* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Reconstruction
South Carolina in the American Civil War wikipedia , lookup
Gettysburg Address wikipedia , lookup
Lost Cause of the Confederacy wikipedia , lookup
Thirteenth Amendment to the United States Constitution wikipedia , lookup
Mississippi in the American Civil War wikipedia , lookup
Military history of African Americans in the American Civil War wikipedia , lookup
Opposition to the American Civil War wikipedia , lookup
Border states (American Civil War) wikipedia , lookup
Tennessee in the American Civil War wikipedia , lookup
Fifteenth Amendment to the United States Constitution wikipedia , lookup
United Kingdom and the American Civil War wikipedia , lookup
United States presidential election, 1860 wikipedia , lookup
Union (American Civil War) wikipedia , lookup
Hampton Roads Conference wikipedia , lookup
Commemoration of the American Civil War on postage stamps wikipedia , lookup
Issues of the American Civil War wikipedia , lookup
Carpetbagger wikipedia , lookup
Reconstruction era wikipedia , lookup
Teacher’s name: Ryan Barnett Date of Lesson/Class/Period _____________ Subject: 11th Grade Virginia and United States History Topic: Reconstruction Concepts: The main purpose of this lesson is to understand the differing viewpoints on how our government thought we should reconstruct the United States after the Civil War. What are the similarities and differences between the three distinct reconstruction plans? General Objective[s]: NCSS VI: Power, Authority, and Governance d.) Compare and analyze the ways nations and organization respond to conflicts between forces of unity and forces of diversity f.) analyze and evaluate conditions actions and motivations that contribute to conflict and cooperation within and among nations. SOL: VUS.7c The student will demonstrate knowledge of the Civil War and Reconstruction Era and its importance as a major turning point in American history by c) examining the political, economic, and social impact of the war and Reconstruction, including the adoption of the 13th, 14th, and 15th Amendments to the Constitution of the United States of America. Learning Outcomes: Students will be able to: Interpret the significance of excerpts from famous speeches and documents Understand Lincoln’s plan for Reconstruction Understand that Lincoln’s assassination gave Radical Republicans an opportunity to influence Reconstruction Understand that Johnson wanted harsh punishment toward former Confederates, but continued Lincoln’s Reconstruction plan Understand that the Radical Republicans plan for Reconstruction. Content Outline: Set induction (15) minutes Handout Lincolns Second Inaugural Address at the beginning of class. Begin the class by reading it out loud with the class. Then ask the class what they thought was Lincoln’s Message in the speech. Let them give answers and debate with each other on what they think Lincoln was trying to convey. How is this address and the issues he is addressing different from the issues he and the country faced four years ago in his first presidency? How does Lincolns overarching message in this address relate to his ideas for his Reconstruction Plan? Brief Lecture on overview of Reconstruction (10 minutes) Lincoln’s view that the United States was one nation indivisible had prevailed Lincoln believed that since secession was illegal, Confederate governments in the Southern states were illegitimate and the states had never really left the Union. He believed that Reconstruction was a matter of quickly restoring legitimate state governments that were loyal t the Union in the Southern States. Lincoln also believed that once the war was over, to reunify the nation the federal government should not punish the South but act “with malice toward non, with charity for all…to bind up the nation’s wounds…” The assassination of Lincoln just a few days after Lee’s surrender at Appomattox enabled Radical Republicans to influence the process of Reconstruction in a manner much more punitive towards the former Confederate states. The states that seceded were not allowed back into the Union immediately, but were put under military occupation. Radical Republicans also believed in aggressively guaranteeing voting and other civil rights to African Americans. The clashed repeatedly with Lincoln’s successor as President, Andrew Johnson, over the issue of civil rights for freed slaves, eventually impeaching him, but failing to remove him from office. Group work (Jigsaw activity) (30 minutes) Students are divided into groups of 3 and each assigned a part of handout 2 to read and answer the questions related to that section on handout 3. The handout is divided into 3 sections discussing Lincoln’s, Johnson’s, and the Radical Republicans’ plan for Reconstruction. Each student will complete their reading and answer their assigned questions. The each member in the group will share the important facts of what they learned with their other group members. Review Activity- (5-10) After the group activity is completed the teacher will ask each student to write 2 important facts they learned about the two plans for reconstruction they did not read. This will be collected as a class work/participation assignment. Poster Board Activity (20 minutes) Students will be paired off to create a poster with a slogan for their specific plan that they read in class. Students will present their poster and explain why they chose the pictures, words or content etc. that they included. They will also explain why this poster promotes their particular reconstruction plan Exit pass- (5-10 minutes) answer the following questions in a short paragraph each or construct a Venn diagram that compares and contrasts the different Reconstruction plans. 