8th Grade Instructional Guide Model Lesson 5

Reconstruction Document Based Question Standards 8.11 Students analyze the character and lasting consequences of Reconstruction.

8.11.3. Understand the effects of the Freedmen's Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and "Jim Crow" laws. 8.11.4. Trace the rise of the Ku Klux Klan and describe the

Klan's effects. 8.11.5. Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their

connection to Reconstruction. History/Social Science Analysis Skills Connection Research, Evidence, and Point of View

• Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

• Students detect the different historical points of view on historical events and determine the context in which the historical statements were made.

Historical Interpretation • Students understand and distinguish, cause, effect, sequence, and correlation in

historical events, including the long- and short-term causal relations. Materials Student Handout 1: Visual Analysis Worksheet Student Handout 2: Overview of Reconstruction Student Handout 3: Document Analysis Sheet Student Handout 4: Reconstruction DBQ Prompt Student Handout 5: Essay Graphic Organizer Document 1: Emancipation Documents 2-4: The Thirteenth, Fourteenth, and Fifteenth Amendments Document 5: The Fifteenth Amendment. Celebrated May 19th 1870. Document 6: “The First Vote” Document 7: Protest of the Freedmen of Edisto Island Document 8: “This is a White Man’s Government” Document 9: “Worse Than Slavery” Document 10: Sharecropping Transparency 1: Emancipation

Guiding Inquiries: 1. What does it mean to be free? 2. What did emancipation mean for the freedmen? Were freedmen really free? 3. What forces were at work during the Reconstruction era? 4. In what ways was Reconstruction both a success and a failure?

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Lesson Study Research Questions: 1. Can students see the nuances and complexities of a historical event? 2. Can students see how Reconstruction changed over time? 3. Can students make sense of conflicting information? 4. Can students realize the strengths and limitations of varying types of sources?

Lesson Overview This lesson should be taught after students have gained a basic understanding of key elements of Reconstruction (Reconstruction plans, Lincoln’s assassination, the need for rebuilding and reconciling). The lesson and documents focus on the experience of the freedmen during Reconstruction and use their positive and negative experiences to bring out the complexities of that era. This lesson, including both document analysis and student writing, should take from three to five days to complete. Each day of the lesson was designed with a 50 minute instructional period in mind.

Day 1 Teacher/Student Activities Helpful Hints

Hook This hook exercise has been designed to prepare students for the larger lesson and to build on their background knowledge. Part 1: Discuss the questions: “What does it mean to be free? Are you free? How do you know?” These questions could be connected to the present as well as the past. Students should make a list individually then share with a partner for the purpose of creating a class list. An example like “having the right to freely practice religion” could be shared to help students begin their lists. If students are struggling, remind them of the Declaration of Independence and the Bill of Rights, particularly the First Amendment. Part 2: Analyze Emancipation by Thomas Nast. Access prior knowledge about the term emancipation by connecting to the Emancipation Proclamation. Discuss the details of the visual. Student Handout 1 provides questions to help focus student analysis if needed. Discuss Nast’s vision of life for the freedmen and discuss the following question: “Will life be better for the former slaves/freedmen? Why or why not?” Background information on Emancipation by Thomas Nast: This visual represents Nast’s optimistic vision of freedom for former slaves. The center shows the image of a freedmen’s family gathered around a “union” stove. The statue of “freedom” which is on the dome of the U.S. Capitol is above the family. On the left side of the visual, the experience of slavery is portrayed with the selling and beating of slaves. On the right side, the hope of education, payment from a cashier and a cottage are represented.

Time Suggestion: 15 minutes

Student Handout 1 may be completed as a full group or in pairs focusing on selected questions.

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Background Reading Transition to the topic of Reconstruction and the DBQ process by reading Student Handout 2 with the class. Help students to come up with a basic definition of the term reconstruction. Discuss some of the challenges posed in the first paragraph. Reconnect with some of the items that have already been presented to the students about Reconstruction to students in earlier lessons. Analyze the timeline to establish a time-frame for Reconstruction and to foreshadow some of the documents that students will be analyzing. The timeline may also lend itself to a think-pair-share with questions such as:

• What title would you give this timeline? • What item (on the timeline) will impact freedmen the most? • How could you categorize the items on the timeline? • Which item is the most significant to the history of Reconstruction?

