September 9-24/25

Daily Agenda 9-24/25 Warmup- take a vocabulary sheet and use it to contrast each of the following sets of terms: Black Codes ---- Civil Rights Act of 1866 Carpetbaggers Scalawags Freedman’s Bureau ---- Black Codes

Daily Agenda 9-24/25 Warmup Review and complete Cartoon Exercise (varies by class) Reconstruction Policies/ Lincoln, Frederick and Lee Introduce Project and begin research

Essential Question 9-24/25 What Reconstruction policies were put into place?

Objectives 9-24/25 You will be able to: Explain how Reconstruction was carried out. (Content) Apply oral information in writing (Language)

Political Cartoons Each of the two cartoons we see answer the following questions on scrap paper: What is the cartoon’s message? What does the cartoon tell you about America (or the world) today?

What is the cartoon’s message? What does the cartoon tell you about America (or the world) today?

Perspective What would someone need to know about modern life in America (or the world) in order to understand this cartoon?

What is the cartoon’s message? What does the cartoon tell you about America (or the world) today?

Perspective What would someone need to know about modern life in America (or the world) in order to understand this cartoon?

You should know They understand this cartoon because they bring an understanding of today’s context to the cartoon. In 100 years, if someone finds this cartoon, they might not understand it. A political cartoon can also teach us about the context of the time. What do we think the author is trying to say with this cartoon?

Reconstruction 1.There were political cartoons during Reconstruction, too. One very famous political cartoonist was a man named Thomas Nast. He drew cartoons for Harper’s Weekly, a magazine from the North. Today we’re going to look at two of his cartoons from Reconstruction.

Exercise With a partner from your table complete the exercise. Read the questions first

Caption: FRANCHISE. AND NOT THIS MAN? Source: Thomas Nast was a political cartoonist who drew for a New York magazine called Harper’s Weekly. He supported the North’s side during the Civil War. This cartoon was published in 1865.

Caption: COLORED RULE IN A RECONSTRUCTED (?) STATE. (The members call each other thieves, liars, rascals, and cowards.) COLUMBIA: “You are aping the lowest Whites. If you disgrace your race in this way you had better take back seats.”

Closing Thoughts 1.Though Nast supported the franchise for freedmen, he seems to have mixed feelings about African Americans participating in government. Though we don’t know whether all Northerners shared his views, we know that negative feelings about Reconstruction were exacerbated by rumors of corruption.

Exit Pass On the first piece of paper briefly answer the following: Why did Northerners begin to lose sympathy for the freedmen?

Essential Question What were the Reconstruction policies for the South?

Reconstruction policies and problems Southern military leaders could not hold office. African Americans could hold public office.

Reconstruction policies and problems African Americans gained equal rights as a result of the Civil Rights Act of 1866, which also authorized the use of federal troops for its enforcement. Northern soldiers supervised the South.

Reconstruction policies and problems The Freedmen’s Bureau was established to aid former enslaved African Americans in the South. Southerners resented Northern “carpetbaggers,” who took advantage of the South during Reconstruction.

Reconstruction policies and problems Southern states adopted Black Codes to limit the economic and physical freedom of former slaves.

End of Reconstruction Reconstruction ended in 1877 as a result of a compromise over the outcome of the election of Federal troops were removed from the South. Rights that African Americans had gained were lost through “Jim Crow” laws.

Essential Understanding The Reconstruction policies were harsh and created problems in the South. Reconstruction attempted to give meaning to the freedom that former enslaved African Americans had achieved.

Essential Question-What were the lasting impacts of the actions Of Abraham Lincoln, Robert E. Lee, and Frederick Douglass?

Abraham Lincoln Reconstruction plan calling for reconciliation Preservation of the Union was more important than punishing the South

Robert E. Lee Urged Southerners to reconcile with Northerners at the end of the war and reunite as Americans when some wanted to continue to fight Became president of Washington College, which is now known as Washington and Lee University

Frederick Douglass Fought for adoption of constitutional amendments that guaranteed voting rights Was a powerful voice for human rights and civil liberties for all

Essential Understandings The Actions of Abraham Lincoln, Robert E. Lee and Frederick Douglass created lasting impacts

Project Instructions Instructions: We have been looking at the period of US History called Reconstruction the last two weeks. We have looked at a number of primary sources from the period as well as secondary documents (written at a later time about the period). It is now time to do some research and support a position with evidence using both types of documents.

Guidelines Select one of the questions below and decide on an answer which you can support You will write 3-5 paragraph essay stating your position clearly and supporting your position with at least four pieces of evidence (See rubric on reverse side). Use classroom resources to support your position  Textbooks  A History of US Books  Computer sources (Wiki can be a starting point but not a source. There are links on the class Fusion page as well the documents we used in class  Information on the class bulletin board.

Guidelines (cont) At this point I will not require a bibliography but you will need to clearly identify the source. Some examples :  According to our text book (or some other book) ….  In a speech by Andrew Johnson in 1866 he stated….  In testimony before Congress it was alleged by….  Based on political cartoon from the period we can assume… Grammar and spelling count. It needs to be readable and clearly expressed. Repeating the same information for fill will hurt your grade not help it. Prefer typed with 12pt font in Times Roman, Arial or Cambia font, and double spaced. It may be submitted by

Question Choices Questions (select one) What challenges did Freedmen and Freedwomen face after Reconstruction? How well did they overcome them? Compare and Contrast actual Reconstruction policies with ones proposed by Abraham Lincoln. How successful was Reconstruction? Are lingering impacts in the modern world?

Rubric Achievement level/ grade Level Descriptor The student: Specific expectations 7-8 A  communicates information and ideas in a way that is completely clear  completely organizes information and ideas effectively  Lists sources in a way that always follows the task instructions. Position clearly stated Paper has no or minor grammar errors Four pieces of evidence clearly supporting their position Two primary documents used All source credited 6 B+ 5 B  communicates information and ideas in a way that is mostly clear  mostly organizes information and ideas  lists sources in a way that often follows the task instructions. Position stated Paper has some grammar errors At least three of four pieces of evidence support their position One primary document used Most sources are credited 4 C+ 3 C  communicates information and ideas in a way that is somewhat clear  somewhat organizes information and ideas  lists sources in a way that sometimes follows the task instructions Position poorly stated Paper has grammar errors At two pieces of evidence from secondary documents support their position Some source are credited 2 D+ 1 D  communicates information and ideas in a style that is not always clear  organizes information and ideas in a limited way  inconsistently lists sources, not following the task instructions Position unclear Paper has grammar errors that make it hard to read At least one piece of evidence from a secondary documents supports their position 0 FThe student does not reach a standard described by any of the descriptors. Criterion C: Communicating Students should be able to: