Download Civil War Effects

Grade 8
Social Studies
Unit: 12
Lesson: 01
Suggested Duration: 5 days
Civil War Effects
Lesson Synopsis:
In this lesson, students write a persuasive speech to explain the economic, political, and social problems during
Reconstruction. Students evaluate the impact of Reconstruction era problems on different groups across the country.
TEKS:
8.9
History. The student understands the effects of Reconstruction on the political, economic, and social life of the
nation. The student is expected to:
8.9A
Evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state
governments. Supporting Standard
8.9B
Evaluate the impact of the election of Hiram Rhodes Revels. Supporting Standard
8.9C
Explain the economic, political, and social problems during Reconstruction and evaluate their impact on different
groups.
Readiness Standard
Social Studies Skills TEKS:
8.29
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through
established research methodologies from a variety of valid sources, including electronic technology. The student
is expected to:
8.29B
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences
and conclusions.
8.29D
Identify points of view from the historical context surrounding an event and the frame of reference which
influenced the participants.
8.29E
Support a point of view on a social studies issue or event.
8.29J
Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models,
and databases.
8.30
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
8.30A
Use social studies terminology correctly.
8.30B
Use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources.
8.30D
Create written, oral, and visual presentations of social studies information.
8.31
Social studies skills. The student uses problem-solving and decision-making skills, working independently and
with others, in a variety of settings. The student is expected to:
8.31A
Use a problem-solving process to identify a problem, gather information, list and consider options, consider
advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
8.31B
Use a decision-making process to identify a situation that requires a decision, gather information, identify options,
predict consequences, and take action to implement a decision.
GETTING READY FOR INSTRUCTION
©2012, TESCCC
11
05/23/13
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Grade 8
Social Studies
Unit: 12 Lesson: 01
Performance Indicator(s):
•
Write a persuasive speech addressing Congress from the point of view of one of the following groups (plantation
owner, former slave, or reform leader). In your speech, address the social, political, and economic needs of your
group. (8.9C; 8.29D; 8.30D)
4J; 5B
Key Understandings and Guiding Questions:
•
Political, economic, and social differences may lead to change.
— What were the legislative reform programs of the Radical Reconstruction Congress as well as
reconstructed state governments?
— What were the economic, political, and social problems during Reconstruction and their impact on
different groups?
— What were the effects of legislative acts during Reconstruction?
— How did the election of Hiram Rhodes Revels impact elections and representation in the United States?
Vocabulary of Instruction:
•
reconstruction
•
civil rights
•
freedmen
•
radical reconstruction
•
Jim Crow laws
•
black codes
•
scalawag
•
carpetbagger
Materials:
•
Refer to Notes for Teacher section for materials.
Attachments:
•
Handout: Reconstruction Programs (1 per student)
•
Handout: Problems During Reconstruction (1 per student)
•
Handout: Evaluating Reconstruction (1 per group)
Resources and References:
•
None identified
Advance Preparation:
©2012, TESCCC
05/23/13
page 2 of 11
Grade 8
Social Studies
Unit: 12 Lesson: 01
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
Background Information:
“Both Lincoln and Johnson had foreseen that the Congress would have the right to deny Southern legislators seats in the
U.S. Senate or House of Representatives, under the clause of the Constitution that says, "Each house shall be the judge
of the ... qualifications of its own members." This came to pass when, under the leadership of Thaddeus Stevens, those
congressmen called "Radical Republicans," who were wary of a quick and easy “reconstruction,” refused to seat newly
elected Southern senators and representatives. Within the next few months, Congress proceeded to work out a plan for
the reconstruction of the South quite different from the one Lincoln had started and Johnson had continued.”
“Wide public support gradually developed for those members of Congress who believed that African Americans should
be given full citizenship. By July 1866, Congress had passed a civil rights bill and set up a new Freedmen's Bureau –
both designed to prevent racial discrimination by Southern legislatures. Following this, the Congress passed a 14th
Amendment to the Constitution, stating that "all persons born or naturalized in the United States, and subject to the
jurisdiction thereof, are citizens of the United States and of the State wherein they reside." This repudiated the Dred
Scott ruling, which had denied slaves their right of citizenship.”
