defining success through reconstruction in north carolina · 2018. 10. 10. · unit plan lesson...
TRANSCRIPT
Defining Success
Through Reconstruction in
North Carolina
Eighth Grade North Carolina History
Chapter 7: The Aftermath of War
Kelly Leonhardt
Jenny Parks
Defining Success Through Reconstruction in North Carolina
Eighth Grade
A Journey Through North Carolina
Chapter 7: The Aftermath of War
Kelly Leonhardt
Jenny Parks
Defining Success Through Reconstruction in North Carolina follows both North
Carolina Standard Course of Study Social Studies objectives and standards, as well as
integrating some English/Language Arts Common Core standards. This unit has been
designed to teach students how North Carolina transformed during the Reconstruction era.
We will cover political, social, and industrial implications which include, but are not limited
to the following: treatment of African Americans and women, sharecropping, white
supremacy and the KKK, industrialization, and if all of these changes could be considered a
success for the state. In order to have a summative assessment the students will work in
groups and the class will have a debate on successes and failures of Reconstruction.
Table of Contents
Title Page
Synopsis
Table of Contents
Introduction
North Carolina Standard Course of Study
Historical Analysis
Annotated Bibliography of Historical Works
Annotated Bibliography of Teaching Sources
Annotated Bibliography of Student Sources
Unit Plan
Lesson Plans:
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day 10
Culminating Project Requirements
Introduction to Defining Success Through Reconstruction in North Carolina Kelly Leonhardt
At the end of the Civil War, North Carolina faced the challenge of rebuilding the state
in a variety of ways. This unit plan will cover Chapter 7 of A Journey Through North Carolina
and will teach students about the reconstruction in North Carolina. In order to teach the
reconstruction era, there will be a variety of lessons and sources for students to be given a
well-rounded view of the time period and have a sense of autonomy that will allow them to
make their own decision of whether or not the Reconstruction was a success.
Each lesson will adapt to different types of learners and all students to meet the
standards of the North Carolina Standard Course of Study standards for eighth grade social
studies. Some lessons, including the culminating activity also correlate with the Common
Core standards for Language Arts, creating an integrated, interdisciplinary unit. These
lessons will meet the requirements of both Competency Goal four for NCSCOS (The learner
will examine the causes, course, and character of the Civil War and Reconstruction, and
their impact on North Carolina and the nation.) and five (The learner will evaluate the
impact of political, economic, social, and technological changes on life in North Carolina
from 1870 to 1930). The lessons will cover roles of women, African Americans post-
slavery, the rise of the Ku Klux Klan, and the politics of the time period and how these
events influenced the growth of North Carolina in a variety of ways.
These lessons are set up in a way to accommodate an “ideal” classroom and may not
completely reflect classrooms with multiple modifications, ELL/ESL, or abnormal class
sizes. We have set up the lessons to fit the needs of a normal to high performing classroom
of about twenty students. We are expecting each student to have already grasped many of
the concepts found in previous chapters such as the formation of North Carolina as a state
and the events of the Civil War. We are also expecting each student to have a “daybook” or
composition book on him or her during all class times. The books do not leave the
classroom. Most of the activities we will do will mention the daybook in the lesson plan. We
have included this so that students can keep all of the information for the unit in one
organized place. This will make it easier for them to find the definitions of terms, people,
and events given and keep their culminating activity in a place where they can find it, and
their group members can find it in the event of their absence. If there are any homework
assignments for the evening, the students will bring them in the next day and staple them
into the book. At the end of the unit the books will be collected and given an overall
completion grade in addition to their culminating activity grade.
In place of a regular exam with multiple choice, matching, or essays, we chose for
the final summative assessment for this project to be a debate. We decided to do a debate
because it allows students to branch out of their comfort zones, turns a lesson into an
English/language arts and social studies interdisciplinary unit and it allows students to use
twenty-first century skills to grasp the concepts set forth by the chapter, lecture, activities,
and assignments in a new way. The students get to take on the responsibility of being a
group member in a five-person group which then is assigned a subject to debate and find
everything in their power to prove that their way is the ‘best.’ We feel that this would give
students an opportunity to be more involved in the classroom and allow them to decide for
themselves if the Reconstruction era was a success or failure and why.
Choosing the theme of Success in the Reconstruction was a challenge, but we
decided that this broad theme could be narrowed down to a series of fun, challenging
lessons for students to understand the events, people, and social implications that helped
to form how their state is run today. There can be successes in politics and women’s’ rights,
but not in African American rights. We wanted the students to be able to make this decision
for themselves, and nobody is telling them that there is a right or wrong answer. Every
student comes from a different background or different belief system and there are no two
people that have the exact same views on today’s politics and social beliefs, much like no
two students have to believe that the Reconstruction was a success or a failure for the same
reason.
Our ultimate goal for this lesson and for the students is to have fun while learning
about history. The Reconstruction era is fascinating but is so often bogged down with just a
series of names and terminology. We have put together activities that feature movies, film
clips, articles, pictures, and children’s books to help the students better understand why we
study the past to look into the future. We hope this unit will benefit students in the
understanding of Reconstruction, the idea of argument, and the ever-important idea of
success.
North Carolina Standard Course of Study
Eighth Grade Social Studies
Competency Goal 4:
The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.
Objectives: 4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period. 4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end.
Competency Goal 5: The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930.
Objectives: 5.01 Identify the role played by the agriculture, textile, tobacco, and furniture industries in North Carolina, and analyze their importance in the economic development of the state. 5.02 Examine the changing role of educational, religious, and social institutions in the state and analyze their impact. 5.03 Describe the social, economic, and political impact of migration on North Carolina. 5.04 Identify technological advances, and evaluate their influence on the quality of life in North Carolina. 5.05 Assess the influence of the political, legal, and social movements on the political system and life in North Carolina
Annotated Bibliography of Historical Works
Jenny Parks
Alexander, Roberta Sue. North Carolina Faces the Freedman: Race Relations During Presidential Reconstruction, 1865-67. Durham: Duke University Press, 1985. This book follows the black experience during the time period of Reconstruction. It is an informative supplement to understanding blacks during Reconstruction. Foner, Eric. “Rights and the Constutituion in Black Life during the Civil War and Reconstruction.” The Journal of American History 74, no. 3 (Dec. 1987): 863-883). http://0-www.jstor.org.wncln.wncln.org/stable/view/1902157 (accessed April 25, 2012). This article gives a history of black life at the end of the Civil War and into Reconstruction. Hodes, Martha. “The Sexualization of Reconstruction Politics: White Women and Black Men In the South after the Civil War.” Journal of the History of Sexuality 3, no. 3 (Jan. 1993): 402-417.
http://0-www.jstor.org.wncln.wncln.org/stable/view/3704014 (accessed April 25, 2012).
