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1 NAME: _____________________________________________________ DATE:_______________ CLASS_____________ You were informed to have a binder, this is why. You will be given handouts to insert all Year, please maintain organization by inserting all handouts into the binder. UNIT 1 Reconstruction, after the U.S. Civil War The results of the Reconstruction Era affected the nation’s future. The results affect your future too. Common Core Learning Standard- Reading History 6-8.4 Determine the meaning of words and phrases as used in text including specific vocabulary. INSTRUCTIONAL STRATEGY- Card Pass practice individual thinking, TPS- practice sharing thoughts verbally. Hochman Strategy- - Reconstruction September, expect an exam on Reconstruction information at the beginning of October.. Essential Question: What are a nation’s responsibilities to its citizens after major conflict (e.g., a civil war)? 8.1 (Standards 1, 4, 5) RECONSTRUCTION: Regional tensions following the Civil War complicated efforts to heal the nation and to redefine the status of African Americans. Brief Review of Civil War- (for context) Causes of the Civil War- 7.8a, 7.8b, 7.8c- Expansion of Slavery, Abolition of Slavery, State’s Rights, Election of Lincoln/secession, Results of the Civil War 7.8d, 7.8e Preservation of the Union, Emancipation of enslaved Africans Loss of lives Destruction of land Economic issues Unifying the Nation 8.1a, 8.1b Reconstruction plans- Economic plans Political factions Conflicting plans for postwar Reconstruction Freedman’s Bureau, Congressional Reconstruction The 13th, 14th, and 15 th -Amendments (1865, 1868, 1870) Abolition of slavery, Citizenship rights, Voting rights, Reconstruction 8.1b, 8.1c Sharecropping and prison labor, Migration African Americans in government, Black codes (1865) Lack of legal enforcement, Election of 1876, Compromise of 1877, End of Reconstruction, withdrawal of Federal troops, Jim Crow laws 1890s-1920s Plessy v. Ferguson (1896) States’ rights vs. federalism Historically Black colleges and universities Organized attacks on African Americans KKK, White League; Colfax, LA, 1873; Coushatta, LA 1874, New Orleans, LA, 1866, Hamburg, SC, 1876 Race relations in the United States Southern perspectives …The Lost Cause, Segregation in the North, Booker T. Washington, George Washington Carver and the Tuskegee Model

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Page 1: UNIT 1 Reconstruction, after the U.S. Civil War - Webswebzoom.freewebs.com/msrubinohistory/Unit 1 8th gr Support book... · • What were the major causes of the Civil War? • How

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NAME:_____________________________________________________DATE:_______________CLASS_____________Youwereinformedtohaveabinder,thisiswhy.YouwillbegivenhandoutstoinsertallYear,pleasemaintainorganizationbyinsertingallhandoutsintothebinder.

UNIT1Reconstruction,aftertheU.S.CivilWar

TheresultsoftheReconstructionEraaffectedthenation’sfuture.Theresultsaffectyourfuturetoo.CommonCoreLearningStandard-ReadingHistory6-8.4Determinethemeaningofwordsandphrasesasusedintextincludingspecificvocabulary.INSTRUCTIONALSTRATEGY-CardPasspracticeindividualthinking,TPS-practicesharingthoughtsverbally.HochmanStrategy--ReconstructionSeptember,expectanexamonReconstructioninformationatthebeginningofOctober..EssentialQuestion:Whatareanation’sresponsibilitiestoitscitizensaftermajorconflict(e.g.,a

civilwar)?

8.1(Standards1,4,5)RECONSTRUCTION:RegionaltensionsfollowingtheCivilWarcomplicatedeffortstohealthenationandtoredefinethestatus

ofAfricanAmericans.BriefReviewofCivilWar-(forcontext)CausesoftheCivilWar-7.8a,7.8b,7.8c-

��ExpansionofSlavery,��AbolitionofSlavery,��State’sRights,��ElectionofLincoln/secession,ResultsoftheCivilWar7.8d,7.8e

��PreservationoftheUnion,��EmancipationofenslavedAfricans��Lossoflives��Destructionofland

��EconomicissuesUnifyingtheNation8.1a,8.1b

Reconstructionplans-��Economicplans��Politicalfactions��ConflictingplansforpostwarReconstruction

��Freedman’sBureau,��CongressionalReconstructionThe13th,14th,and15th-Amendments(1865,1868,1870)

��Abolitionofslavery,��Citizenshiprights,��Votingrights,Reconstruction8.1b,8.1c

��Sharecroppingandprisonlabor,��Migration��AfricanAmericansingovernment,��Blackcodes(1865)

��Lackoflegalenforcement,��Electionof1876,Compromiseof1877,EndofReconstruction,withdrawalof

Federaltroops,��JimCrowlaws1890s-1920s��Plessyv.Ferguson(1896)��States’rightsvs.federalism