“All the Southern state legislatures, with the exception of Tennessee, refused to ratify the amendment, some voting
against it unanimously. In addition, Southern state legislatures passed “codes” to regulate the African-American
freedmen. The codes differed from state to state, but some provisions were common. African Americans were required to
enter into annual labor contracts, with penalties imposed in case of violation; dependent children were subject to
compulsory apprenticeship and corporal punishments by masters; vagrants could be sold into private service if they
could not pay severe fines.”
“Many Northerners interpreted the Southern response as an attempt to reestablish slavery and repudiate the hard-won
Union victory in the Civil War. It did not help that Johnson, although a Unionist, was a Southern Democrat with an
addiction to intemperate rhetoric and an aversion to political compromise. Republicans swept the congressional
elections of 1866. Firmly in power, the Radicals imposed their own vision of Reconstruction.”
“In the Reconstruction Act of March 1867, Congress, ignoring the governments that had been established in the
Southern states, divided the South into five military districts, each administered by a Union general. Escape from
permanent military government was open to those states that established civil governments, ratified the 14th
Amendment, and adopted African-American suffrage. Supporters of the Confederacy who had not taken oaths of loyalty
to the United States generally could not vote. The 14th Amendment was ratified in 1868. The 15th Amendment, passed
by Congress the following year and ratified in 1870 by state legislatures, provided that "The right of citizens of the United
States to vote shall not be denied or abridged by the United States or any state on account of race, color, or previous
condition of servitude."
“The Radical Republicans in Congress were infuriated by President Johnson's vetoes (even though they were
overridden) of legislation protecting newly freed African Americans and punishing former Confederate leaders by
depriving them of the right to hold office. Congressional antipathy to Johnson was so great that, for the first time in
American history, impeachment proceedings were instituted to remove the president from office.”
“Johnson's main offense was his opposition to punitive congressional policies and the violent language he used in
criticizing them. The most serious legal charge his enemies could level against him was that, despite the Tenure of Office
Act (which required Senate approval for the removal of any officeholder the Senate had previously confirmed), he had
©2012, TESCCC
05/23/13
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Grade 8
Social Studies
Unit: 12 Lesson: 01
removed from his Cabinet the secretary of war, a staunch supporter of the Congress. When the impeachment trial was
held in the Senate, it was proved that Johnson was technically within his rights in removing the Cabinet member. Even
more important, it was pointed out that a dangerous precedent would be set if the Congress were to remove a president
because he disagreed with the majority of its members. The final vote was one short of the two-thirds required for
conviction.”
“Johnson continued in office until his term expired in 1869, but Congress had established an ascendancy that would
endure for the rest of the century. The Republican victor in the presidential election of 1868, former Union general
Ulysses S. Grant, would enforce the reconstruction policies the Radicals had initiated.”
“By June 1868, Congress had readmitted the majority of the former Confederate states back into the Union. In many of
these reconstructed states, the majority of the governors, representatives, and senators were Northern men – so-called
carpetbaggers – who had gone South after the war to make their political fortunes, often in alliance with newly freed
African Americans. In the legislatures of Louisiana and South Carolina, African Americans actually gained a majority of
the seats.”
“Many Southern whites, their political and social dominance threatened, turned to illegal means to prevent African
Americans from gaining equality. Violence against African Americans by such extra-legal organizations as the Ku Klux
Klan became more and more frequent. Increasing disorder led to the passage of Enforcement Acts in 1870 and 1871,
severely punishing those who attempted to deprive the African-American freedmen of their civil rights.”
THE END OF RECONSTRUCTION
“As time passed, it became more and more obvious that the problems of the South were not being solved by harsh laws
and continuing rancor against former Confederates. Moreover, some Southern Radical state governments with
prominent African-American officials appeared corrupt and inefficient. The nation was quickly tiring of the attempt to
impose racial democracy and liberal values on the South with Union bayonets. In May 1872, Congress passed a
general Amnesty Act, restoring full political rights to all but about 500 former rebels.”
“Gradually Southern states began electing members of the Democratic Party into office, ousting carpetbagger
governments and intimidating African Americans from voting or attempting to hold public office. By 1876 the Republicans
remained in power in only three Southern states. As part of the bargaining that resolved the disputed presidential
elections that year in favor of Rutherford B. Hayes, the Republicans promised to withdraw federal troops that had
propped up the remaining Republican governments. In 1877 Hayes kept his promise, tacitly abandoning federal
responsibility for enforcing blacks' civil rights.”