This article discusses some of the reasons behind the Ku Klux Klan’s actions. It examines how relationships between white women and black men were viewed and the repercussions of any involvement between the two. Although this topic can only be grazed over in the classroom at this age, it allows a deeper understanding for the teacher. Logue, Cal M. “THE RHETORICAL APPEALS OF WHITES TO BLACKS DURING RECONSTRUCTION.” Communication Monographs 44, no. 3 (August 1977): 241. Communication & Mass Media Complete, EBSCO host (accessed April 25, 2012). This article examines how whites controlled African Americans during Radical Reconstruction through rhetoric. The article discusses how blacks used their new freedom to participate in politics. Zuber, Richard L. North Carolina During Reconstruction. Raleigh: North Carolina State Department of Archives and History, 1969. This is a relatively thin book that gives a great overview of the time period of Reconstruction. It touches on topics such as the different Reconstruction plans, important people, political climates, the Ku Klux Klan, sharecropping, and agriculture vs. industry.
Annotated Bibliography of Teaching Sources Jenny Parks
Friedland, Randy. “Reconstruction Unit-Lesson 3-Sharecropping-Sharecropping Activity and Reflection.” Better Lesson.
http://betterlesson.com/document/82270/reconstruction-unit-lesson-3-sharecropping-sharecropping-activity-and-reflection (accessed April 25 2012)
This resource inspired the sharecropping activity for Day 5. We kept the chart as it was and made our own questions to fit our theme of success and failure. This activity will help students understand how sharecroppers got into debt. Grundy, Pamela. A Journey Through North Carolina: Teacher Edition. Salt Lake City: Gibbs Smith, 2008. This textbook supplement follows the content of the student textbook and offers a number of ideas for activities and discussion questions to try in the classroom. Myrick, Pamela and Sharon Pearson. “Debates in the middle school classroom.” Learn NC. http://www.learnnc.org/lp/pages/636 (accessed April 25, 2012). This cite provides a good starting place to develop your own debate topic and structure. Rossi, Ann. Created Equal: Women Campaign for the Right to Vote, 1840-1920. Washington, D.C.: National Geographic, 2005. This book briefly highlights how women were fighting to gain equal rights. It includes a number of images and quotes from the time period of Reconstruction. Tryon Palace Historic Sites & Gardens. “Timeline of Reconstruction in North Carolina.” Learn NC. http://www.learnnc.org/lp/editions/nchist-civilwar/4825 (accessed April 25, 2012). This website briefly outlines the major events that occurred in Reconstruction. We used this as starting point for our own students’ timeline worksheet.
Annotated Bibliography of Student Sources Jenny Parks
“The First Vote.” Illustration. Harper’s Weekly: A Journal of Civilization, Nov. 16, 1867. From Toward Racial Equality: Harper’s Weekly Reports on Black America. http://blackhistory.harpweek.com/7Illustrations/Reconstruction/TheFirstVote.ht m (accessed April 25, 2012). Students will analyze this primary source during the picture analysis activity on Day 4. This illustration provides students with a source to see how people were portrayed in newspapers. It reveals how politics and social norms were reflected in the media. Grundy, Pamela. A Journey Through North Carolina. Layton, UT: Gibbs Smith, 2008. This book contains the bulk of the reading content students will complete. They will also find vocabulary words defined, important people and events outlined, and information to help them complete their timeline. Haley, Alex. “Episode Six.” Roots video, 1:35:25. 1997.
http://www.youtube.com/watch?v=SYTNSMgXPPA&list=UUOa1T2yBEMV1We-l2q-WcfQ&index=8&feature=plcp
This series remains quite faithful to how life was for people living during Reconstruction. This episode especially highlights the racism present during this time and the activities of the Ku Klux Klan. Leopold, Todd. “The success of failure: Pulitzer winner’s surprising road to the top.” CNN Living, January 28, 2012.
http://www.cnn.com/2012/01/20/living/jennifer-egan-creativity-failure/index.html (accessed April 25, 2012).
This article discusses how one can gain success even if they fail numerous times. Nast, Thomas. “Colored Rule in a Reconstructed (?) State.” Cartoon. Harper’s Weekly: A Journal of Civilization, March 14, 1874. From Toward Racial Equality: Harper’s Weekly Reports on Black America.
http://blackhistory.harpweek.com/7Illustrations/Reconstruction/ColoredRule.htm (accessed April 25, 2012).
Students will analyze this primary source during the picture analysis activity on Day 4. This illustration provides students with a source to see how people were portrayed in newspapers. It reveals how politics and social norms were reflected in the media.
Nast, Thomas. “This Is A White Man’s Government.” Cartoon. Harper’s Weekly: A Journal of Civilization, September 5, 1868. From Toward Racial Equality: Harper’s Weekly Reports on Black America. http://blackhistory.harpweek.com/7Illustrations/Reconstruction/ThisIsAWhiteMa nsGov.htm (accessed April 25, 2012). Students will analyze this primary source during the picture analysis activity on Day 4. This illustration provides students with a source to see how people were portrayed in newspapers. It reveals how politics and social norms were reflected in the media. Polacco, Patricia. Pink and Say. New York: Philomel Books, 1994. This book recounts the true story of two boys, one black and one white, that meet near the end of the Civil War. It is a good starting place to introduce Reconstruction because it gives a review of how racism was prevalent in American society at the end of the Civil War. Students then learn what happens in the aftermath of the Civil throughout the Reconstruction unit. Rampolla, Mary Lynn. A Pocket Guide to Writing History. 6th ed. Boston: Bedford/St. Martin’s, 2010. Students will be expected to cite their debate sources in Chicago Manual of Style form.