1. What was Lincoln’s, Johnson’s, and the Radical Republicans’ plan for Reconstruction? 2. How were they similar, and how were they different? Important Definitions 1. 2. 3. 4. 5. Key Concept(s) include definition: Reconstruction – The time period following the Civil War lasting from 1865 to 1877. This was the period in which the United States began to rebuild following the conclusion of the Civil War. Radical Republicans – A group of senators led by Charles Sumner of Massachusetts and Thaddeus Stevens of Pennsylvania who wanted to destroy the political power of former slave holders. Wade-Davis Bill – Proposed by Congress and declared that Congress, not the president, be responsible for Reconstruction; this bill was pocket vetoed by Lincoln. Freedmen’s Bureau – Assisted former slaves and poor whites in the South by distributing clothing and food and by setting up hospitals, schools, industrial institutes, and teacher-training establishments. Black codes – Discriminatory laws that severely restricted African-American’s rights. Handout 1 Lincoln’s Second Inaugural Address March 4, 1865 ________________________________________________________________________ At this second appearing to take the oath of the presidential office, there is less occasion for an extended address than there was at the first. Then a statement, somewhat in detail, of a course to be pursued, seemed fitting and proper. Now, at the expiration of four years, during which public declarations have been constantly called forth on every point and phase of the great contest which still absorbs the attention, and engrosses the energies of the nation, little that is new could be presented. The progress of our arms, upon which all else chiefly depends, is as well known to the public as to myself; and it is, I trust, reasonably satisfactory and encouraging to all. With high hope for the future, no prediction in regard to it is ventured. On the occasion corresponding to this four years ago, all thoughts were anxiously directed to an impending civil war. All dreaded it--all sought to avert it. While the inaugeral [sic] address was being delivered from this place, devoted altogether to saving the Union without war, insurgent agents were in the city seeking to destroy it without war-seeking to dissole [sic] the Union, and divide effects, by negotiation. Both parties deprecated war; but one of them would make war rather than let the nation survive; and the other would accept war rather than let it perish. And the war came. One eighth of the whole population were colored slaves, not distributed generally over the Union, but localized in the Southern part of it. These slaves constituted a peculiar and powerful interest. All knew that this interest was, somehow, the cause of the war. To strengthen, perpetuate, and extend this interest was the object for which the insurgents would rend the Union, even by war; while the government claimed no right to do more than to restrict the territorial enlargement of it. Neither party expected for the war, the magnitude, or the duration, which it has already attained. Neither anticipated that the cause of the conflict might cease with, or even before, the conflict itself should cease. Each looked for an easier triumph, and a result less fundamental and astounding. Both read the same Bible, and pray to the same God; and each invokes His aid against the other. It may seem strange that any men should dare to ask a just God's assistance in wringing their bread from the sweat of other men's faces; but let us judge not that we be not judged. The prayers of both could not be answered; that of neither has been answered fully. The Almighty has his own purposes. "Woe unto the world because of offences! for it must needs be that offences come; but woe to that man by whom the offence cometh!" If we shall suppose that American Slavery is one of those offences which, in the providence of God, must needs come, but which, having continued through His appointed time, He now wills to remove, and that He gives to both North and South, this terrible war, as the woe due to those by whom the offence came, shall we discern therein any departure from those divine attributes which the believers in a Living God always ascribe to Him? Fondly do we hope--fervently do we pray--that this mighty scourge of war may speedily pass away. Yet, if God wills that it continue, until all the wealth piled by the bond-man's two hundred and fifty years of unrequited toil shall be sunk, and until every drop of blood drawn with the lash, shall be paid by another drawn with the sword, as was said three thousand years ago, so still it must be said "the judgments of the Lord, are true and righteous altogether." With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds; to care for him who shall have borne the battle, and for his widow, and his orphan--to do all which may achieve and cherish a just and lasting peace, among ourselves, and with all nation What is Lincoln’s overarching message? Handout 2 Section 1 Reconstruction Reconstruction, 1865–77, in U.S. history, the period of readjustment following the Civil War. At the end of the Civil War, the defeated South was a ruined land. The physical destruction wrought by the invading Union forces was enormous, and the old social and economic order founded on slavery had collapsed completely, with nothing to replace it. The 11 Confederate states somehow had to be restored to their positions in the Union and provided with loyal governments, and the role of the emancipated slaves in Southern society had to be defined. Lincoln Even