15 minutes The reading could be done as a paired paraphrase in which two students work together to read and then paraphrase each paragraph. Finish the overview by connecting to the DBQ task. Consider building up the DBQ as a challenge for students to think as historians by informing them that DBQ’s are often done in high schools in history classes.

Introduce Document Analysis Sheet Transition to the document analysis work by introducing Student Handout 3. As a whole class analyze a document to model and to clarify the organizer if there are any questions. Document 5 would work best with this activity, as the details are small and students would benefit from teacher guidance. Analyze this document as a class, having students record the appropriate information on Student Handout 3. In order to make the task more rigorous have students use the last column of the organizer to identify the category that the document relates to. Key categories may include: political, economic, social. Students may also provide an analytical statement in the last box explaining how the evidence is significant.

20 minutes To scaffold for students who may need it, consider utilizing a (+) or a (–) for the second box, to indicate whether the portrayal of the experience was positive or negative. Refer to “Notes on the Documents” found on Day 3 for information on each document.

Day 2

Teacher/Student Activities Helpful Hints Reconnecting with Day 1 Review the task and the document analyzed on Day 1. Ask students to share one thing they remember from Day 1. Briefly review all completed activities.

5 minutes

Modeling of Document Analysis (continued) Analyze Document 8 as a class to bring out all of the details. Have students record key information on Student Handout 3. Compare Documents 5 and 8 to help bring out the two-sided nature of Reconstruction and the experience of freedmen. Discuss point of view and bias as they relate to the two visuals.

10 minutes Students may need assistance realizing the complexity of the topic and era.

Document Analysis Continue analyzing documents. Have students work in groups of 3-4 to analyze the documents with periodic checking for understanding. This may

35 minutes

If students are working

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be structured with all students looking at the same document at the same time, or with more flexibility allowing students to work at their own pace.

in groups, rotate around the room to check on their progress and provide assistance.

Day 3

Teacher/Student Activities Helpful Hints Reviewing the Documents Reconnect with the document analysis by checking for understanding of the documents. Provide information when students have misconceptions or not enough information by sharing the information noted below. Have students follow along with Student Handout 3, adding information when appropriate.

Notes on the Documents Documents 2-4 are known as the Reconstruction amendments. They abolished slavery, guaranteed citizenship and due process, and gave African-American males the right to vote.

Document 5 represents a celebration in Baltimore, MD to mark the passage of the Fifteenth Amendment. Abraham Lincoln, John Brown, Ulysses Grant, Martin Dulany (the highest ranking African American Union soldier during the Civil War), Hiram Revels (the first African-American Senator), and Schuyler Colfax (Grant’s Vice President) are represented. This document can also be used to call out the creation of history black colleges like Howard University and Morehouse College, the reuniting of families, the election of sixteen African-Americans to Congress, and the establishment of black churches.

Document 6 portrays the first vote of African-American men. The image brings out a range of experiences and opportunities for freedmen as typified by the type of clothing worn by the men.

Document 7 is an early account of Reconstruction era frustrations experienced by freedmen. The document shows that some freedmen were at the mercy of others and feared for their well- being and physical safety. The document also brings out the issue of land/property and may be useful in connecting with “forty acres and a mule” and other promises.

Document 8 by Thomas Nast brings out the experience of freedmen losing their voting rights. The image is directed at the Democratic party as represented by three individuals (from left to right): an Irish immigrant; Nathan Bedford Forrest former Confederate General and founder of Ku Klux Klan (KKK); and August Belmont, a wealthy New York financier who served as the chairman of the Democratic party. An African-American Union veteran who should enjoy full participation is being denied the right to vote. The phrase of “This is a white man’s government” (also found on Document 9) was uttered by Governor Benjamin Perry at the South Carolina Constitutional Convention of 1865 in opposition to extending the franchise to African Americans.

Document 9, also by Thomas Nast, represents Reconstruction as being “worse than slavery.” This is similar to the sentiment expressed by the

20 minutes

The review of the documents can take place before all students have analyzed all of the documents.

Documents 2-6 represent Reconstruction and the experience of freedmen in a positive light. Documents 7-10 represent the experience of freedmen and Reconstruction in a negative light.

Comparing the dates and representations of Reconstruction in the documents, particularly those of Thomas Nast, may help students to see how Reconstruction changed over time.

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freedman who said, “If this is freedom, what do you call slavery?” This image portrays the experience of violence at the hands of racists such as the white leagues and the KKK. The parents are holding what appears to be a dead child who may have been killed in the violent acts perpetrated against the school in the background. It appears that a school book belonging to the child lies in the foreground.