Reconstruction: Historical Analysis Jenny Parks
Reconstruction began in 1863 and was a time of significant changes in the
government, economic, and social systems. Re-integrating Southern states that had
rebelled against the Union was a long and often violent process. This resource kit will cover
a wide range of topics associated with this turbulent time in American history by taking a
close look at what life was like during Reconstruction for many different groups of people.
In any event, there is the possibility for success and failure. In addition, there are many
definitions of what success means and what failure means for different people. In this unit,
students will apply the idea of differing definitions of success and failure to the period of
Reconstruction that took place after the end of the Civil War.
There were several proposed plans for how the government should have gone about
implementing Reconstruction in the South. The first plan, issued in 1865 by President
Lincoln, was the Ten Percent Plan. This plan stated that a state could be readmitted into the
Union when ten percent of the voting population took an oath of allegiance to the Union.
However, Lincoln was assassinated before his plan could really take effect. Andrew Johnson
replaced Lincoln as president. Johnson was sympathetic to the South and pardoned the
rebels except for the most prominent leaders and wealthy men, who were required to take
an oath before being pardoned. He believed power resided with the states. Johnson
appointed William W. Holden as provisional governor, but in the Election of 1865, Jonathan
Worth was elected. These plans for Reconstruction were centered on protecting whites
rather than freed slaves.
The Radical Republicans were more concerned with helping freedmen and many felt
that the policies of Johnson’s plan were not harsh enough on the Southern states. When the
question of what to do with the freed slaves was raised, Black Codes were established. Most
of these Black Codes were set to protect blacks and to grant them rights such as legal
marriages, job training, and the right to have contracts honored. However, there was still a
great deal of discrimination, as blacks were still not allowed to vote. Also working against
blacks was the Vagrancy Act, where a black could be arrested if they were homeless, and
the Apprenticeship program, where blacks without a job were forced to work on farms.
When the Freedmen’s Bureau was established by the federal government, it was not
popular in North Carolina, especially among the Democratic Party. President Johnson
vetoed attempts at the 14th Amendment and the Civil Rights Act of 1866, but Congress
overrode both of his vetoes.
Finally, Congress stepped in with the Military Reconstruction Act of 1867, which
dictated military occupation in the states until they agreed to pass the 13th (abolished
slavery), 14th (equal protection under the law), and 15th (black men can vote) Amendments.
North Carolina follows this plan of Reconstruction. When William W. Holden is elected as
governor, he promotes Republican ideas such as protection and equality for blacks.
However, against this plan is the Ku Klux Klan, a terrorist organization of
Conservative white people intent on harassing blacks and whites that support black rights.
The Klan used violence as a force of intimidation. They beat and lynched many people for
crimes they said went unnoticed by the police. The main intent of the Klan was to keep
change from occurring in the political and social system. When the Klan began to threaten
Holden’s power as governor, he sent state troops to try and control Klan activities in
Alamance and Caswell counties. These troops were under the command of Colonel George
W. Kirk. After a number of exchanges in which Klan members were arrested, but could not
be tried by their peers since many were friends with the jurors. It was ultimately decided
the prisoners could get a writ of habeas corpus from a federal court rather then wait to be
tried by a military commission. With his number of enemies growing, the Klan had a large
part in the impeachment of Holden as governor, the first state governor to be impeached in
US history. Even with Holden impeached and the Republican Party weakened by
disagreements, legislation was passed to put an end to the Ku Klux Klan. However, the main
reason for its disappearance during this time was probably because it had served its
purpose in getting the Conservatives back into power and there was no longer a need for it.
By looking at these different plans of Reconstruction, students can argue who was
successful and who was not. The Republicans were successful in some areas, such as the
promotion of equal rights and the put down of the Ku Klux Klan. The Democrats were
successful in regaining political power so that blacks had limited rights and limited power.
Really, the Democrats can be seen as the victors. In 1876, the Conservative-Democrat Party
was elected into power. Since concessions were made to Southern whites to gain support,
equality for blacks and poor whites would have to wait.
Agriculture and industry went through many changes during Reconstruction. Freed
slaves and poor whites were drawn into a cycle of debt by the system of sharecropping.
Tenants would rent land, seed, tools, and sometimes food from a wealthy landowner. When
they borrowed more money to pay off their growing debts, the downward spiral into debt
was almost impossible to get out of, especially when the landowner required a hefty share
of the farmers’ crop. Two of the most important industries, textiles and tobacco,
experienced a significant growth during this time and especially after Reconstruction
ended in the beginnings of the New South, so those in industry were better off than those
stuck in poverty as sharecroppers. In the 1890s, the Populist Party began to emerge. An
important figure in this party was Leonidas Polk, editor of the Progressive Farmer
magazine. In this New South, the “winners” were involved in industry, mill and land
owners, and typically middle class. The “losers” were the sharecroppers, mill workers, and
African Americans. Students can examine many aspects of success and failure by studying
these topics. The Republicans and the Populists merged together to form the Fusionist
Party, which took over the state legislature. However, this reign was short, as the
Democrats staged a revolt known as the Wilmington Race Riot, in which Alfred Moore
Waddell overthrew the black-majority government and declared himself mayor, reinstating
the doctrine of white supremacy. Soon, the disenfranchisement of black followed. Blacks
were excluded from voting with the literacy test, poll taxes, and the Grandfather Clause.
Women during this time were beginning their fight toward equal suffrage as well.
Susan B. Anthony opposed the 15th Amendment because it did not grant women the right to
vote. Lucy Stone believed the 15th Amendment should be passed and would help pave the
way for women’s suffrage. Women attempted to vote as early as 1871. Two women’s
suffrage groups emerged in the late 1800s. Susan B. Anthony and Elizabeth Cady Stanton
led the radical National Women Suffrage Association, which wanted a Constitutional
amendment. Lucy Stone helped form the moderate American Women Suffrage Association
which focused on obtaining suffrage state by state. During this time period, it can be argued
that women’s suffrage was not a success, but it would come to be a success after the turn of
the century.