��HistoricallyBlackcollegesanduniversitiesOrganizedattacksonAfricanAmericans

��KKK,��WhiteLeague;Colfax,LA,1873;Coushatta,LA1874,��NewOrleans,LA,1866,��Hamburg,SC,1876

RacerelationsintheUnitedStates��Southernperspectives…TheLostCause,��SegregationintheNorth,��BookerT.Washington,

GeorgeWashingtonCarverandtheTuskegeeModel

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StudentOutcomesfromthisUnitoflearning:•Readandinterpretprimaryandsecondarysourcestogatherinformation.•Articulatethemajorpolitical,social,andeconomiccausesoftheCivilWar.•AnalyzetheeffectstheCivilWarhadonvariousAmericans.•DevelopanunderstandingofhowtheCivilWaraffectedsubsequentevents.•Read,interpret,andpresentdata.•Identify,describe,andevaluateevidenceaboutReconstructionEraeventsfromdiversesources.•MakeconnectionsbetweentheReconstructionEraandotherhistoricalperiods.•IdentifyandcomparemultipleperspectivesofReconstructionEraevents.•Recognizeandanalyzehowcharacteristics(cultural,economic,andphysicalenvironment)ofaregionaffectedthehistoryoftheU.S.•Describetherelationshipbetweengeography,economy,andhistoryasacontextforeventsandmovementsintheU.S.BaseVocabularytermsandkeypeople:ExamBaseReviewSovereignty-Fugitive-casualty-emancipate-proclamation-abolition-secede-civilwar-BlackCodes-polltax-carpetbagger-JimCrowlaws-reconstruction-freedmensharecropping-segregation-literacytest-RadicalRepublicans-AbeLincoln-AndrewJohnsonReconstructionPlan10%Lincoln-ReconstructionPlanWadeDavisBill-ReconstructionPlan3A.J.PopularSovereignty-MissouriCompromise-BleedingKansas-DredScotv.SanfordPlessyvFergusson-active&passiveresistance-ExecutiveOrder-resultsoftheCivilWarPerspectivesoffreedmen,Northern&Southerners-13,14,&15thAmendmentsStudentswillberequiredtoanswerthefollowingfocusquestionsbasedontheirlearning:•WhatwerethemajorcausesoftheCivilWar?•Howdidpeopleandinstitutionsresistslavery?•HowdidtheCivilWarchangelifeintheUnitedStates?•WhatwerethesuccessesandchallengesofreunitingthenationfollowingtheCivilWar?•HowdidReconstructionaffectthelivesofAfricanAmericans?•WhatwerethelastingeffectsofReconstruction?Wehavemuchtodo,letsgetstarted!

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Date:mon9/111-LT-IcanexplainhowsectionalismplayedaroleintheCivilWar.1-WhatisthenameoftheUnitofstudyweareentering?_____________________________2-HowdotheissuesoftheCivilWarplayintothisUnitofstudy?_____________________Determine=CommonCoreLearningStandardsforLiteracyinHistory/SocialStudiesRH.6-8.2:Determinethecentralideasorinformationofaprimaryorsecondarysource;provideanaccuratesummaryofthesourcedistinctfrompriorknowledgeoropinions.SocialStudiesPracticesandHistoricalThinkingSkillsIdentify,describe,andevaluateevidenceabouteventsfromdiversesources(includingwrittendocuments,worksofart,photographs,chartsandgraphs,artifacts,oraltraditions,andotherprimaryandsecondarysources).CivicParticipation:•IdentifyandexplaindifferenttypesofpoliticalsystemsandideologiesusedatvarioustimesinUnitedStateshistoryandexplaintherolesofindividualsandkeygroupsinthosepoliticalandsocialsystems.Task:BrainstormwordsyourememberfromlearningabouttheCivilWarin7thgrade.EachstudentcreateagroupwordwebinyournotebookabouttheCivilWar.Thewebcanincludebattles,keyfigures,oranyotherfactsyouremember.3minutes.http://www.history.com/topics/american-civil-war/american-civil-war-history/videos/america-divided4minvideoreview.SLANT,inthiscasethespeakerisavideo.Usethesymbolssheettohelpyouwritenotesonwhatyouhearandlearnfromthevideo.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Whatcanyouaddtoyourweb?Completetheinformationforthedocumentrowyourgrouphasbeengiventheresponsibilityoflearning.Youwilleducateyourpeers.Vocabulary:Sovereignty=theauthorityofastatetogovernitself.Compromise=anagreementorsettlementofadisputebyeachsidemakingaconcession.DocName: NorthernPerspective SouthernPerspective_________________PopularSovereignty(Kansas-NebraskaAct)____________________________________________________________________________________________________________________MissouriCompromise_________________________________________________________________________________________________________________________BleedingKansas_________________________________________________________________________________________________________________________DredScottv.Sanfordof1857Wrap-Up(15minutes)