Document 10 provides secondary source information related to the experience of sharecropping as a new form of slavery for freedmen. Mini-Debate Begin preparing students to take a side on the DBQ by engaging in a mini-debate. Debate the following statement: “Based upon the documents you have analyzed, was Reconstruction more of a success or failure for freedmen?” Have students choose a side and practice presenting the arguments they will use in their writing by verbally arguing for their side. Ensure there are a few “plants” on each side that will be able to support their view using evidence from the documents. Students can utilize their document analysis sheet for the activity

10 minutes

Writing Prompt Have students turn to Student Handout 4. Go over the task with the students identifying the key expectations for this task. For the conclusion of the essay, consider having students address the question, “How free were the freedmen after all?”

5 minutes

Pre-Writing Allow students to use the remainder of the period to organize their thoughts into an outline using the ideas from Student Handout 3. If students are struggling with this task, review writing organizers from previous Model Lessons. In addition, Student Handout 5 provides a structure for organization. A highly structured writing organizer has not been provided intentionally to remove some scaffolding as a check to see how much students have internalized the planning and organization from earlier lessons.

15 minutes

Day 4

Teacher/Student Activities Helpful Hints Review the Task and Pre-Writing To wrap up the preparation for student writing, briefly review Student Handout 3 and student pre-writing.

10 minutes Students can share with a partner what they plan on writing.

Student Writing Students should be given ample time to write their essays. Assigning the students to complete the essay at home is also an option.

40 minutes

Reflection Upon completion of the writing task, have students reflect on their writing and learning. This may be done in class by students who finish early or for homework.

Student Handout 1 Visual Analysis Worksheet

Visuals Words (if any) 1. List the objects or people you see in

the image.

2. Which of the objects on your list are most important?

3. How is the right side of the image different from the left?

4. What is the artist trying to convey in the middle image

5. Why is the organization of the image important?

1. Identify the image caption and/or title.

2. Record any important dates or numbers that appear in the image.

3. Describe the emotions portrayed in the image.

4. Which words or phrases in the image appear to be most significant? Why do you think so?

A. Describe the experience of freedmen in the image.

B. Explain the evidence that led you to your conclusion.

Student Handout 2

Overview of Reconstruction The term reconstruction means to repair or rebuild something that has been damaged or destroyed. In the history of the United States, the term Reconstruction refers to the time after the Civil War in which the country was rebuilt. This rebuilding involved physical things that were destroyed such as railroads, houses, cities, and farms. The greatest challenges during the Reconstruction era however involved the social and political rebuilding that needed to take place. What should happen to the former Confederates? How should the North and the South be reunited? How should the wounds of secession and the war be healed? What should happen to the four million formerly enslaved people called freedmen? Finally, what would freedom mean for the freedmen? You will be spending the next few days exploring the last question. This exploration will take place by analyzing primary and secondary sources on the experiences of freedmen. You will look at artistic depictions of events and political cartoons. You will read a letter written by freedmen. You will also read portions from amendments to the Constitution. By analyzing these sources you will realize that Reconstruction was a complicated time with both positive and negative experiences for freedmen. After analyzing these sources and discussing them with your classmates you will need to answer the following document based question (also called a DBQ): Was Reconstruction more of a success or failure for freedmen? As you will see, you can answer this question either way. The success of your argument will depend on how well you use the evidence from the sources to support your argument.

Below is a brief timeline of some events from the Reconstruction Era

   

Number, Title and Date of Document 

Does the document represent a positive or negative experience 

for freedmen? 

Evidence that supports your interpretation 

Additional Notesand Analysis 

      

     

      

     

        

     

Student Handout 3

Number, Title and Date of Document 

Does the document represent a positive or negative experience 

for freedmen? 

Evidence that supports your interpretation 

Additional Notes and Analysis

      

     

      

     

       

       

       

       

Student Handout 4

Reconstruction DBQ Prompt

Background: You have spent the last few days examining documents that relate to the experiences of the freedmen during the time of Reconstruction. The Reconstruction era lasted from roughly 1863 – 1877. This was a time of rebuilding for America and new experiences for the formerly enslaved African-Americans. Using the document analysis sheet and the essay organizer you have filled out, answer the following question.