In conclusion, this unit of Reconstruction will be approached in a way that allows
students to decide if a certain event or practice was a success or a failure. By doing this,
students will gain a strong understanding of the material by thinking critically and
defending their arguments through debates based on evidence.
Unit Plan Kelly Leonhardt
Day Focus Topic Assessment 1 Summary of Civil War Unit,
Introduction to Reconstruction
Webquest Activity Completion
2 What is Success? Defining Success Through Reconstruction
Article Worksheet
3 Introduction to Argument and the Culminating
Project
Practice Debate
4 African Americans During Reconstruction
Picture Analysis
5 Sharecropping Online Sharecropping Activity
6 Women During Reconstruction
Journal Entry on book reading
7 Whites During Reconstruction
Roots video reflection as homework
8 Student Work Day Observation 9 Political Views in the
Reconstruction Venn Diagrams
10 Student Work Day Vocabulary quiz
11 Debate Presentations Debate
Day 1: Summary of Civil War and an Introduction to Reconstruction Kelly Leonhardt
Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and goals: This lesson will give a brief synopsis of the previous unit on the Civil War and will introduce the post-Civil War Reconstruction Era in North Carolina. This will be the first of many lessons teaching students of how to define success. By the end of the ten day unit students will be able to conclude if the reconstruction was a success of failure in terms of politics and social implications. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.04, 4.05, 5,01, 5.02, 5.03, 5.04, 5.05. See previous NCSCOS sheet for details. Teacher Required Materials: - An understanding of Reconstruction - Webquest Worksheets - Pink & Say by Patricia Polacco - A booked computer lab or a checked out laptop cart - Teacher edition of textbook - Handout of Reconstruction names, terms, and events - Timeline of Reconstruction Student Required Materials: - Pencil or pen - Daybook - Textbook - Blank timeline Instructional Procedures:
1. Introduction to lesson: reading Pink & Say by Patricia Polacco as a review of the Civil War and social implications
2. Discuss any feelings from the book or any questions about the Civil War 3. Review of Civil War including years, key events, people, and places from
previous chapter 4. Introduce Reconstruction by having students fill out the timeline 5. Hand out vocabulary sheet 6. Explain webquest activity
7. Pass out laptops or travel to computer lab with class 8. Completion of webquest by each student individually 9. As a conclusion to the lesson students will take out their daybook (as explained
in the introduction) and write an exit slip to wrap up the lesson. Students will create a K.W.L. chart with what they know about Reconstruction and the Civil War, what they want to know, and at least one item that they learned by completed the webquest.
Assessment: Formative assessment will include checking for completion and accuracy of webquest activity and completion of homework, defining at least ten words from the vocabulary list.
Name: _______________________________
Reconstruction Timeline Write the events that correspond with the year on the lines provided. Not every line will be filled.
1865: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1866: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1867: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1868: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1869: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1870: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1871: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1874: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1876: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________ 1877: _________________________________________________________________________________________________________ _________________________________________________________________________________________________________
ANSWER KEY
Jenny Parks
Webquest: Reconstruction and Its Aftermath
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html.
Part I
1. The 13th Amendment emancipated all slaves in the United States after the Civil War.
2. What was the purpose of Reconstruction in the South?
Reorganizing Southern state after the Civil War, readmitting states into the
Union, and defining white and black membership in a society with no slaves.
3. The Civil Rights Act of 1866 granted what rights to freed African Americans?
Voting rights, participation in the political process, landownership,
employment, and use of public accommodations.
4. Look Thomas Nast’s engraving Emancipation. List three things you notice about the
image. These can be people, things, or ideas that contrast freedom and slavery.
Slaves vs. a free black family
Abraham Lincoln
Blacks gaining education by going to public school
5. During Reconstruction, freed slaves began to leave the South for what state?
Kansas
6. Look at the image depicting African American Population Distribution in 1890. In
what part of North Carolina were most African Americans located?
i. The Mountains in the West
ii. The Piedmont in the center
iii. The Coast in the East
Part II
7. Some emancipated slaves worked for their former owners for wages.
8. True or false: Even though most slaves were illiterate before the Civil War, there
was little interest among freed African Americans to learn how to read and write.
9. In James E. Taylor’s image, what group of people is helping educate black women?
What are they teaching them to learn how to do? What else was taught in these
schools?
Northern teachers are teaching women of color how to sew
Reading, writing, and vocational training
10. The 15th Amendment stated that all male citizens had the right to vote. The Radical
Republicans were determined to allow African Americans all the rights of
citizenship.
11. What race had the majority in South Carolina in the first legislature formed after the
Civil War?
African Americans
12. Who were the two African Americans to serve as United States Senators in the 19th
century?
Blanche K. Bruce
Hiram Revels
13. True or false: African American men were very involved in politics during
Reconstruction even in the face of disapproving whites.
14. In many African American families, social, political, and economic life was centered
around the church.
15. What group purchased Wilberforce University in 1863? What groups of people did
they exclude from gaining access to their institution?
The African Methodist Episcopal Church purchased the school.
No group was to be excluded from the school based on race.
Name: _____________________________ Webquest: Reconstruction and Its Aftermath Jenny Parks Go to the following webpage: http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html. Read Part I and Part II and look at all of the images. Answer the following questions. Part I
1. The 13th Amendment _____________ all slaves in the United States after the Civil War.
2. What was the purpose of Reconstruction in the South?
3. The Civil Rights Act of 1866 granted what rights to freed African Americans?
4. Look Thomas Nast’s engraving Emancipation. List three things you notice about the
image. These can be people, things, or ideas that contrast freedom and slavery.
5. During Reconstruction, freed slaves began to leave the South for what state?
6. Look at the image depicting African American Population Distribution in 1890. In
what part of North Carolina were most African Americans located?
i. The Mountains in the West
ii. The Piedmont in the center
iii. The Coast in the East
Part II
7. Some emancipated slaves worked for their former owners for _______.
8. True or false: Even though most slaves were illiterate before the Civil War, there
was little interest among freed African Americans to learn how to read and write.
9. In James E. Taylor’s image, what group of people is helping educate black women?
What are they teaching them to learn how to do? What else was taught in these
schools?
10. The _______________ that all male citizens had the right to vote. The __________________
were determined to allow African Americans all the rights of citizenship.