before the war ended, President Lincoln began the task of restoration. Motivated by a desire to build a strong Republican party in the South and to end the bitterness engendered by war, he issued (Dec. 8, 1863) a proclamation of amnesty and reconstruction for those areas of the Confederacy occupied by Union armies. It offered pardon, with certain exceptions, to any Confederate who would swear to support the Constitution and the Union. Once a group in any conquered state equal in number to one tenth of that state's total vote in the presidential election of 1860 took the prescribed oath and organized a government that abolished slavery, he would grant that government executive recognition. Lincoln's plan aroused the sharp opposition of the radicals in Congress, who believed it would simply restore to power the old planter aristocracy. They passed (July, 1864) the Wade-Davis Bill, which required 50% of a state's male voters to take an “ironclad” oath that they had never voluntarily supported the Confederacy. Lincoln's pocket veto kept the Wade-Davis Bill from becoming law, and he implemented his own plan. By the end of the war it had been tried, not too successfully, in Louisiana, Arkansas, Tennessee, and Virginia. Congress, however, refused to seat the Senators and Representatives elected from those states, and by the time of Lincoln's assassination the President and Congress were at a stalemate. Section 2 Johnson Lincoln's successor, Andrew Johnson, at first pleased the radicals by publicly attacking the planter aristocracy and insisting that the rebellion must be punished. His amnesty proclamation (May 29, 1865) was more severe than Lincoln's; it disenfranchised all former military and civil officers of the Confederacy and all those who owned property worth $20,000 or more and made their estates liable to confiscation. The obvious intent was to shift political control in the South from the old planter aristocracy to the small farmers and artisans, and it promised to accomplish a revolution in Southern society. With Congress in adjournment from April to Dec., 1865, Johnson put his plan into operation. Under provisional governors appointed by him, the Southern states held conventions that voided or repealed their ordinances of secession, abolished slavery, and (except South Carolina) repudiated Confederate debts. Their newly elected legislatures (except Mississippi) ratified the Thirteenth Amendment guaranteeing freedom for blacks. By the end of 1865 every ex-Confederate state except Texas had reestablished civil government. The control of white over black, however, seemed to be restored, as each of the newly elected state legislatures enacted statutes severely limiting the freedom and rights of the blacks. These laws, known as black codes, restricted the ability of blacks to own land and to work as free laborers and denied them most of the civil and political rights enjoyed by whites. Many of the offices in the new governments, moreover, were won by disenfranchised Confederate leaders, and the President, rather than ordering new elections, granted pardons on a large scale. Early Congressional Legislation An outraged Northern public believed that the fruits of victory were being lost by Johnson's lenient policy. When Congress convened (Dec. 4, 1865) it refused to seat the Southern representatives. Johnson responded by publicly attacking Republican leaders and vetoing their Reconstruction measures. His tactics drove the moderates into the radical camp. The Civil Rights Act (Apr. 9, 1866), designed to protect African Americans from legislation such as the black codes, and the Freedmen's Bureau Bill (July 16), extending the life of that organization (see Freedmen's Bureau), were both passed over Johnson's veto. Doubts as to the constitutionality of the Civil Rights Act led the radicals to incorporate (June, 1866) most of its provisions in the Fourteenth Amendment (ratified 1868). Section 3 The newly created Joint Committee on Reconstruction reported (Apr. 28, 1866) that the ex-Confederate states were in a state of civil disorder, and hence, had not held valid elections. It also maintained that Reconstruction was a congressional, not an executive, function. The radicals solidified their position by winning the elections of 1866. When every Southern state (except Tennessee) refused to ratify the Fourteenth Amendment and protect the rights of its black citizens, the stage was set for more severe measures. The Reconstruction Acts On Mar. 2, 1867, Congress enacted the Reconstruction Act, which, supplemented later by three related acts, divided the South (except Tennessee) into five military districts in which the authority of the army commander was supreme. Johnson continued to oppose congressional policy, and when he insisted on the removal of the radical Secretary of War, Edwin M. Stanton, in defiance of the Tenure of Office Act, the House impeached him (Feb., 1868). The radicals in the Senate fell one vote short of convicting him (May), but by this time Johnson's program had been effectively scuttled. Under the terms of the Reconstruction Acts, new state constitutions were written in the South. By Aug., 1868, six states (Arkansas, North Carolina, South Carolina, Louisiana, Alabama, and Florida) had been readmitted to the Union, having ratified the Fourteenth Amendment as required by the first Reconstruction Act. The four remaining unreconstructed states—Virginia, Mississippi, Texas, and Georgia—were readmitted in 1870 after ratifying the Fourteenth Amendment as well as the Fifteenth Amendment, which guaranteed the black man's right to vote. The Radical Republicans Governments in the South The radical Republican