Prompt: Was Reconstruction more of a success or failure for freedmen? Task: Write an essay in which you:

1. Provide a short explanation of Reconstruction to build the historical context/background for your essay.

2. Write a clear thesis statement that addresses the question above. 3. Use at least three documents in your essay. Cite the specific document

titles such as (The Thirteenth Amendment). 4. For each document you use, identify at least one specific piece of

evidence that supports your argument. To be specific, it should either be a direct quote from a document, a paraphrased version of a quote, or a description of a specific detail from an image.

5. Provide clear analysis for each document in which you explain how your evidence “proves” your argument.

6. Include a conclusion in which you restate your main ideas. Suggested Vocabulary Reconstruction freedmen emancipation amendment political social economic sharecropper equality racism voting slavery

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Student Handout 5

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Document 1

Thomas Nast Emancipation, 1865

Documents 2-4

Excerpts from the Constitution of the United States Document 1 The Thirteenth Amendment Ratified December 6, 1865 Section 1. Neither slavery nor involuntary servitude, except as a punishment of a crime wherof the party shall have been duly convicted, shall exist in the United States, or any place subject to their jurisdiction. Document 2 The Fourteenth Amendment Ratified July 9, 1868 Section 1. 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. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny any person within its jurisdiction the equal protection of the laws. Document 3 The Fifteenth Amendment Ratified February 3, 1870 Section 1. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitud

involuntary servitude: being forced to work against your will

abridge: take away

due process: legal procedure that must be the same

Document 5

Thomas Kelly after James C. Beard, The 15th Amendment. Celebrated May 19 1870, 1870.

Key The corresponding text for the five images at the bottom of the document reads: A. "Education will prove the equality of the races," B. "Liberty protects the marriage altar," C. “The ballot box is open to us," D. "Our representative sits in the national legislature," E. “The holy ordinances of religion are free."

A. E.

B. C. D.

Document 6 Alfred R. Waud, “The First Vote,” in Harper’s Weekly, November 16, 1867.

homesteads: land to settle and live on

Protest of the Freedmen of Edisto Island , South Carolina to General Howard, October 1865

Document 7

Note: This document is in the original spelling in which it was written.

…General we want Homesteads; we were promised homesteads by the government; If It does not carry out the promises Its agents made to us, If the government Haveing concluded to befriend Its late enemies and to neglect to observe the principles of common faith between Its self and us Its allies In the war you said was over, now takes away from them all right to the soil they stand upon save such as they can get by again working for your late and thier all time enemies—If the government does so we are left In a more unpleasant condition than our former.

we are at the mercy of those who are combined to prevent us from getting land enough to lay our Fathers bones upon. We Have property In Horses, cattle, carriages, & articles of furniture, but we are landless and Homeless, from the Homes we Have lived In In the past we can only do one of three things Step Into the public road or the sea or remain on them working as In former time and subject to their will as then. We can not resist It In any way without being driven out Homeless upon the road.

You will see this Is not the condition of really freemen….

In behalf of the people

Committee: Henry Bram, Ishmael Moultrie, Yates Sampson

Document 8 Thomas Nast, “This is a White Man’s Government,” in Harper’s

Weekly, September 5, 1868.

"We regard the Reconstruction Acts (so called) of Congress as

usurpations, and unconstitutional, revolutionary, and void." - Democratic Platform

Document 9

Thomas Nast, "Worse than Slavery” 1874

Sharecropping

Most former slaves desperately wanted land to farm but had no money to buy it. Meanwhile, their former owners desperately needed workers to farm their land but had no money to pay them. Out of the needs of both groups came a farming system called sharecropping.

Planters who turned to sharecropping divided their land into small lots. They rented these plots to individual tenant farmers (farmers who pay rent for the land they work). A few tenants paid the rent for their plots in cash. But most paid the rent by giving the landowner a share – usually a third or a half – of the crops they raised on their plots.

Sharecropping looked promising to freedmen at first. They liked being independent farmers who worked for themselves. In time, they hoped to earn enough money to buy a farm of their own.

However, most sharecroppers had to borrow money from planters to buy food, seeds, tools, and supplies they needed to survive until harvest-time. Few ever earned enough from their crops to pay back what they owed. Rather than leading to independence, sharecropping usually led to a lifetime of poverty and debt.

From History Alive! The United States Through Industrialism, Teacher’s Curriculum Institute, Palo Alto CA. 2005 (page 327).

Document 10