11. What race had the majority in South Carolina in the first legislature formed after the
Civil War?
12. Who were the two African Americans to serve as United States Senators in the 19th
century?
13. True or false: African American men were very involved in politics during
Reconstruction even in the face of disapproving whites.
14. In many African American families, social, political, and economic life was centered
around the ________.
15. What group purchased Wilberforce University in 1863? What groups of people did
they exclude from gaining access to their institution?
Day 2: What is Success: Defining Success Through Reconstruction Kelly Leonhardt
Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and goals: This lesson will be focusing on the theme of the unit, Defining Success through Reconstruction. By the end of the lesson students should have a better understanding of success and failure and have the ability to relate these labels to the Reconstruction era in North Carolina. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.04 (See previous NCSCOS sheet for details.) Also covers English/Language Arts new Common Core Standard Reading Standards for Informational Text 6–12 8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. And 8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events. Required Teacher Materials: - CNN article on success to hand to students - Worksheets on articles for students Required Student Materials: - Daybook - Pen/pencil Instructional Procedures:
1. Introduce students to the lesson by asking them how they determine success or failure with life events and if they have any good examples.
2. Give five to ten minutes to allow students to define “success” and “failure” in their own words in their daybook.
3. Assign students to pairs 4. Hand out articles (see attached) 5. Hand out article worksheets 6. Have students read articles and complete worksheets 7. When they have completed the assignment have them turn in the worksheet 8. Students will then return to their daybook and reflect on how the article was the
same or different as their definition of success.
Assessment: - Completed worksheet - Daybook entry on Success - Daybook reflection at the end of class
Name: _________________________
How We Succeed By Failing by Kathleen Parker
1. What is success? How is it defined? Does it mean something different to everyone? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2. How could the definition of success stated in this article be related to Reconstruction or other time periods in North Carolina’s history? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3. Can you think of examples of success that we have discussed in class? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 4. What is your personal view of success? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 5. Discuss with a partner what their idea of success is. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 6. What have you been successful in and how will you define success for yourself in the next 10 years? 50 years? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________
Day 3: Introduction to Argument and the Culminating Project Kelly Leonhardt
Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and goals: Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards for eighth grade social studies. The Goals and Standards addressed include the following: 4.05, 5.01, and 5.05 This lesson also follows Common Core Standards Speaking and Listening Standards 6–12: 8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced And 8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Teacher Required Materials: - Sheet of mock debate items - Culminating activity packet to hand out (instructions, group list, debate assignment, rubric, research sheet) - Laptop cart or checked out computer lab Student Required Materials: - Pen/pencil - Daybook Instructional Procedures:
1. Teacher will ask students what an argument is, then provide definition. 2. Teacher will ask students what a debate is and discuss. 3. Teacher will explain to the students the proper etiquette for a debate is as listed in
debate packet. 4. Mock Debate: teacher will hand out a slip of paper to each student with a simple
topic on it and a group number. 5. Group members will meet up and will be given 5 minutes to discuss. 6. Groups 1 and 2 will debate with each other; 3 and 4; 5 and 6 7. After ten minutes students will return to their seats and will discuss how the debate
went as a class. 8. Teacher will hand out the final project debate packet to the students. 9. Students will be given some time to read the instructions and then meet with their
group members. 10. The rest of class will be given for group members to discuss.
Assessment: Formative assessment will be teacher observations with each student’s participation in the mock debate and group meeting at the end of class.
To hand to students for mock debate: Kelly Leonhardt
Group 1: Apples
are better than
oranges
Group 1: Apples
are better than
oranges
Group 1: Apples
are better than
oranges
Group 1: Apples
are better than
oranges
Group 1: Apples
are better than
oranges
Group 2: Oranges
are better than
apples
Group 2: Oranges
are better than
apples
Group 2: Oranges
are better than
apples
Group 2: Oranges
are better than
apples
Group 2: Oranges
are better than
apples
Group 3: Books are
better than
movies
Group 3: Books are
better than
movies
Group 3: Books are
better than
movies
Group 3: Books are
better than
movies
Group 3: Books are
better than
movies
Group 4: Movies
are better than
books
Group 4: Movies
are better than
books
Group 4: Movies
are better than
books
Group 4: Movies
are better than
books
Group 4: Movies
are better than
books
Name: ______________________________________ Group: 1 2 3 4
Reconstruction in North Carolina
Culminating Project: Debate
Q: What is a debate? A: A debate is a discussion in which participants articulate, justify, and clarify their positions on an issue. In this informal debate plan, rebuttals attempt to refute statements made by the opposing side. Our class will be debating the issue of success throughout Reconstruction. This can include success or failure for industrialization, sharecropping, white supremacy, African Americans, women, and political parties. Each student will be given the assignment for which group they are in, even if they do not necessarily agree with their stance as to further their growth of argument. The class will be divided evenly into four groups: Group 1: The success of Reconstruction through politics. Group 2: The failure of Reconstruction through politics. Group 3: Success in social aspects in NC during Reconstruction Group 4: Failure in social aspects in NC during Reconstruction Each group will be expected to turn in the following:
a. A completed research sheet (provided) b. A bibliography with three to five sources (Chicago Style)
Each student in the group will turn in the following: a. A one-page reflection on which side had the best argument, how success was defined
through reconstruction, and how they felt their group argued their point. b. A responsibility sheet (provided). Honestly rate each group member on the
participation in research, group meetings, and overall contribution. c. Index cards with what point you argued.
Helpful Hints for the Debate: - Be polite to your peers - Only one person speaks at a time - Be sure to argue your assigned stance - Speak only when you are recognized by the teacher to speak - Allow others to express their opinions - Be mature - Speak loudly and clearly - Dress nicely (not Sunday best, but look presentable)
Group 1 Names:
Opinion: The success of Reconstruction through politics. All sources should be cited Chicago style (see example on instructions)
Put any additional sources on the back of this page.
Source #1: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Source #2: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Source #3: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Group 2 Names:
Opinion: The success of Reconstruction through politics. All sources should be cited Chicago style (see example on instructions)
Put any additional sources on the back of this page.
Source #1: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Source #2: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Source #3: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Group 3 Names:
Opinion: The success of Reconstruction through politics. All sources should be cited Chicago style (see example on instructions)
Put any additional sources on the back of this page.
