11th Grade Semester One

Unit 5: The Reconstruction

Stage 1: Desired Outcomes
Topic / Unit Title:The Reconstruction
*What is the best way to reconcile after a conflict?
NYS Content Standards
Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions; the connections and interactions of people and events across time and from a variety of perspectives.
Key Idea 3: major social, political, economic, cultural, and religious developments; important roles and contributions of individuals and groups.
Key Idea 4: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. / Common Core Skills
Reading-Social Studies (RH)
1. Use relevant information and ideas from documents to support analysis
3. Use information/ideas to determine cause and effect
6. Compare and contrast various points of view
7. Create and analyze visuals (graphs/charts)
8. Identify and analyze evidence
Writing (W)
3. Produce writing appropriate to task, purpose and audience.
4. Strengthen writing by planning, revising, editing and rewriting
5. Draw evidence from informational text
Speaking and Listening (SL)
1. Participate in collaborative discussion
4. Clearly present appropriate information and evidence
6. Demonstrate command of formal English
Language (L)
1. Demonstrate appropriate grammar usage in writing and speaking (sentence complexity)
2. Demonstrate appropriate usage of the mechanics of language (punctuation, capitalization)
4. Build vocabulary and expand word choice
Understandings:
Describe and analyze Lincoln’s attitudes toward slavery and African Americans before and while he was President.
Describe and evaluate the actions Lincoln took as President relating to slavery and Black Americans:
Emancipation Proclamation, The Gettysburg Address, and the Thirteenth Amendment.
Define: Reconstruction
Explain the different plans for
Reconstruction (Lincoln’s Plan, Johnson’s Plan, and Radical Reconstruction Plan).
Explain and analyze the major accomplishments and shortcomings of the Reconstruction governments in the South.
Discuss the methods used by the South to
circumvent the Reconstruction amendments that were supposed to protect minority rights: rise of the Ku Klux Klan, lynching and violence, “Jim Crow” laws, voting restrictions, and segregation and Plessy v Ferguson.
Compare and contrast the views of Booker T. Washington and W.E.B. DuBois. / Essential Questions:
What kind of leadership is required during war time on the home front?
How can military decisions impact society beyond the battle field?
How can Congress and the president reach agreement and
compromise?
What should be done to free oppressed groups and equalize the playing
field?
To what extent were the powers of the President expanded as Lincoln attempted to deal with the crisis of civil war?
To what extent were the powers of the President expanded as Lincoln attempted to deal with the crisis of civil war?
What did the Emancipation Proclamation provide? How did it change the nature of the war?
What actions did Lincoln take as president of the U.S. during the Civil War?
What did the Emancipation Proclamation provide? How did it change the nature of the war?
What actions did Lincoln take as president of the U.S. during the Civil War?
Should the South have been treated as a defeated nation or as rebellious states?
How did the reconstruction plans of Lincoln and Johnson differ?
How did Radical Republicans win the control of Congress?
Did reconstruction benefit African Americans?
What new forms of economic and political discrimination developed in the years following the Civil War?
What were the success and failures of Reconstruction for African Americans?
Who had the better plan for African Americans: Booker T Washington or WEB DuBois?
Stage 2: Assessments and Tasks
Common Core Literacy Task
Exit tickets with questions based on the Civil War Lesson Aims.
Analyzing documents based on the Lincoln’s presidential speeches (Inaugural Address, Gettysburg Address, and Emancipation Proclamation).
Interpret the wording of the 13th, 14th, and 15th amendment along with the Supreme Court Case majority decision in Plessy vs Ferguson.
Examine Photographs with texts from the Jim Crow era.
Prepare and outline written arguments for DBQ essay. / Performance Task(s) – Other Evidence
Make a campaign poster advertising Lincoln as either a hero or a tyrant
Create a plaque about each of the amendments that was passed during Reconstruction. Use the documents about the Black Codes and Jim Crow legislation to “deface” the plaques with examples of how the amendments were interfered with.
DBQ Essay: Was the Civil War Justified?
Unit Test: The Civil War and Reconstruction
Analyze and answer questions about primary documents (texts and images)
Debate: Did African Americans experience equality after they were freed from slavery?
How will students reflect upon and self-assess their learning?
Exit tickets
DBQ essay with feedback
Grade worksheets
Multiple choice in-class quizzes
Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.)
Aim: Does Abraham Lincoln deserve to be called the “Great Emancipator?”
Describe and analyze Lincoln’s attitudes toward slavery and African Americans before and while he was President.
Describe and evaluate the actions Lincoln took as President relating to slavery and Black Americans:
Emancipation Proclamation, The Gettysburg Address, and the Thirteenth Amendment.
Evaluate whether Lincoln deserves to be called the “Great Emancipator.”
ACTIVITY: Create a campaign poster demonstration whether Lincoln was a hero or a tyrant.
Aim: Should the South have been treated as a defeated nation or as rebellious states?
Define: reconstruction
Explain the different plans for Reconstruction (Lincoln’s Plan, Johnson’s Plan, and Radical Reconstruction Plan).
Explain and analyze the major accomplishments and shortcomings of the Reconstruction governments in the South.
ACTIVITY: Students create a plaque for each of the new amendments made by the Radical Reconstruction Plan.
The plaques should have key words and images to represent the message of the amendments.
Aim: Did reconstruction benefit African Americans?
Define: Redemption, KKK, Plessy v Ferguson, Black Codes, Voting Restrictions
Discuss the methods used by the South to circumvent the Reconstruction amendments that were supposed to protect minority rights: rise of the Ku Klux Klan, lynchings and violence, “Jim Crow” laws, voting restrictions, and segregation and Plessy v Ferguson.
Identify the difference between a short term effect of war and a long term effect.
ACTIVITY: Create a postcard about the various conditions African Americans are enduring during the Reconstruction Era.
Stick the postcard over the plaques to show how the Redemption era tried to ‘deface’ the constitutional amendments.
Alternative Choice: Write a letter to Abraham Lincoln explaining what things are like in the south for African Americans and what
solutions you think should be imposed.
Aim: Who had the better plan for African Americans: Booker T Washington or WEB DuBois?
Summarize the arguments of each activist.
Compare and contrast the strengths and weaknesses of their arguments.
Evaluate who has the stronger argument.
ACTIVITY: Class debate about which leader has the better approach.
Teacher Reflection for Future Planning
Evaluate exit tickets, graphic organizers, writing assignments, scaffolding questions, and multiple choice/short answer test. Will use these to review content and vocabulary building
Will explore test results to look common content and skill errors, as well as document analysis.
Will explore helpfulness of graphic organizers