“The South was still a region devastated by war, burdened by debt caused by misgovernment, and demoralized by a
decade of racial warfare. Unfortunately, the pendulum of national racial policy swung from one extreme to the other. A
federal government that had supported harsh penalties against Southern white leaders now tolerated new and
humiliating kinds of discrimination against African Americans. The last quarter of the 19th century saw a profusion of "Jim
Crow" laws in Southern states that segregated public schools, forbade or limited African-American access to many public
facilities such as parks, restaurants, and hotels, and denied most blacks the right to vote by imposing poll taxes and
arbitrary literacy tests. “Jim Crow” is a term derived from a song in an 1828 minstrel show where a white man first
performed in “blackface.”
“Historians have tended to judge Reconstruction harshly, as a murky period of political conflict, corruption, and
regression that failed to achieve its original high-minded goals and collapsed into a sinkhole of virulent racism. Slaves
were granted freedom, but the North completely failed to address their economic needs. The Freedmen’s Bureau was
unable to provide former slaves with political and economic opportunity. Union military occupiers often could not even
protect them from violence and intimidation. Indeed, federal army officers and agents of the Freedmen’s Bureau were
often racists themselves. Without economic resources of their own, many Southern African Americans were forced to
become tenant farmers on land owned by their former masters, caught in a cycle of poverty that would continue well into
the 20th century.”
“Reconstruction-era governments did make genuine gains in rebuilding Southern states devastated by the war, and in
expanding public services, notably in establishing tax-supported, free public schools for African Americans and whites.
However, recalcitrant Southerners seized upon instances of corruption (hardly unique to the South in this era) and
exploited them to bring down radical regimes. The failure of Reconstruction meant that the struggle of African
Americans for equality and freedom was deferred until the 20th century – when it would become a national, not just a
©2012, TESCCC
05/23/13
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Grade 8
Social Studies
Unit: 12 Lesson: 01
Southern issue.”
Text Courtesy of: The civil war and reconstruction. (2008). Retrieved from http://www.america.gov/st/educ-
english/2008/April/20080407120920eaifas0.4535639.html
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of
learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional
Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of
the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
NOTE: 1 Day = 50 minutes
ENGAGE – Points of View/Frame of Reference
Suggested Day 1 – 20 minutes
1. Review the concepts of “point of view” and “frame of reference”
Possible/Optional Materials:
with students.
2. Organize students into pairs.
•
Lincoln’s Proclamation of Amnesty and
Reconstruction
•
Abraham Lincoln’s Second Inaugural Address
•
Emancipation Proclamation
3. Distribute Reconstruction era primary sources and/or literature
to pairs.
Purpose:
4. Partners read, summarize, and identify points of view and
•
frames of reference for those points of view for their
speech/literature.
The purpose of this part of the lesson is to
identify points of view from the historical
context surrounding an event and identify the
frame of reference that influenced the
participants.
5. Facilitate a discussion with students about the points of view
presented by each speech/writing. Display a list the points of
view presented: Northerner, Southerner, plantation owner, free
African American, formerly enslaved person, reform leader,
woman, abolitionist, etc. The points of view presented in
speeches/writing differ depending on sources chosen for
students.
©2012, TESCCC
05/23/13
TEKS: 8.29D, 8.29E
Instructional Notes:
•
In previous lessons, students examined the
multiple points of view for different eras.
Encourage students to recall points of view in
other eras as well as the frame of reference
that influenced each point of view within a
historical context.
•
For example, one point of view from the North
explains that the Civil War was a fight to keep
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Grade 8
Social Studies
Unit: 12 Lesson: 01
Instructional Procedures
Notes for Teacher
the Union together. An example of one
Southern point of view explains that the war
was fought over states’ rights. Each point of
view was developed in the context of life in the
North or life in the South. Political, economic,
and social life in each section of the country
was different and so the role of African
Americans in the North vs. African Americans
in the South was different too. The frame of
reference for developing a point of view about
the Civil War evolved differently, reflecting life
in each part of the country.