Source #1: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Source #2: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Source #3: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Group 4 Names:
Opinion: The success of Reconstruction through politics. All sources should be cited Chicago style (see example on instructions)
Put any additional sources on the back of this page.
Source #1: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Source #2: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
Source #3: ____________________________________________________________________________________________________________________________________________________________________________________ Facts: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________
To hand to students assigned to Group 1 for the culminating activity:
Group 1: The success of Reconstruction through politics.
Group 1: The success of Reconstruction through politics.
Group 1: The success of Reconstruction through politics.
Group 1: The success of Reconstruction through politics.
Group 1: The success of Reconstruction through politics.
To hand to students assigned to Group 2 for the culminating activity:
Group 2: The failure of Reconstruction through politics.
Group 2: The failure of Reconstruction through politics.
Group 2: The failure of Reconstruction through politics.
Group 2: The failure of Reconstruction through politics.
Group 2: The failure of Reconstruction through politics.
To hand to students assigned to Group 3 for the culminating activity:
Group 3: Success in social aspects in NC during Reconstruction
Group 3: Success in social aspects in NC during Reconstruction
Group 3: Success in social aspects in NC during Reconstruction
Group 3: Success in social aspects in NC during Reconstruction
Group 3: Success in social aspects in NC during Reconstruction
To hand to students assigned to Group 4 for the culminating activity:
Group 4: Failure in social aspects in NC during Reconstruction
Group 4: Failure in social aspects in NC during Reconstruction
Group 4: Failure in social aspects in NC during Reconstruction
Group 4: Failure in social aspects in NC during Reconstruction
Group 4: Failure in social aspects in NC during Reconstruction
Day 4: African Americans During Reconstruction Kelly Leonhardt
Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and goals: This lesson will cover how African Americans were treated during Reconstruction and what types of laws were in place during the time period that impacted the treatment of African Americans after slavery was abolished. This will be accomplished by class discussion and picture analysis. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.05, 5.02, 5.03, 5.05 See previous NCSCOS sheet for details. Teacher Required Materials: - Pictures for group picture analysis - Picture analysis worksheet - Teacher edition of textbook (using page 239) Student Required Materials: - Pen/pencil - Textbook - Terms list Instructional Procedures:
1. Introduce students to African Americans during Reconstruction by using the story of Alex Galloway.
2. Discuss treatment of African Americans by whites with students and how the end of the Civil War and 13th, 14th, and 15th amendments affected the way blacks and whites interacted.
3. Discuss instructions of picture analysis with students. 4. Students will complete two out of the three picture analyses in pairs.
Assessment: Formative assessment will be a completed picture analysis sheet of two out of three pictures.
Name: _________________
Images of Reconstruction: Picture Analysis Jennifer Parks
In pairs, choose two of the three images to analyze. Image 1
Look at the picture for several minutes. In a few sentences, sum up the overall impression you get from the picture. How is each person portrayed? In your opinion, is this a positive or negative representation?
Fill in the chart below. List people, objects, words, ideas, actions, or anything else
you find interesting.
People Objects Actions Words Ideas Other
Based on what you have observed from this image, answer the following questions:
a. Who do you think made this image?
b. Does this image positively or negatively represent the people in it?
c. Is this picture Pro-Reconstruction or Anti-Reconstruction? Image 2
Look at the picture for several minutes. In a few sentences, sum up the overall impression you get from the picture. How is each person portrayed? In your opinion, is this a positive or negative representation?
Fill in the chart below. List people, objects, words, ideas, actions, or anything else you find interesting.
People Objects Actions Words Ideas Other
Based on what you have observed from this image, answer the following questions:
a. Who do you think made this image?
b. Does this image positively or negatively represent the people in it?
c. Is this picture Pro-Reconstruction or Anti-Reconstruction? Compare and Contrast:
How do the two images you chose differ from each other?
How do the two images you chose similar to each other?
Based on these images, what do you think were two conflicting ideas centered on
Reconstruction? Images:
http://blackhistory.harpweek.com/7Illustrations/Reconstruction/ThisIsAWhiteMansGov.htm
http://blackhistory.harpweek.com/7Illustrations/Reconstruction/TheFirstVote.htm
http://blackhistory.harpweek.com/7Illustrations/!ListOfIllusLevelOne.htm Images taken from HarpWeek: blackhistory.harpweek.com.
Day 5: Sharecropping Jenny Parks
Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: This lesson will give students an understanding of what sharecropping was like for black and white farmers. Students will learn about the difficulties of being a sharecropper. The lesson relates to the theme of success and failure by allowing students to examine whether the sharecropping system was successful for the sharecroppers and the landowners from whom they borrowed their livelihood. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.05, 5.01, 5.04, and 5.05 See previous NCSCOS sheet for details. Teacher Required Materials: -An understanding of the sharecropping system -Sharecropping Activity and Reflection worksheets for students - Stopwatch or clock - Reconstruction Timeline? Required Student Materials: -Pen/pencil Instructional Procedures:
1. Introduce the lesson with the sharecropping activity. Explain the directions to the students and time each section of the worksheet appropriately.
2. Before moving on, discuss what happened as students moved down the worksheet 3. Give a brief talk on how sharecropping worked during Reconstruction. 4. Ask the students who sharecropping was a success for and who it was a failure for 5. Allow time for students to complete the reflection on page 2 of the sharecropping
activity individually. 6. Have students turn in worksheets
Assessment: -Completion of sharecropping activity -Student reflection on sharecropping
Name: ______________________________ Sharecropping Activity and Reflection
Jenny Parks
Directions: You will have thirty seconds to make tally marks in the “Money Earned” column. After the thirty seconds, you will count how many tally marks that you were able to make. Each mark is worth $2. Then, you will multiply your tally marks to see how much money you earned. Finally, subtract the money you borrowed from the money you earned to see your total income/debt. Money Borrowed Food- $30 Clothing- $20 Tools- $30 Medicine- $20 Rent for the Land- $100
Money Earned Total Income/Debt Money Earned - Money Borrowed $_____________________
Money Borrowed Food- $60 Clothing- $40 Tools- $100 Medicine- $100 Rent for the Land- $100
Money Earned Total Income/Debt Money Earned - Money Borrowed $_____________________
Money Borrowed Food- $90 Clothing- $10 Tools- $100 Medicine- $100 Rent for the Land- $200
Money Earned Total Income/Debt Money Earned - Money Borrowed $_____________________
Sharecropping Activity Reflection: Jenny Parks
1. Why was it difficult to make a living as a sharecropper?
2. Who do you think was successful in this system? Do you think it was possible for sharecroppers to break the cycle of debt?
