day 4 - 2014 - reconstruction legacy

5/21/2018 Day 4 - 2014 - Reconstruction Legacy

1/19

Objective (3.1.a)SWBAT identify andevaluate the legacy ofReconstruction.

SWBAT analyzehistorical documents

using the SOAPSToneprocess of analysis

DOL: Given an exitcard (80% accuracy)SW Answer 3multiple choice

questions CompleteSOAPSTone analysisfor a given documentand write a 5-6sentence arguingwhether or not thelegacy was positive or

negative.

What was the legacyof Civil WarReconstruction onthe United States?

"There has been houses broken open, windowssmashed and doors broken down in the dead hours ofthe night, men rushing in, cursing and swearing anddischarging their Pistols inside the house. Men havebeen knocked down and unmercifully beaten and yetthe authorities do not notice it at all. We would open a

school here, but are almost afraid to do so, notknowing that we have any protection for life or limb." - African-American citizens of Calhoun, Georgia, requesting protection fromfederal troops

Analyze the quote above:

How do you think this relates to Reconstruction? Why do you think African-Americans in Georgia were subjected

to such violence? Why do you think some southern whites chose to inflict

violence and terror?

Challenge! What place/importance do you think the abovequote has in the history of race equality/relations in the historyof this country?


2/19






negative.


SWBAT identifyand evaluatethe legacy ofReconstruction. (Brick Words . MortarWords)

Todays Essential Question: Deals withevaluate (0-5) the legacy of

Reconstruciton ...

Evaluate - to judge the value or condition of (someone or

something) in a careful and thoughtful way.


3/19

Seminar Hours TuesdayThursday: 2:45 to 3:30

HW -

Manage your grade!!!






negative.



4/19

Title: Civil War Reconstruction Legacy ofReconstruction

Date: August 15, 2014

Write down theEssential Question.






negative.



5/19

In an attempt to go as paperless as possible, Ihave posted the syllabus on my website / wiki.

www.investment-in-knowledge.wikispaces.com






negative.

http://www.google.com/url?sa=i&rct=j&q=syllabus+handout&source=images&cd=&cad=rja&docid=82XUt3me27eE-M&tbnid=UYXmXSZfgfERdM:&ved=0CAUQjRw&url=http://myhistorycourse.org/index.php?p=1_3&ei=ST8NUr69NoapyAGujoDgAw&bvm=bv.50768961,d.aWc&psig=AFQjCNHECQ88xwfWF8cUhu_Fb1BMMvt9UA&ust=1376686261460117


6/19

During the Civil War, President Lincoln abolishedslavery in all of the Southern states.

After the war ended in 1865 , the U.S. governmentsent troops to the South to ensure a smooth

transition to a peaceful society and to help theFreedmen get adjusted to free life. This transition was titled Reconstruction

13thAmendment (0-5)

Banned Slavery in the U.S.

14thAmendment (0-5) Established all freed slaves as U.S. citizens

15

th

Amendment (0-5) Ensured all male citizens suffrage






negative.



7/19






negative.


Using two documents, we will attempt toanswer this question: Was Reconstruction asuccess?

For each of the two documents provided toyou, you will need to:

Analyze the document using SOAPSTone

Create a comprehension statement thatsummarizes the main idea and relates it tothe essential question.

The main idea of this document is

12 mins


8/19






negative.


Subject: Restrictions on African Americans in public

Occasion: Opelousas, Louisiana; Immediately following the Civil

War; Reconstruction Era

Audience: Freed Slaves and blacks

Purpose: To keep blacks from having independence and true

freedom Speaker:

Local government of Opelousas, Louisiana Tone:

Commanding, Authoritative

2 min, write your own comprehension statement:(The main idea of this doc is)


9/19






negative.


2 min, write your own comprehensionstatement: (The main idea of this doc is)

Exemplar: The main idea of this documentis that governments in Southern cities andstates like Opelousas, Louisiana usedBlack Codes to warn blacks of theirrestrictions in society and to keep them

from gaining true independence andfreedom. This shows how even after theCivil War and slaverys end, racialinequality was still very prevalent.


10/19






negative.


Subject: Mistreatment of freedmen after the Civil War

Occasion: Location unknown; 1880; Industrial Era

Audience: U.S. Government Officials Purpose: To inform the government that while slavery was

ended, mistreatment of blacks continued Speaker: Henry Adams, former slave

Tone: Distressed, somber



11/19






negative.