EXPLORE – Reconstruction programs
Suggested Day 1 (continued) – 30 minutes
Suggested Day 2 – 20 minutes
1. Students work in pairs.
Attachments:
•
2. Distribute Handout: Reconstruction Programs (1 per
Handout: Reconstruction Programs (1 per
student)
student).
Purpose:
3. Students use textbooks and other locally adopted resources to
•
describe the reform programs created by Radical
Reconstruction and reconstructed state governments.
The purpose of this part of the lesson is to
examine how Reconstruction programs
impacted the North and South.
4. Pairs join another partnership to create a group of four.
TEKS: 8.9A, 8.9B; 8.29B
5. Students discuss their descriptions about the impact of the
Instructional Notes:
Reconstruction plans/reforms.
•
6. Facilitate a discussion with students about the Reconstruction
programs. Questions to consider:
• What were the legislative reform programs of the
Radical Reconstruction Congress as well as
reconstructed state governments?
While students are working with partners,
facilitate higher order thinking by asking
questions about the impact of different
programs on various groups in the North and
South. Encourage students to begin to
evaluate the impact of programs based on the
point of view of different groups that were
impacted.
• How did the programs impact different groups in the
North?
• How did the programs impact different groups in the
©2012, TESCCC
05/23/13
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Grade 8
Social Studies
Unit: 12 Lesson: 01
Instructional Procedures
Notes for Teacher
South?
EXPLAIN – Multiple Perspectives
Suggested Day 2 (continued) – 15 minutes
1. Students review their notes from Handout:
Attachments:
Reconstruction Programs.
•
Handout: Reconstruction Programs (1 per
student)
2. Facilitate a discussion. Possible questions to consider:
•
Which of the reform programs do you consider to be
economic problems?
Purpose:
•
The purpose of this part of the lesson is to
explain the economic, political, and social
problems during Reconstruction.
•
Who was impacted? How?
•
Which of the reform programs do you consider to be
social problems?
•
Who was impacted? How?
•
Which of the reform programs do you consider to be
political problems?
Instructional Notes:
•
Who was impacted? How?
•
TEKS: 8.9C, 8.29D
EXPLORE – Economic, Social, Political Problems during
Engage students in discussion about how the
Reconstruction programs created problems for
different groups in different parts of the country.
Encourage students to use their understanding
of historical context, frame of reference, and
multiple perspectives to explain difficulties
during Reconstruction. This short discussion
allows students to explain their thinking about
Reconstruction. It is important to revisit
elements of this discussion to confirm, enrich,
or correct misinformation during the next
Explore/Explain activities of the lesson.
Reconstruction
Suggested Day 2 (continued) – 15 minutes
Suggested Day 3 – 35 minutes
1. Divide class into small groups.
Attachments:
•
Handout: Problems During Reconstruction
(1 per student)
•
Handout: Evaluating Reconstruction (1 per
group)
2. Assign each group one of the following economic, social, or
political problems during Reconstruction. Reconstruction
problems could include:
©2012, TESCCC
05/23/13
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Grade 8
Social Studies
Unit: 12 Lesson: 01
Instructional Procedures
Notes for Teacher
• Black Codes
Purpose:
• Jim Crow laws
•
• voting rights
• Ku Klux Klan (KKK)
The purpose of this part of the lesson is to
explain the economic, social, and political
problems during Reconstruction.
• Radical Republicans who favored harsh treatment of the
TEKS: 8.9C; 8.29B; 8.31A, 8.31B
South
• military districts
Instructional Notes:
• Democratic rule of Southern states100 years
• Transitioning enslaved African Americans to freedom and
•
During research, facilitate higher order thinking
by posing the discussion questions to each
group. By facilitating this thinking in small
groups, students present stronger discussion
points that are enriched during their
presentation. Later, when the questions are
posed again, students make stronger
connections to the bigger ideas that arose from
Reconstruction.
•
When volunteers share the evaluation of each
Reconstruction problem, it is important to
honor each presentation. There is no one
correct answer or evaluation. It is important
that students support their evaluation with
evidence of the impact of each problem and
the decision-making choices each group used
to place the problem on the spectrum.
citizenship
• Freedmen’s Bureau
• scalawags and carpetbaggers take advantage
3. Groups research the problems, using the textbook or other
available resources, to describe the impact of each problem on
different groups.