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•ClassdiscussionontheviewpointsofNorthernersandSouthernersregardingthetopicsexaminedleadingtotheCivilWar.Questionstoconsider:––HowdidtheviewpointsdifferforNorthernersandSoutherners?…..........…....…....…...........................…............…..........…....…....…...........................….....…..........…....…....…...........................…............…..........…....…....…...........................….....––Didthetwosideshaveanysimilarviewpoints?…..........…....…....…...........................…............…..........…....…....…...........................….....…..........…....…....…...........................…............…..........…....…....…...........................….....––WhatbigfactorsappeartohaveinfluencedtheviewsoftheNorthandtheSouthpolitically,socially,andeconomically?…..........…....…....…...........................…............…..........…....…....…...........................….....…..........…....…....…...........................…............…..........…....…....…...........................….....––Inyouropinion,whatissue(s)was/weremostinfluentialincausingtheCivilWar?…..........…....…....…...........................…............…..........…....…....…...........................….....…..........…....…....…...........................…............…..........…....…....…...........................….....––WastheCivilWarinevitable?…..........…....…....…...........................…............…..........…....…....…...........................….....…..........…....…....…...........................…............…..........…....…....…...........................….....ExitSlip:DoyoubelievetheCivilWarwasinevitable?Baseyouransweronpriorknowledgeandwhatyouhavelearnedtoday.Besuretoincludeevidence.STOP2-Date:9/12Tues--LTIcanexaminehowpeopleandinstitutionsresistedslavery.1-WhatisthenameoftheUnitofstudy?_____________________________2-Howdoesthewaypeople&institutionsresistslaveryplayintothisUnitofstudy?_____________________––WhataresomewaysthatAfricanAmericansresistedslavery?Whatmighthavebeentheconsequences?––Whatdothetermsactiveandpassiveresistancemean?Howmighttheybedifferent?––Whataresomeexamplesofeach?Activeresistance=…...........................…............…..........…....…....…...........................….....…...........................…............…..........…....…....…...........................….....….......................Passiveresistance=....…............…..........…....…....…...........................….....…......................…...........................…............…..........…....…....…...........................….....….......................10min-TASK/Activity:5min:Theclasswillbesplitintogroupsandeachstudentisgoingtohaveadocumenttobreakdown.Studentswillanalyzetheirdocumentandcompletetheappropriatesectionofthegraphicorganizer.Then,studentssharetheinformationwithmembersoftheirgrouptocompletetheentireSlaveResistance:Methods,Consequences,andEffectivenessgraphicorganizer(separatehandout).Usesybols,abbv.andfewwords!.Whentheteachercallstimethen:5min-•StudentsdiscussthedocumentsandanswerthelastquestionontheSlaveResistance:Methods,Consequences,andEffectivenessgraphicorganizer.Completeinformationonchartthroughdiscussion.ResistancetoSlavery-Howdidpeopleandinstitutionsresistslavery?Letsreadandlearn.15minWhichformofresistancewasthemosteffective?Why?…..........…....…....…...........................…............…..........…....…....…...........................….....…..........…....…....…...........................…............…..........…....…....…...........................….....…..........…....…....…...........................…............…..........…....…....…...........................….....

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…..........…....…....…...........................…............…..........…....…....…...........................….....•Amemberofeachgroupshareshergroup’sanswertothelastquestion.Whowillitbe?COLDCALL☺10minTask-QuoteAbeLincoln:TakeapostitandreadthequotefromthePPT:DecidewhetherYOU“StronglyAgree,Agree,Disagree,orStronglyDisagree”withthequoteandprovideevidencebasedonpriorknowledge,lessons,texts,anddocuments.(That’swhatthepostitisfor.)––Students,withoutdiscussion,movetooneofthechartslabeled“StronglyAgree,Agree,Disagree,orStronglyDisagree”andchoosetheoptionthatmostcloselymatchesandreflectsyouropinions.15minPlaceastickynoteonthatchartexplainingthereasonyouchosethatposition.Asagroup,studentstaketurnsgivingreasonsfortheiropinion.Onestudentischosenasspeakertosharereasonswiththewholeclass.––Eachspeakerinturnshares.––Studentsmovetoanothercorneriftheiropinionchanges.Wrap-Up(5minutes)•Studentsremainintheircornerswhiletheyparticipateinaclassdiscussion.•StudentsWILLbeaskedquestionstojustifytheirstance!––Whydidyoudecidetoremainorswitchcorners?Explain.––Doyouthinkactiveorpassiveresistancewasmoresuccessful?Why?Whatevidencefromthetextsupports that?––Howdotheseexamplescomparetowhatwewroteatthebeginningofthelesson?––GiventhattheU.S.wenttowarovertheissueofslaveryduringLincoln’spresidency,ishisquotehypocritical?•Homework:DOYOUKNOWHOWTOARGUEWITHWORDSINWRITING?Eachstudentusespriorknowledgeandnotesfromthelessontodaytowriteahalftoone-pageresponsearguingwhetheractiveorpassiveresistancewasmoreeffectiveleadinguptotheCivilWar.Studentsmustuseevidencefromthelesson/documentstosupporttheirresponse.STOP3-DATE:Wed.9/13LT:IcanexaminehowLincolnusedthewartoemancipateslavesfromtheSouth.1-WhatisthenameoftheUnitofstudy?____________________________________2-HowdotheemancipationofslavesfromtheSouthplayintothisUnitofstudy?_____________________