Exemplar: The main idea of thisdocument is that blacks faced extremeracial hatred and mistreatment evenafter slavery ended following the CivilWar. Henry Adams experienced

numerous accounts of this through hissomber conversations with U.S.Government officials, further showinghow the racial inequality did not endwith the Civil War.

bj i


12/19






negative.


Write a SEEC paragraph answeringthe following question: WasReconstruction a success?

Use the documents to support yourargument.

Obj i ( )


13/19






negative.


Despite its efforts to reunify the country and raisethe status of blacks following the Civil War,Reconstruction was a failure. Even though federallaws were passed to protect Freedmen in theSouth, blacks continued to face violence and

discrimination. For example, whites maintainedcontrol over black citizens by restricting themfrom freely living their lives, even going into townwithout permission from their boss (Doc. A).Blacks were also subject to brutal violence. HenryAdams recalled being beaten by a group of white

men simply because he didnt have evidence ofpermission from a white boss to be out (Doc. B).This evidence indicates that the Reconstructionsefforts to end oppression of blacks wereunsuccessful.

Obj ti ( )


14/19

As years went by,Reconstruction becameless important to the USgovernment and southernstates passed discriminatorylaws called black codes.

Jim Crow Laws (0-5) Came out of Black Codes; laws enacted by Southern

state and local governments to separate white andblack people in public and private facilities

These laws were eventually upheld asConstitutional by the Supreme Court

Plessy v. Ferguson (0-5)

1896: Ruled separate but equal doctrine Constitutional[legal]






negative.


Think/Write/Share:

Predicthow you think this court ruling influenced the equalityamong races after this. Justify your response.

CHALLENGE! Plessey would impact the social fabric of the

United States for the next 60 years. Why do you think it held outfor so long as the law of the land (at lease in the South)?

Obj ti ( )


15/19

The decision in Plessy v. Ferguson established separatefacilities, but were clearly not equal

Example:Separate schools forced meant that manyBlacks received lower funding and poorer qualityeducation.

Discrimination/Segregation in public schools and colleges

This forced many black Americans to receive lowerpaying jobs and rising out of the lower or lower-middle

class became very difficult in many ways

Began a cycle of racial inequality.

Think/Write/Share:

Construct a plan to help change this cycle of inequality. Prepare tojustify your reasoning behind your plan.






negative.


Obj ti ( )


16/19

2 minutes

On the right hand side of your notes

please answer the essential question:

Closure






negative.


Objective (3 1 a)


17/19

Place a TRIANGLE next to the Main Idea/s

covered in today's lesson. (Idea/s that youwould find in our Objective).

Place a CIRCLE next to the supporting ideasthat help with your understanding of theObjective.

Write a question in the left portion of yourCornell Notes concerning the Triangle.

Interactive Note

Taking

Objective (3.1.a)SWBAT evaluatevarious Civil WarReconstructionplans and analyzethe political and

socialconsequences ofeach.

DOL: Given an exitcard (80%accuracy) SW

Answer 3 multiplechoice questionsconcerning CivilWar Recon Write3-4 sentencesexplaining how ahistorical

document relatesto CongressionalReconstruction

EQ: What werethe consequencesof Congressional

Reconstruction?


18/19

1. The Founding Fathers chose to putoff the issue of slavery becausea. they favored the South.

b. slave trade was profitablec. they were racists.

d. they feared it would divide the newcountry.

2. Which of the following was NOT animpact of Plessy v. Ferguson?a. More job opportunities for blacks

b. separate public and private facilitiesc. All-white and all-black collegesd. economic inequality

3. Jim Crow lawsa. protected the rights of blacks.

b. defied Federal laws.c. were located mainly in the North.

d. came before the Civil War.

Write a thesis statement for the following prompt:

Describe the origins of racial inequality in the United States.


19/19

1) B, 2) D, 3) A, 4) B

Thesis Statement: Racial inequality is woven intothe fabric of the American experience. From theAtlantic slave trade to Trayvon Martin, differentraces in America have always faced different

realities. The origins of racial inequality in theUnited States are slavery, Jim Crow, and Plessy vs.Fergusons doctrine of separate but equal.

day 4 - 2014 - reconstruction legacy

Documents

legacy ofreconstruciton

given documentand

accuracysw answer

sentence arguingwhether

positive ornegative

theessential question

men havebeen

protection fromfederal