4. Groups present their findings to the class.
5. Distribute Handout: Problems During Reconstruction (1 per
student).
6. Students take notes from each presentation on Handout:
Problems During Reconstruction.
7. Groups discuss the problems within their small groups.
Possible questions to pose for small group discussion:
• How did Southerners circumvent federal laws that were
designed to protect freed slaves?
• What evidence supports the notion that Radical
©2012, TESCCC
05/23/13
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Grade 8
Social Studies
Unit: 12 Lesson: 01
Instructional Procedures
Notes for Teacher
Republicans favored harsh treatment of the South?
• Why would people take advantage of the process of
rebuilding the South? What would they have to gain?
8. Distribute Handout: Evaluating Reconstruction (1 per group).
9. Groups discuss their evaluation of the impact of each
Reconstruction problem. Once groups discuss the problems,
students place the problems on the spectrum from most
impactful to least impactful.
10.
Volunteers share their group evaluations of each
Reconstruction problem.
EXPLAIN – Explaining Impact
Suggested Day 3 (continued) – 15 minutes
1. Write the following sentence stems on the board:
Purpose:
• The effects of ____________________ (Reconstruction
•
plan/problem) were ________________________.
• ____________________ (group of people) were impacted
The purpose of this part of the lesson is to use
social studies terminology to explain the effects
of Reconstruction on different groups of
people.
by ____________________ (Reconstruction plan/problem)
because they experienced ____________________.
• The point of view of _______________________ (group of
people) about ________________________
(Reconstruction plan/problem) was _________________
because __________________.
TEKS: 8.9C, 8.30A, 8.30B
Instructional Notes:
•
• The experience of ____________________ (group of
people) is similar/different to ____________________
(group of people) because _____________________.
2. Divide the class into pairs. Students should work with a partner
Review vocabulary or word wall words prior to
beginning the exercise. Students may have
additional questions or need affirmation of their
understanding of the vocabulary. Encourage
partners to use each sentence stem during
their explanations.
who was not in their research group.
3. Students explain the impact of the problems of Reconstruction
to a partner, using the sentence stems.
©2012, TESCCC
05/23/13
page 9 of 11
Grade 8
Social Studies
Unit: 12 Lesson: 01
Instructional Procedures
Notes for Teacher
4. Volunteers share their explanations.
ELABORATE – Geography of Reconstruction
Suggested Day 4 – 50 minutes
1. Choose a Reconstruction map. (See suggestions in Notes for
Materials:
Teacher.)
•
2. Divide class into small groups.
Search for maps of Reconstruction in districtapproved resources and websites to display to
students.
Purpose:
3. Distribute or project the map. Facilitate a discussion with
students about the elements of a map, as well as the unique
features of the chosen map.
•
The purpose of this part of the lesson is to
pose and answer questions about geographic
distributions and patterns shown on maps.
4. Groups work together to create five questions about the map.
The question should include vocabulary and ideas from their
notes on Reconstruction from any handout in this lesson.
TEKS: 8.9C, 8.29J
Instructional Notes:
5. Groups switch questions with another group. Students discuss
then answer the questions they are given.
•
6. Volunteers share the questions and answers with the class.
It is important to prepare a few sample
questions to model with students prior to
developing their own questions. The sample
questions provide a model of the depth of
thinking that is expected of students.
Encourage students to deepen their thinking by
enriching information already learned in this
lesson.
EVALUATE – Speech to Congress
Suggested Day 5 – 50 minutes
•
Purpose:
Write a persuasive speech addressing Congress from the
point of view of one of the following groups (plantation owner,
former slave, or reform leader). In your speech, address the
social, political, and economic needs of your group. (8.9C;
8.29D; 8.30D)
•
The purpose of this part of the lesson is to
evaluate student understanding of the social,
political, and economic needs of a group
during Reconstruction.
4J; 5B
TEKS: 8.9C; 8.29D; 8.30D
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05/23/13
page 10 of 11
Grade 8
Social Studies
Unit: 12 Lesson: 01
Instructional Procedures
Notes for Teacher
Instructional Notes:
•
©2012, TESCCC
05/23/13
Students may want to discuss the multiple
points of view with a partner before developing
their speech. Speeches may be presented in
small groups, with a partner, or in written form
to ensure adequate preparation time.
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