DoyouremembertheDred-Scottv.Sanfordlawsuitdiscussedtheotherday.ItwasthenthatU.S.SupremeCourtJusticescertifiedthatslaveswereproperty,knownas‘chattle’.Therefore,Lincoln

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emancipatedslavesusingalegalefforttoremovepropertythatwouldotherwiseaidsouthernersduringthewar.AnexcerptfromtheEmancipationProclamationreads:ThattheExecutivewill,onthefirstdayofJanuaryaforesaid,byproclamation,designatetheStatesandpartsofStates,ifany,inwhichthepeoplethereof,respectively,shallthenbeinrebellionagainsttheUnitedStates;andthefactthatanyState,orthepeoplethereof,shallonthatdaybe,ingoodfaith,representedintheCongressoftheUnitedStatesbymemberschosentheretoatelectionswhereinamajorityofthequalifiedvotersofsuchStateshallhaveparticipated,shall,intheabsenceofstrongcountervailingtestimony,bedeemedconclusiveevidencethatsuchState,andthepeoplethereof,arenottheninrebellionagainsttheUnitedStates…TheproclamationgoesontonamealloftheConfederatestatesinrebellion.[HoweverLincolndoesnotincludethestatesofDelaware,Kentucky,Maryland,andMissouri-allofwhomalsohadslaves.]IdoorderanddeclarethatallpersonsheldasslaveswithinsaiddesignatedStates,andpartsofStates,are,andhenceforwardshallbefree;andthattheExecutivegovernmentoftheUnitedStates,includingthemilitaryandnavalauthoritiesthereof,willrecognizeandmaintainthefreedomofsaidpersons…Andupon

thisact,sincerelybelievedtobeanactofjustice,warrantedbytheConstitution,uponmilitarynecessity,Iinvoketheconsideratejudgmentofmankind,andthegraciousfavorofAlmightyGod.WhatIlearnedfromthetextexcerpt:WhatIthinkitmeans:WhatIunderstandafterdiscussion

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Wrapup• What lingering questions do students have? Decideifthefollowingsentencesarefragmentsorcompletesentencesusingan‘f’toindicateafragmentandan‘s’toindicateacompletesentence.Correctthefragmentedsentence.Additionally,fixanyELAorgrammarmistakes.______lincolndecidedto______slavesintheconfederatestatesweresetfreeExitSlip:• Quick Write: President Abraham Lincoln stated that this “act of justice” is being done “upon military necessity.” What did Abraham Lincoln mean by this statement? Explain using evidence from the Emancipation Proclamation.STOP4-Date-9/14LT:IcanexaminetheresultsoftheCivilWar;lossoflives,destructionofland,economicissues.1-WhatisthenameoftheUnitofstudy?_____________________________2-HowdoestheresultsoftheCivilWarplayintothisUnitofstudy?_____________________Economic=havingtodowithmoney,oramoneysystem.Video-3min???TaskActivity:5minEachstudentgroupreviewsanaspectoftheCivilWardatatoanalyzefordeeperunderstanding.GroupsusethedatafromthePhysicalandMonetaryCostoftheCivilWarStatisticsaswellasthegraphoptionstodisplaydatafromthefollowingoptions:Checktheheadingofeachdatagraph.TaskActivity:10minEachgroupcreatesagraphrepresentingthedatareceived.Groupschoosethemethodforrepresentingthedata(piegraph,barchart,etc.).Ifgroupsneedadditionalsupport,theteacherwillassignspecificrolestoeachstudentinthegroup.Optionsforrolesinclude:-creatingthegraph,_______________________________________-chartingthefindings,_____________________________________-creatingacaptionandatitleforthegraph,and________________________________-presentingthegraph._________________________________TaskActivity:5minUponcompletionofthegraphs,studentsconductagallerywalk.Groupsreviewthegraphscreatedandstudentsplaceastickynoteoneachgraphchartnamingoneinferenceanobservercanmakefromthedatapresented.Assessment,youarebeingassessedontheabilitytodothefollowing:•Assessthestudents’abilitytoorganizeinformationusingthecharts/graphscreatedbyeachgroup.•Assessthestudents’abilitytoanalyzeandinferbyreviewingcommentsonthestickynotesaswellascommentsduringtheWrap-Up.Assessthestudent’sabilitytoworkcooperativelyasaunit.TaskActivity:5min•ExitSlip:Onaseparatepieceofpaper,completea3-2-1:––3thingsIhavelearned,(youwillneedforexaminOctober)––2interestingideas––1questionIstillhaveTaskActivity:5min