3. Who do you think experienced failures in this system?
4. Do you think sharecropping was a fair system? Page 1: http://betterlesson.com/document/82270/reconstruction-unit-lesson-3-sharecropping-sharecropping-activity-and-reflection#/document/82270/reconstruction-unit-lesson-3-sharecropping-sharecropping-activity-and-reflection?from=tree&lessonID=19603
Day 6: Women During Reconstruction Jenny Parks
Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: This lesson will allow students to examine the lives of women during the period of Reconstruction. By the end of the lesson, students will be able to discuss how women were discriminated against and what they did during this time period to gain equal rights. Students will be able to sympathize with women of this time by imagining what it would be like to be excluded from voting. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.04, 4.05, 5.02, 5.03, 5.05 See previous NCSCOS sheet for details. Teacher Required Materials:
- Created Equal: Women Campaign for the Right to Vote 1840-1920 by Ann Rossi. o Pages 16-19
Student Required Materials:
- Pencil or pen - Daybook
Instructional Procedures:
- Read pages 16-19 aloud to the class. - Be sure to show the images and point out the quotes of famous women. - Assign the following journal response for students to write in their Daybook:
o How do you feel when you are excluded from something a group of people are doing?
o If you were a woman during this time, what would you have done to advocate for your right to vote?
o How would it feel to be excluded from voting, something only men were allowed to do?
- Allow students to share their responses with each other and the class Assessment:
- Journal responses - Classroom discussion
Day 7: Whites During Reconstruction Jenny Parks
Subject: Social Studies Grade Level: 8 Duration: One 90-minutes class period Content and Goals: This lesson will allow students to examine the lives of white people during the period of Reconstruction. Students will study topics such as white supremacy, what rights whites had that blacks were denied, and how the two races differed in the general areas of economics, politics, and social expectations. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.04, 4.05, 5.02, 5.03, 5.05 See previous NCSCOS sheet for details. Teacher Required Materials:
- Episode 6 of Alex Haley’s Roots, a miniseries made for television This episode can be found on YouTube:
http://www.youtube.com/watch?v=SYTNSMgXPPA&list=UUOa1T2yBEMV1We-l2q-WcfQ&index=8&feature=plcp
- Preparation for a discussion of the film Student Required Materials:
- Pencil or pen - Notebook paper
Instructional Procedures:
1. Introduce video with a short summary. Instruct students to take notes on the film, paying close attention to the behavior, portrayal, and how specific characters treated each other.
2. Have a class discussion about how whites experienced success and failure during Reconstruction
3. Show video 4. Assign homework: have students reflect on their observations taken in their notes.
Assessment:
- Class discussion - Homework
Day 8: Student Workday #1 Kelly Leonhardt
Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: Students will have time to work on the Culminating Project for the Reconstruction Unit. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards address include the following: 4.05, 5.01, and 5.05 See previous NCSCOS sheet for details. This lesson also follows Common Core Standards Speaking and Listening Standards 6–12: 8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced And 8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Teacher Required Materials:
- Checked out computer lab or laptop cart - Index cards - A Pocket Guide to Writing in History by Mary Lynn Rampolla
Student Required Materials:
- Computer - Research sheet - Sources and bibliography - Responsibility sheet - Debate information sheet
Instructional Procedures:
1. Introduce the lesson by asking students if they have any questions about the debate information sheet or anything dealing with the debate.
2. Discuss citations and plagiarism with students 3. Show students how to properly cite sources using Chicago style 4. Give students time to work in groups discussing their debate, filling out the
responsibility sheet, source sheet, and reviewing all requirements of the debate. Assessment:
- Formative assessment: teacher observation to ensure all students are participating
Day 9: Political Views of Reconstruction Jenny Parks
Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: Students will learn about the different political stances different groups of people took on Reconstruction. Students will be able to compare and contrast the views of the Democratic Party and those of the Republican Party. Students will learn about the reasons that spured the rise of the Populist and Fusionist Parties. Students will learn about legislation that sought to either grant African Americans rights and legislation that sought to disenfranchise them. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards addressed include the following: 4.04, 4.05, 5.02, 5.03, 5.05 Teacher Required Materials:
- Teacher edition of textbook - Blank Venn Diagram worksheets
Student Required Materials:
- Pencil or pen - 2 Venn Diagram worksheets - Student edition of textbook
Instructional Procedures:
- Outline the different political views of the Democratic, Republican, Populist, and Fusionist Parties.
- Instruct students to use one Venn Diagram worksheet to compare and contrast the beliefs of the Democratic and the Republican Parties on how Reconstruction should be carried out
- Discuss findings as a class-make a master Venn Diagram on the board - Instruct students to use their second Venn Diagram worksheet to compare and
contrast the interests and goals Republican Party and the Populist Party. - Discuss findings as a class-make a master Venn Diagram on the board. Explain how
these two parties merged to form the Fusionist Party - Collect worksheets for grading
Assessment:
- Completion of Venn Diagrams - Teacher observation of class participation
Name:
Democrats Republicans
Different Views of Reconstruction
Both
Name:
Republicans Populists
Political Party Interests and Goals
These two parties
merged to form:
_______________
Day 10: Student Workday #2 Jenny Parks
Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: Students will have time to work on the Culminating Project for the Reconstruction Unit. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards address include the following: 4.05, 5.01, and 5.05 See previous NCSCOS sheet for details. This lesson also follows Common Core Standards Speaking and Listening Standards 6–12: 8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced And 8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Teacher Required Materials:
- Checked out computer lab or laptop cart - Index cards - Vocabulary Quiz
Student Required Materials:
- Computer - Research sheet - Sources and bibliography - Responsibility sheet
Instructional Procedures:
- Administer the vocabulary quiz - Allow students to exchange their completed quiz for a computer - Pass out worksheets and index cards - Instruct students to :
o Finalize their bibliographies o Finalize their arguments with their groups o Make note cards with their points
o Practice speaking within their groups - Circulate the classroom and be available for questions Assessment: - Formative assessment: completion of vocabulary quiz - Teacher observation to ensure all students are participating
Name: __________________
Vocabulary Quiz Jenny Parks
Match each word to its definition. Not all of the terms will be used.
