1. Reconstruction PSA Monday, July 15

2. Lesson Focus: What were the goals of Reconstruction?

3. Part I: Hook

4. Historical Thinking Skills Questions 1.What type of primary source is this? (sourcing) 2.When and where did it appear? (contextualizing) 3.Who is the artist? (sourcing) 4.What figures/images stand out to you? (close reading) 5.What is the message of the text and image? (sourcing) 6.Who was the audience? (contextualizing) 7.What were the major issues in the United States at the time this image appeared? (contextualizing)

5. Part II: Section Image Analysis 1.Flip over your handouts and find what image you will be analyzing in groups. 1.Each group will be receiving a larger image to analyze. Group A: 4 members Group B: 3 members Group C: 3 members Group D: 3 members Group E: 3 members Group F: 3 members Group G: 3 members Group H: 4 members Group I: 4 members

6. SECTION A

7. Section A

10. Historical Thinking Skills Questions 1.What images stand out to you? (close reading) 2.What text stands out to you? (close reading) 3.What is the artist’s message? (sourcing) 4. Who is the audience? (contextualizing)

11. SECTION B

12. Section B

14. Historical Thinking Skills Questions 1.What images stand out to you? (close reading) 2.What text stands out to you? (close reading) 3.What is the artist’s message? (sourcing) 4. Who is the audience? (contextualizing)

15. SECTION C

16. Section C

18. Historical Thinking Skills Questions 1.What images stand out to you? (close reading) 2.What text stands out to you? (close reading) 3.What is the artist’s message? (sourcing) 4. Who is the audience? (contextualizing)

19. SECTION D

20. Section D

22. Historical Thinking Skills Questions 1.What images stand out to you? (close reading) 2.What text stands out to you? (close reading) 3.What is the artist’s message? (sourcing) 4. Who is the audience? (contextualizing)

23. SECTION E

24. Section E

26. Historical Thinking Skills Questions 1.What images stand out to you? (close reading) 2.What text stands out to you? (close reading) 3.What is the artist’s message? (sourcing) 4. Who is the audience? (contextualizing)

27. SECTION F

28. Section F

30. Historical Thinking Skills Questions 1.What images stand out to you? (close reading) 2.What text stands out to you? (close reading) 3.What is the artist’s message? (sourcing) 4. Who is the audience? (contextualizing)

31. SECTION G

32. Section G

34. Historical Thinking Skills Questions 1.What images stand out to you? (close reading) 2.What text stands out to you? (close reading) 3.What is the artist’s message? (sourcing) 4. Who is the audience? (contextualizing)

35. SECTION H

36. Section H

38. Historical Thinking Skills Questions 1.What images stand out to you? (close reading) 2.What text stands out to you? (close reading) 3.What is the artist’s message? (sourcing) 4. Who is the audience? (contextualizing)

39. SECTION I

40. Section I

44. Historical Thinking Skills Questions 1.What images stand out to you? (close reading) 2.What text stands out to you? (close reading) 3.What is the artist’s message? (sourcing) 4. Who is the audience? (contextualizing)

45. Part III: Complete Image Analysis As a whole class, put together your picture pieces to create a complete image.

46. Title: Reconstruction / eng. by J.L. Giles, N.Y. ; printed by F[rancis] Ratellier, 171 Broadway, N.Y. Creator(s): Giles, J. L. (John Lawrence), lithographer Date Created/Published: [New York : s.n.], c1867.

47. Part III: Complete Image 1. Seeing the whole image complete, a.What images stand out to you? (close reading) a.What is the artist’s message? (sourcing) a.Who is the audience? (contextualizing) a.What was the objective of the artist in creating this image? (sourcing)

48. Part IV: Corroborating

49. 1.How do the two images provide evidence of Radical Reconstruction’s goals? 2.Were these goals achieved by Reconstruction? Why or why not?

50. Follow-up: Why did Reconstruction fail? Political cartoons from the era of Reconstruction can also provide us insights into why Radical Reconstruction failed to achieve its goals. With your group, examine the image provided to you and work together to identify: *What evidence does the cartoon provide for Reconstruction’s failure? *What historical perspective does it represent?

54. Whose perspective does this cartoon represent?

55. Links: “Uncle Sam’s Thanksgiving Dinner,” Harper’s Weekly, November 20, 1869. http://cartoons.osu.edu/nast/uncle_sam.htm http://cartoons.osu.edu/nast/uncle_sam.htm Bateman’s “National Picture” Zoomable Image. http://www.knowla.org/image.php?rec=1027 http://www.knowla.org/image.php?rec=1027 “Worse Than Slavery,” Harper’s Weekly, October 24, 1874. http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm

56. More Links: “The ‘Strong’ Government & The ‘Weak’ Government,” Puck, 1880. http://primarysourcenexus.org/2011/11/featured-image-strong-weak- government/ http://primarysourcenexus.org/2011/11/featured-image-strong-weak- government/ “For the Sunny South,” Puck, 1913. http://www.loc.gov/pictures/item/2002720354/ http://www.loc.gov/pictures/item/2002720354/ “Murder of Louisiana Sacrificed on the Altar of Radicalism,” Harper’s Weekly, 1871. http://loc.harpweek.com/LCPoliticalCartoons/DisplayCartoonMediu m.asp?MaxID=26&UniqueID=1&Year=1871&YearMark=1871 http://loc.harpweek.com/LCPoliticalCartoons/DisplayCartoonMediu m.asp?MaxID=26&UniqueID=1&Year=1871&YearMark=1871