation: Passing fair laws Cordially sustained: Kept Entrusted: To trust Republican Party, Political Document, June 5, 1872, Philadelphia, PA Document Based Questions:

1. What is the purpose of this document? 2. Using this paragraph, would an African-American support the Republican Party? Why or

why not? 3. According to this document, who was responsible for securing the Thirteenth, Fourteenth,

and Fifteenth Amendment? http://www.presidency.ucsb.edu/ws/index.php?pid=29623

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

Source C: Radical Members of the South Carolina Legislature

James G. Gibbes, Political Poster, Spartanburg Herald-Journal, 1860-1869 Document Based Question:

1. Compare and contrast the members in this image. 2. Based on Source B, you can infer that these members belonged to which political party?

Use evidence to support your decision. 3. What the definition of the term “radical” does the author infer from this document?

http://digital.infodepot.org/cdm/singleitem/collection/shjw/id/202/rec/2

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

Source D: South Carolina Legislators after the Civil War

Author Unknown, Photograph, 1870-1879, Spartanburg Herald-Journal Document Based Questions:

1. Compare and contrast the members of the South Carolina Legislature in this image. 2. Compare and contrast the members in this image with those in Source C. 3. Using your background knowledge of the two main political parties, which image is of a

Republican dominated Legislature and which is of a Democratic Legislature? Use evidence to support your answer.

http://digital.infodepot.org/cdm/ref/collection/shjw/id/205

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

Source E: 1880 United States Census Map and Table of African-American Density Population

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

Source E (continued):

United States Census Bureau, Map and Table, 1880 Document Based Questions:

1. According to the map above, which part of the country has the highest density of African- Americans in the United States (if you cannot read the key, the darker the area is shaded, the more dense the population of African-Americans)?

2. Why do you think that is? 3. Using the table above, are there more African-Americans or whites in South Carolina?

By how much? 4. In your opinion, how much affect does a racial majority of population have on choosing

elected officials? https://www.census.gov/history/www/through_the_decades/overview/1880.html

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

Source F: To his Excellency, Andrew Johnson, President... Letter from a distinguished southern General

Excerpt from the above letter: “... I trust, for the freedom and frankness (boldness) with which I call your attention what the South regards as grievances (problems) and wrongs indicted (placed upon) on her in violation of the terms upon which she laid down her arms. You must bear in mind that I am discussing these topics from a Southern stand-point … Each convention was followed by his own {mother and fatherless} offspring, the Legislature, of its creation - a political … body somewhat “...without father, without mother, without descent’ - fit successors (the next people to take a job) of most unhonored predecessors (the people before) … When these Legislatures met in was literally “extraordinary session,” what a spectacle (funny show) was presented!” General Wade Hampton III, Democrat, Letter to President Andrew Johnson, From The New York Metropolitan Record, August 25, 1866 Document Based Questions:

1. What is General Hampton’s opinion on the Legislature? 2. Why do you think General Hampton had this opinion since he was a Southern General? 3. In 1877, General Wade Hampton won the governorship in South Carolina as a Democrat.

Do you think he kept or discarded the South Carolina Legislature of Reconstruction? Why or why?

http://digital.tcl.sc.edu/cdm/singleitem/collection/bro/id/1638/rec/3

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

Source G: WPA Federal Writers' Project Review of the Reconstruction Period {Excerpt}

WPA Federal Writers’ Project, Manuscript, 1936-1937, South Carolina

1. According to this document, what happened to the political power of African-Americans in South Carolina?

2. How were African-Americans disenfranchised by the new state constitution? 3. Refer back to Source C and Source D, which image was taken during Reconstruction and

which image was taken after Reconstruction? Use evidence from this text and the images to answer this question.

http://digital.tcl.sc.edu/cdm/ref/collection/wpafwp/id/2172

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

Scaffolding the Historical Thinking Skill: Continuities and Change This Historical Thinking Skill is not one that should be completed just for this DBQ, but rather as an ongoing, year-long theme in which the students seek constant trends and varying change from Reconstruction to Present Day. There will be numerous opportunities for students to master this skill throughout the year (Separate but equal, Jim Crow, Civil Rights Movement, etc.). Never pass up an opportunity to highlight patterns and changes as you go through each unit. The questions in this DBQ were created with the specific goal of making the student think on a high level and like a historian. Some of these questions might be difficult for some learners, and that is perfectly fine. Each student is different and each student’s needs every change available to succeed. The teacher may want to read the text, make a video to present the text with pictures, ask guiding questions, provide students more time, reduce the number of sources and questions (increase for the high achievers), allow for cooperative learning, permit choice of summative assessment, have students research and create their own DBQ’s, and make it fun. Throughout the DBQ, I provided key terms with definitions, except on the letter from General Wade Hampton. The reason being his terminology included Latin phrases and many outdated terms. Please explain the purpose of the ellipse (...) and brackets {} to the learners. This is often confusing for the student and can become a source of frustration. This might be an opportunity to teach how to read excerpts so that future DBQ’s can go without incident. Finally, the map might be difficult to read, so I highly recommend going to the site yourself. Students need to know map skills to succeed in Social Studies. This includes how to read the legend, analyzing data, and drawing conclusions. Make sure you teach map skills prior or during this lesson. It will save you time in the future. Remember, you know your students best. Monitor and adjust when necessary, and always reflect after each lesson. Every learner should be provided with every opportunity to succeed. Make all teaching decisions based on what is best for the student, and keep all lessons student-centered.

How did the political landscape change and stay the same from the beginning of Reconstruction to the end? Developed July 2017

Resources Federal Writers' Project. 1936. WPA Federal Writers' Project Papers. Digital Collections, South

Carolina Library, Columbia, SC. Retrieved from http://library.sc.edu/digital/collections/wpafwp.html.

Gibbes, J. G. (n.d.). Radical Members of South Carolina Legislature [Photograph]. Herald Journal Willis Collection, Spartanburg County Public Libraries, Spartanburg.

Hummel, Ray, Jr. Southeastern Broadsides Before 1877: A Bibliography. Richmond, VA: Virginia State Library. 1971, pg. 239

PIO, J. G. 1880 Overview. Retrieved July 17, 2017, from https://www.census.gov/history/www/through_the_decades/overview/1880.html

Primary Documents in American History. Web Guides, The Library of Congress, Washington,

DC. Retrieved from https://www.loc.gov/rr/program/bib/ourdocs/15thamendment.html Primary Source Analysis Tool. The Library of Congress, Washington, DC.

Retrieved from http://www.loc.gov/teachers/primary-source-analysis-tool/ Republican Party Platforms: Republican Party Platform of 1872 - June 5, 1872. (n.d.). Retrieved

from http://www.presidency.ucsb.edu/ws/index.php?pid=29623 South Carolina Department of Education. (2019). South Carolina social studies college- and career-ready standards [PDF document]. Retrieved from

https://ed.sc.gov/index.cfm?LinkServID=9677E07B-CFFE-6A5C-AA47F98625149ABC South Carolina Department of Education. (2012). South Carolina support documents for social

studies [PDF document]. Retrieved from http://ed.sc.gov/instruction/standards-learning/social-studies/resources/

South Carolina Legislators after the Civil War [Photograph]. (n.d.). Herald-Journal Willis

Collection, Spartanburg County Public Libraries, Spartanburg.