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Eachgroupsharestheinferencestheyhavemade.•StudentsleadsmallgroupdiscussionsusingprobingquestionstoexploretheeffecttheCivilWarhadonthecountry:––WhydoyouthinktheCivilWarwassocostlyinlivesandexpenses?––Howdoyouthinkthesecostsaffectedtherebuildingofthenationafterthewar?––Howdoyouthinklaterwarswereaffectedbyimprovedtechnology?STOP5-Date:9/15-LTIcanexplainhowsectionalismplayedaroleinReconstructionaftertheCivilWar.1-WhatisthenameoftheUnitofstudy?_____________________________2-Howdo/does____________________________playintothisUnitofstudy?_____________________Intro5min

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TaskActivity:5min2personsare“freedmen”,1personfromtheNorth.Vocabulary:Sovereignty=theauthorityofastatetogovernitself.Task:AfteridentifyingthedifferentplansforReconstruction,decidewhichplanbestfitsyourneedsbasedonyour“newidentity.”

Who Are You? The identity that each group will adopt is introduced with a description of the individual’s needs, wants, and current status after the Civil War to help students understand the perspectives of those individuals. A Northerner: You are a person from the North that decided to move to the South after the Civil War to look for economic opportunity or to help people. The name carpetbagger is a Southern term that refers to an unwelcomed outsider, many of them Union army veterans who arrived to the South carrying belongings in a bag usually made of carpet. The large majority of carpetbaggers helped rebuild the economy of the South and participated in educational and social reform. However, some were involved in corrupt affairs. A former Confederate: (A Southerner) You were a high-ranking general in the Civil War. When you returned home, you thought that the Yankees (Northerners) and carpetbaggers were taking control of your community. You lost your property (your slaves) and now have no money to support your large plantation. Two of your sons were killed in the war. A freedman: You are a former slave who has just been granted freedom by Abraham Lincoln with the Emancipation Proclamation and 13th Amendment. You do not own any property and have very limited options for work. Context:AftertheCivilWar,AmericansfacedthetaskofreconstructingtheSouth,theformerConfederatestates.ThisincludedsolvingquestionsofhowtoreintegratetheformerrebelsintotheUnitedStatesaswellashowtointegratefreedslavesintoSouthernsociety.YouwillevaluatethedifferentproposalstoreconstructtheSouth.Below,takeamomenttoreview‘TheStateoftheSouth’aftertheCivilWar.ThiswillprovideyouwithimportantbackgroundtodecidewhichReconstructionPlanbenefitsyou.Directions:Readandanalyzetheprimarysourcedocumentsandanswerthedocument-basedquestionsthatfollowtogainabetterunderstandingofthedifferentproposalsforreconstructionoftheSouthaftertheCivilWar.Then,completethegraphicorganizer,“ReconstructionPlanGraphicOrganizer”,inyourgroup.Finally,answerthequestionatthebottomoftheorganizer.Task:Discusswhatyoulearnedwithyourpeersandwhichplanisbestoverall.Thenformulateyourdecisionintoaproperparagraph(¶).TheySay,ISay-differentiatedSentenceStartersTemplateforCitingEvidenceWithinYourWritingExampleforstudentswhohaveahardtimeansweringquestionsintheformatofa¶.Evidence-basedargumentquestion:WhichReconstructionPlanisbestforyou?Why?Provideevidencefromthetexttosupportyourresponse.TheReconstructionPlanthatbestfitsmyinterestsasa(formerslave,Northerner,orformerConfederate)istheplanproposedby(PresidentAbrahamLincoln,PresidentJohnson,ortheRadicalRepublicans).ThisReconstructionPlan(explainhowtheplanaffectsex-Confederatesandformerslaves).As(nameofauthor),states“________________________.”Inotherwords,(nameofauthor)believes________(sayinyourownwords)________________.OneofthereasonswhythisReconstructionPlanbenefitsmeisbecause________________________.