governments in the South attempted to deal constructively with the problems left by the Civil War and the abolition of slavery. Led by so-called carpetbaggers (Northerners who settled in the South) and scalawags (Southern whites in the Republican party) and freedmen, they began to rebuild the Southern economy and society. Agricultural production was restored, roads rebuilt, a more equitable tax system adopted, and schooling extended to blacks and poor whites. The freedmen's civil and political rights were guaranteed, and blacks were able to participate in the political and economic life of the South as full citizens for the first time. The bitterness engendered by the Civil War remained, however, and most Southern whites objected strongly to the former slaves' new role in society. Organizations such as the Ku Klux Klan arose. Their acts of violence kept African Americans and white Republicans from voting, and gradually the radical Republican governments were overthrown. Their collapse was hastened by the death of the old radical leaders in Congress, such as Thaddeus Stevens and Charles Sumner, and by the revelation of internal corruption in the radical Republican governments; the Grant administration was compelled to lessen its support of them because of growing criticism in the North of corruption in the federal government itself. Handout 3 Name:___________________ Reconstruction Directions: Using the handout, answer the following questions. (Section 1) Lincoln’s Reconstruction Plan What was Reconstruction? Detail Lincoln’s Reconstruction plan. What was the Wade-Davis Bill? What prevented Lincoln from implementing his plan? (Section 2) Johnson’s Reconstruction Plan Detail Johnson’s Reconstruction plan. How did Johnson deal with former military and civilian officers? What were the “black codes”? How did Congress react to Johnson’s plan? (Section 3) Congress What did the Joint Committee on Reconstruction report in 1866? What did the Reconstruction Act do? How did Congress react to Johnson removing of Edwin Stanton? Who were the Radical Republicans and what was their stance on Reconstruction? Poster example For All! “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.” - Thomas Jefferson Student and Teacher Activities with Estimated Time Blocks: Teacher Student Set Induction (15 minutes) -Handout Lincolns Second Inaugural -Read Lincolns Second Inaugural Address Address worksheet and ask question that goes and answer question that goes with it. with it. -participate in class discussion; make -Ask questions about the importance of the comments and/or ask questions address and lead a class discussion on the topic Brief Lecture (10 minutes) -Give background information on the Reconstruction focusing on Lincoln’s, Johnson’s and Radical Republican Plan Group Work activity (30 minutes) -Divide students into groups of three and have them choose a section of the reading to complete -Ask them to answer the question that correspond with their section -Tell students to share their section with the other kids in their group -walk around the classroom making sure students are on task and answering questions Review Activity (10 minutes) -tells students to write down two facts they learned from each of their group members -walk around the classroom Poster Activity (20 minutes) -Tell students to create a poster with a slogan for their specific plan they read in class -be prepared to present to class and explain why you included what you did -provide example on overhead for them to refer to -Listen to lecture -Take notes -Ask questions -complete reading of assigned section and answer questions -teach your section to your other group members -listen and take notes as your other two members teach you about their section -ask questions if you need help -write down two important facts you learned from your two group members about reconstruction plans -create slogan for specific reconstruction plan -write a couple of sentences explaining the importance Exit pass (10 minutes) -Have each student construct a Venn diagram that compares and contrasts the different Reconstruction plans. -walk around the classroom giving students feedback and answering questions -Construct a Venn diagram that shows the similarities and differences between the three reconstruction plans Materials Needed for the Lesson: Reconstruction information Guide Reconstruction Worksheet Poster Example Methods of Evaluating Student Progress/Performance: Reconstruction Worksheet Classroom assignment two facts learned on each plan Poster slogan on reconstruction plan Venn diagram comparing the three plans Differention for Special Needs: This lesson plan involves more hands on activities and discussions than lecture. It keeps the students on task because the activities are no more than 20 minutes long. Also it gives the students a chance to teach and learn from each other. It also allows students to use their creative side when creating a poster slogan for their reconstruction plan. Subject Matter Integration/Extension: This lesson should be used to introduce a course being taught on reconstruction. It draws on the students’ prior knowledge regarding the Civil War. This lesson can lead into another lesson or discussion about 13th, 14th, and 15th Amendments to the Constitution of the United States, as well as lessons regarding the social and economic impacts of the Civil War. Reflections/PPT’s in Lesson: I think this lesson fits into my philosophy of teaching very well. I want to give the students many avenues to learn the content and I feel I have in this lesson plan. I also feel it is important to let students display some creativity and have some fun when learning.