1. _______________ Many freed slaves and poor whites rented land to farm from a
landowner, who expected a portion of the families’ crop. This system led to a difficult cycle of debt where farmers were forced to borrow money to pay other debts.
2. _______________ This man became president after President Lincoln was assassinated. He was very sympathetic to the South.
3. _______________ This Constitutional Amendment gave blacks full citizenship rights. 4. _______________ During Reconstruction, traveling blacks could be arrested for _____,
or wandering with no permanent home. 5. _______________ This political party campaigned resented the rule of industrial leaders
over those in agriculture. They struck an alliance with the Republican Party to gain political control over the Democrats.
Industrialization
White Supremacy
William Holden
15th Amendment
Black Codes
Washington Duke
Republicans
Ku Klux Klan
Abraham Galloway
Jonathan Worth
Scalawags
Martial Law
John Stephens
Vigilante
Reconstruction
Sharecropping
Andrew Johnson
Conservatives
Alexander Manly
13th Amendment
Carpetbaggers
Tenant Farming
1868 State Constitution
Vagrancy
Conservative-Democratic Party
Textiles
Freedman’s Convention
Disenfranchise
Democrats
Women’s Christian Temperance Union
State Convention
Alfred Moore Waddell
Resurgence
Election of 1866
Impeach
The Gilded Age
Populists
14th Amendment
6. _______________ This group was organized shortly after the end of the Civil War and was against the process of Reconstruction. They intimidated blacks and those with political views that supported black rights with violence.
7. _______________ This North Carolina governor warned against allowing the “dregs of society” to vote and believed only white educated wealthy men should be in power.
8. _______________ A derogatory term for whites, typically Northerners, who moved to the South for political and economical opportunity and to support black rights.
9. _______________ This event was lead by Abraham Galloway. Held in Raleigh, it was a meeting to discuss black rights in the courts, for fair labor, and for the right to vote.
10. _______________ These were restrictions placed on blacks by whites that limited blacks from things like testifying in court, owning guns, and voting.
11. _______________ This amendment abolished slavery 12. _______________ This political party especially concerned with expanding democracy
to all adult men, regardless of skin color or wealth. They were often targeted by the Ku Klux Klan.
13. _______________ An entrepreneur that took a risk by investing in cigarette-making machine and selling pre-rolled cigarettes.
14. _______________ After winning power again in 1898, the Democrats began a process called ________, which excluded black voters from the polls without ever mentioning race. This included policies such as the literacy test, the poll tax, and the Grandfather Clause.
15. _______________ This man declared himself mayor after leading the Wilmington Race Riot. He claimed he was fighting for “white independence” from blacks and opposed the Fusionist Party.
Vocabulary Quiz Answer Key
1. Sharecropping 2. Andrew Johnson 3. 14th Amendment 4. Vagrancy 5. Populist 6. Ku Klux Klan 7. Jonathan Worth 8. Carpetbaggers 9. Freedman’s Convention 10. Black Codes 11. 13th Amendment 12. Republicans 13. Washington Duke 14. Disenfranchisement 15. Alfred Moore Waddell
Day 11: Debate Kelly Leonhardt
Subject: Social Studies Grade Level: 8 Duration: One 90-minute class period Content and Goals: Students will present their debate. Group 1 will debate with Group 2. Group 3 will debate with Group 4. Curriculum Connections: This lesson follows the North Carolina Standard Course of Study Competency Goals and Standards. The Goals and Standards address include the following: 4.04, 4.05, 5.01, 5.02, 5.03, 5.04, and 5.05 See previous NCSCOS sheet for details. This lesson also follows Common Core Standards Speaking and Listening Standards 6–12: 8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced And 8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Teacher Required Materials:
- Rubric for each student Student Required Materials:
- Any and all information needed for debate (index cards) - Bibliography - Rubric - Research sheet - Responsibility sheet - Reflection to hand in
Instructional Procedures:
- Introduce the class to the lesson by explaining how to be courtesy to other debating groups and how to behave as an audience member.
- Instruct audience members to take notes. - Debate Group 1 vs. Group 2 - Discuss with class - Debate Group 3 vs. 4 - Discuss with class - Finalize with answering any questions
Assessment: Summative assessment of full unit through debate and research. Formative assessment in terms of audience members and insuring their participation and full attention.
Group Responsibility Chart
On a scale of 1 to 5 (with 1 being the worst and five being the best) rate each of your group members on the following:
(Yourself) Name_________________________________ Contribution to research: 1 2 3 4 5 Making of index cards: 1 2 3 4 5 Participation in debate: 1 2 3 4 5 Overall effort contributed: 1 2 3 4 5 What did you contribute (specifics)? _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________
(Member 1) Name _________________________________ Contribution to research: 1 2 3 4 5 Making of index cards: 1 2 3 4 5 Participation in debate: 1 2 3 4 5 Overall effort contributed: 1 2 3 4 5 What did they contribute? _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________ (Member 2) Name _________________________________ Contribution to research: 1 2 3 4 5 Making of index cards: 1 2 3 4 5 Participation in debate: 1 2 3 4 5 Overall effort contributed: 1 2 3 4 5 What did they contribute? _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________ (Member 3) Name _________________________________ Contribution to research: 1 2 3 4 5 Making of index cards: 1 2 3 4 5 Participation in debate: 1 2 3 4 5 Overall effort contributed: 1 2 3 4 5 What did they contribute? _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________
(Member 4) Name _________________________________ Contribution to research: 1 2 3 4 5 Making of index cards: 1 2 3 4 5 Participation in debate: 1 2 3 4 5 Overall effort contributed: 1 2 3 4 5 What did they contribute? _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________