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Homework:CompletetheQuick¶templatebelow.Remember,dottedlinesindicateincompletesentences,theuseofsymbolsandabbv.Solidlinesindicatecompletesentenceformatting.CompletesentenceswillcauseyoutoLOSEpoints!Itshouldtakeyounomorethan7minutestocomplete.Suggestion:Insertyourideasfordetailsfirst,thiswillhelpyoucreateyourTopicSentence(T.S)andClosingSentence(C.S.)quickly.SummarizetheReconstructionPlansyoulearnedabouttoday.T.S._____________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

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…..........…....…....…...........................…............…..........…....…....…...........................….....

C.S._____________________________________________________________________________________________________________________

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STOP6(7)Date-9/18monLTIcanexplaintheimportanceofReconstructionConstitutionalAmendments.1-WhatisthenameoftheUnitofstudy?_____________________________2-HowdoesthistopicplayintothisUnitofstudy?_____________________TheReconstructionAmendmentsHandoutThirteenthAmendment=____________________––Section1.Neitherslaverynorinvoluntaryservitude,exceptasapunishmentforcrimewhereofthepartyshallhavebeendulyconvicted,shallexistwithintheUnitedStates,oranyplacesubjecttotheirjurisdiction.––Section2.Congressshallhavepowertoenforcethisarticlebyappropriatelegislation.........................................…........................….…….................…...…............................................................................….……........................................…...…................................FourteenthAmendment=_______________AllpersonsbornornaturalizedintheUnitedStates,andsubjecttothejurisdictionthereof,arecitizensoftheUnitedStatesandoftheStatewhereintheyreside.NoStateshallmakeorenforceanylawwhichshallabridgetheprivilegesorimmunitiesofcitizens

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oftheUnitedStates;norshallanyStatedepriveanypersonoflife,liberty,orproperty,withoutdueprocessoflaw;nordenytoanypersonwithinitsjurisdictiontheequalprotectionofthelaws.[passedbyCongressJune1866;ratifiedJuly1868]............................................….…….................…...…..................................................................................................….…….................…...…......................…...............….........FifteenthAmendment=__________________TherightofcitizensoftheUnitedStatestovoteshallnotbedeniedorabridgedbytheUnitedStatesorbyanyStateonaccountofrace,color,orpreviousconditionofservitude.[passedbyCongressFebruary1869;ratifiedMarch1870]............................................….…….................…...….............................................................................................….…….................…...….....................................…...........Task:paraphraseeAmendments13and14.•Reviewsummariesforaccuracyandinterpretation.Wrapup•StudentsdiscusstheirsummariesandsharewhichamendmenttheythinkhadthemostimpactonthelivesofU.S.citizens.Consideralloftheinformationyouhavelearnedanduseyourknowledgeaswellaslogicandreasoning.Ithinkthe______Amendmentstandingfor__________________hadthemostimpactbecause_________Ithinkthe______Amendmentstandingfor__________________hadthemostimpact,butIthinkthe______Amendmentstandingfor__________________hadthemostimpact,soSTOP7(8)Date:9/19LTIcananalyzehowwhitesfoughtagainstAfricanAmericanCivilrights.1-WhatisthenameoftheUnitofstudyweareentering?_____________________________2-HowdoesthistopicplayintothisUnitofstudy?_____________________Respondtothefollowingquestions:––Whatkindsofresourcesorassistancewouldbemostimportanttoformerslavesinordertoliveasfreeandequalcitizens?––Whoshouldprovidethem?Remember,inthelastlesson,welearnedabouttheamendmentsthatawardedformerslaves’rightsascitizensofthiscountry.AmendmentssoughttoexpandtherightsandprotectthecitizenshipofAfricanAmericans.However,Southernstatesandtheirgovernmentschallengedtheseincreasedfreedomsonmanylevels.Asaresult,therewerealsomanyeventsanddevelopmentsduringReconstructionthatwereintendedtolimitthefreedomofformerslaves.FollowtheModel:TeacherSourcing:Inorderforyoutoconsideratextreliableyoumustknowandbeabletotrustwhereitcamefrom,thisisknownasthe‘source’.Whatdoyoualreadyknowabout‘sourcing’adocument?Docset1,AP14Whattypeofdocumentisit?Whocreatedthis?Whatisitssubjectandpurpose?(can’tknowuntilwereadandannotateit)Contextualize:docset1Whenwasthissourcecreated?Whywasitcreated?Howdoesthisdocumentsupportoropposetheintentofthe13th,14th,and15thAmendments?Let’scompleteafewquestionstothoroughlyunderstandthedocument.Part1:CloseReading:1.Whatarethetwomostimportantideasinthedocument(s)thatyouread?2.WasthiseventordevelopmentintendedtoexpandorlimitthefreedomofAfricanAmericans?What

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evidenceisprovidedinthedocument?Circleorhighlightanyimages,words,phrases,orsentencesinthedocumenttosupportyourresponse.3.Ifyouhavemorethanonedocument,howdotheyagree?Ifnot,howdotheydiffer?4.TowhatextentdidthiseventordevelopmentimprovelifeforAfricanAmericansduringReconstruction?Circleone:GreatlyimprovedImproved Neutral Somewhatimproved DidnotimproveEvidencetosupportyouropinioncircledin#4?Markupthetextwithanerasablemarker,makenotesinthemargins.Homework:Onaseparatesheetsummarizewhatyoulearnedtoday.BesuretoincludewhychangestotheU.S.constitutionactuallywereorwerenotabletoexpandthefreedomsofAfricanAmericans.Useexamplesanddetailsfromwhatyourlearnedtodayinyourownreadingsaswellaswhatyoulearnedfromyourpeers.9/208(9)LTIcanexplainhowwhitesintheSouthfoughtagainstAfricanAmerican’scivilrights.1-WhatisthenameoftheUnitofstudy?_____________________________2-HowdoesthistopicplayintothisUnitofstudy?_____________________TaskTPSIntro10min

TPS=think,pair,share“If you want to control someone, all you have to do is to make them feel afraid.”—Paulo Coelho –– What is meant by the quote? Quick Write: Explain in your own words. –– How does the issue of control come through in the image? What questions does it raise for you? –– How might the quote and image be connected? Source:New-York Illustrated News, July 25, 1863 Courtesy of the New-York Historical Society

Thecaptionontheaboveartworkreads,“BrutalmurderofaNegromaninClarksonStreetbytherioterswhostrippedoffhisclothesandhunghimtoatree,afterwardsburningthebody,onMondayJuly18.”TaskModel10-15min:Teacher

Using the S.I.G.H.T. Strategy S. Scan for important details

I. Identify the conflict or tension

G. Guess the creator’s intent or message

H. Hear the voices

T. Talk or write about your observations

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9(10)9/20LTIcandeterminehowsegregationbecameequalthroughouttheland.1-WhatisthenameoftheUnitofstudy?_____________________________2-HowdoesthistopicplayintothisUnitofstudy?_____________________aftermodellessonDocumentBPlessyv.Ferguson,QuotefromJusticeHenryBillingsBrown’sMajorityOpinion------“Theobjectofthe[Fourteenth]Amendmentwasundoubtedlytoenforcetheabsoluteequalityofthetworacesbeforethelaw,butinthenatureofthingsitcouldnothavebeenintendedtoabolishdistinctionsbaseduponcolor,ortoenforcesocial,asdistinguishedfrompolitical,equality,oracomminglingofthetworacesupontermsunsatisfactorytoeither.”------ JusticeHenryBillingsBrown, speakingforthemajorityTPS=Think-Pair-ShareA.Ontheright-Listthreethingstheauthorsaidthatyouthinkareimportant:B.Whydoyouthinkthisdocumentwaswritten?C.Whatevidenceinthedocumenthelpsyouknowwhyitwaswritten?Citeevidencefromthedocument.Youmustusequotationmarkstocite.D.ListtwothingsthedocumenttellsyouaboutlifeintheUnitedStatesatthetimeitwaswritten:AfterSharingourTPSCorroboration:CANYOUFINISHTHISSENTENCEYET?TogetherthesedocumentstellmethatlifeforAfricanAmericansintheSouthatthistimewas…Perhapsweneedmoreinformation.Letsreadandlearn.DocumentB(continued)Plessyv.Ferguson:ASummaryHomerPlessy,alight-skinnedblackmanwhosometimes“passed”aswhite,tookpartinaplanbyasmallnumberofblackprofessionalsseekingtohaveacourtoverturntheLouisianaSeparateCarActof1890.Plessyboardedawhites-onlyrailroadcarandwasarrested,asperarrangement,byaprivatedetective.ThegroupintendedtousePlessy’slightskintonetodemonstratehowarbitraryandunconstitutionalthelawwas.Plessy’slawyersarguedthatLouisiana’ssegregationlawviolatedboththeThirteenthAmendment,whichbarsslavery,andtheFourteenthAmendment,whichguaranteesallAmericansequalprotectionunderthelaw.LouisianacourtsconsistentlyfoundagainstPlessy,andthecasemovedallthewaytotheSupremeCourt.TheU.S.SupremeCourtruledContinuednextpage.

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7-to-1inPlessyv.FergusonthataLouisianalawrequiring“equalbutseparateaccommodationsforthewhiteandcoloredraces”wasconstitutional.WritingfortheCourt’smajority,JusticeHenryBrownruledthatthelawdidnot“discriminate”amonglegalrightsbyrace,butmerelyrecognizeda“distinction”betweenraces“whichmustalwaysexistsolongaswhitemenaredistinguishedfromtheotherracebycolor.”…Therulingestablishedthe“separatebutequal”doctrinethatinformsmanystates’decisiontosegregatepublicfacilities—schools,railcars,evendrinkingfountains. HistoryCommonsCCBY-NC-SA1.0

Answerthefollowingquestionsbasedonyourlearningfromthetext.1-WhatlawdidPlessyviolate?2-HowdidPlessyviolatethislaw?3-WhydidPlessybelievethattheSeparateCarActviolatedhisrightsundertheFourteenthAmendment?4-Howdidtheprecedentsetbythecaseaffectthelivesof5-AfricanAmericansbeyondtheissueoftravelinrailroads?10(11)LTIcandeterminehowstateswereabletomaintainsegregationandremoverightsfromAfricanAmericans.1-WhatisthenameoftheUnitofstudy?_____________________________2-HowdoesthistopicplayintothisUnitofstudy?_____________________Ido……(teacher)•HowdidthisinterpretationoftheFourteenthAmendmentallowthestatestomaintainsegregationlaws?•Whatevidenceinthetextthatsupportsthisconclusion?“…Theobjectofthe[Fourteenth]Amendmentwasundoubtedlytoenforcetheabsoluteequalityofthetworacesbeforethelaw,butinthenatureofthingsitcouldnothavebeenintendedtoabolishdistinctionsbaseduponcolor,ortoenforcesocial,asdistinguishedfrompolitical,equality,oracomminglingofthetworacesupontermsunsatisfactorytoeither.Lawspermitting,andevenrequiring,theirseparation,inplaceswheretheyareliabletobebroughtintocontact,donotnecessarilyimplytheinferiorityofeitherracetotheother,andhavebeengenerally,ifnotuniversally,recognizedaswithinthecompetencyofthestatelegislaturesintheexerciseoftheirpolicepower.Themostcommoninstanceofthisisconnectedwiththeestablishmentofseparateschoolsforwhiteandcoloredchildren,whichhavebeenheldtobeavalidexerciseofthelegislativepowerevenbycourtsofstateswherethepoliticalrightsofthecoloredracehavebeenlongestandmostearnestlyenforced.”

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Wedo––Studentstoreadthenextparagraphindependentlywiththefollowingfocusquestioninmind:•Howwouldthefollowingstatementenablethestatestomaintainsegregationlaws?––Studentsunderlineorhighlightevidencewhilereading.“Sofar,then,asaconflictwiththeFourteenthAmendmentisconcerned,thecasereducesitselftothequestionwhetherthestatuteofLouisianaisareasonableregulation,andwithrespecttothistheremustnecessarilybealargediscretiononthepartofthelegislature.Indeterminingthequestionofreasonableness,itisatlibertytoactwithreferencetotheestablishedusages,customs,andtraditionsofthepeople,andwithaviewtothepromotionoftheircomfort,andthepreservationofthepublicpeaceandgoodorder.”•Howwouldthestatementaboveenablethestatestomaintainsegregationlaws?....….....…..........…....…....…...........................…..

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Youdo––Studentsreadthenextparagraphindependentlyandanswerthequestionsintheirnotebook.“Gaugedbythisstandard,wecannotsaythatalawwhichauthorizesorevenrequirestheseparationofthetworacesinpublicconveyances[orplacesusedbythepublic]isunreasonable,ormoreobnoxioustotheFourteenthAmendmentthantheActsofCongressrequiringseparateschoolsforcoloredchildrenintheDistrictofColumbia,theconstitutionalityofwhichdoesnotseemtohavebeenquestioned,orthecorrespondingactsofstatelegislatures.Wecannotacceptthisproposition.Ifthetworacesaretomeetupontermsofsocialequality,itmustbetheresultofnaturalaffinities,amutualappreciationofeachother’smerits,andavoluntaryconsentofindividuals.…Thisendcanneitherbeaccomplishednorpromotedbylawswhichconflictwiththegeneralsentimentofthecommunityuponwhomtheyaredesignedtooperate.”•Howwouldtheabovestatementenablethestatestomaintainsegregationlaws?

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•Whatevidenceinthetextthatsupportsthisconclusion?HOMEWORK:COMPLETEthequickoutlineandthencreateyourownPERFECTPARAGRAPH.Useallofyourknowledgeandinformationfromyournotesandworkbooktocomplete.Scale:Ratethegovernmentsresponsibilityforpermittingsegregation(JimCrowLaws,Plessyv.Ferguson)onthefollowingscale:Noresponsibility Someresponsibility MostoftheresponsiblyTotallyresponsible!Readthisquotethenrespondtothequestionthatfollows:HistorianW.E.B.DuBoisisquotedascapturingthefailureofReconstructionbystatingthatattheendoftheCivilWar,“Theslavewentfree;stoodabriefmomentinthesun;thenmovedbacktoslavery.”HowdoesJimCrowLaws&thePlessydecisionreinforcethissentiment?T.S._____________________________________________________________________________________________________________________

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