2. YOUR SCENARIO
IF YOU DID SOMETHING WRONG AND YOUR PARENTS FOUND OUT, WOULD YOU:
1. WANT THEM TO BE LENIENT OR STRICT? WHY?
2. WHICH METHOD WOULD PREVENT YOU FROM DOING THE BEHAVIOR AGAIN?
WHY OR WHY NOT?
3. WHICH WOULD MAKE YOU COOPERATE MORE? WHY OR WHY NOT?
4. WHICH WOULD MAKE YOU RESPECT THEM MORE? WHY OR WHY NOT?
WRITE YOUR RESPONSES DOWN IN YOUR INB AND BE READY TO DISCUSS THEM
FIRST AT YOUR TABLE GROUP AND THEN WITH THE CLASS.
3. SCENARIO 2:
What if a student in class has repeatedly been cheating off you, taking
things from you and not giving them back unless you tell your teacher, and
just being a jerk! Finally, the teacher writes them up and the troublemaker is
sent to the Dean. Do you think the Dean should be lenient by telling them
not to do it again and send them back to class- but the student has
documentation in their file that they were being a troublemaker- or would
you want the Dean to be strict by having them serve 1 day in or out of
school suspension? Why do you feel the way you feel regarding this
scenario?
Write your responses in your INB. After designated time, share with table
group, then with the class.
4. •1. DID YOU RESPOND TO THESE SCENARIOS THE
SAME? WHY OR WHY NOT?
•2. WHAT MADE THEM THE SAME AND WHAT MADE
THEM DIFFERENT?
5. Key Questions surrounding
Reconstruction
1. How do we
bring the South
back into the
Union?
2. How do we
rebuild the
South after its
destruction
during the war?
3. How do we
integrate and
protect newly-
emancipated
black freedmen?
4. What branch
of government
should control
the process of
Reconstruction?
6.
7. LINCOLN’S 10% PLAN
1. A general amnesty would be granted to all who would take an oath of
loyalty to the United States and pledge to obey all federal laws pertaining
to slavery.
2. High Confederate officials and military leaders were to be temporarily
excluded from the process
3. When one tenth of the number of voters who had participated in the 1860
election had taken the oath within a particular state, then that state could
launch a new government and elect representatives to Congress.
8. WADE DAVIS BILL
• Under the bill, states could be readmitted to the Union only after 50 percent of
voters took an oath of allegiance to the Union.
9. LINCOLN ASSASSINATION
APRIL 15, 1865
• http://www.history.com/topics/american-
civil-war/reconstruction/videos/lincoln-
the-legacy
• Complete the Historical Event Graphic
Organizer.
• http://screencast-o-
matic.com/watch/coj6DTf4LW
10. JOHNSON’S PLAN IN 1865
• 1. Pardoned all Southern if they take an oath to the United States except for the
rich and military leaders.
• 2. Had to ratify 13th amendment (abolishing slavery).
• 3. All land that had been confiscated by the Union Army and distributed to the freed
slaves by the army or the Freedmen’s Bureau be reverted to its prewar owners.
• 4. Pay state war debts
• http://screencast-o-matic.com/watch/coj6DAf4No
11. These were laws passed in the
South in an attempt to preserve
the old social status with Whites
as superior and Blacks as
subordinates. To maintain this
status quo, the Black Codes did
the following:
1. Couldn’t marry Whites
2. Had to work as a servant to a
White
3. Had to sign a labor contract
with a White; if they didn’t,
they were considered a vagrant
and cold be arrested to do
“hard time.” Just to name a
few….. This eventually led
to…..Sharecropping!
12. Descriptive Organizer:
You will watch this short video and complete the
Descriptive Organizer describing sharecropping. You
may use text, images, quotes, whatever you need to
help you understand the concept of Sharecropping
https://www.youtube.com/watch?v=XTJw7J-Pm0Y
13. Tenancy & the Crop Lien System
Furnishing Merchant Tenant Farmer Landowner
Loan tools and seed
up to 60% interest
to tenant farmer to
plant spring crop.
Farmer also secures
food, clothing, and
other necessities on
credit from
merchant until the
harvest.
Merchant holds
“lien” {mortgage} on
part of tenant’s
future crops as
repayment of debt.
Plants crop,
harvests in
autumn.
Turns over up to ½
of crop to land
owner as payment
of rent.
Tenant gives
remainder of crop
to merchant in
payment of debt.
Rents land to tenant
in exchange for ¼
to ½ of tenant
farmer’s future
crop.
15. RADICAL REPUBLICANS: RECONSTRUCTION
PLAN OF 1867
• 1. South temporarily divided up into 5 military districts
• 2. Extended life of Freedmen’s Bureau
• 3. Civil Rights Act of 1866 (states cannot discriminate against freemen)
• 4. Southern states had to ratify 13th and 14th Amendment (Free blacks
granted US citizenship)
• 5. Southern states had to ratify 15th Amendment- gave Freedmen the right
to vote.
• http://screencast-o-matic.com/watch/coj6DEf4NU
16. The U.S. Bureau of Refugees, Freedmen and Abandoned Lands, popularly known
as the Freedmen’s Bureau, was established in 1865 by Congress to help former
black slaves and poor whites in the South in the aftermath of the U.S. Civil War.
The Freedmen’s Bureau provided food, housing, and medical aid, established
schools, and legal assistance. It also attempted to settle former slaves on
Confederate lands confiscated or abandoned during the war.
However, the bureau was prevented from carrying out its programs due to a
shortage of funds and personnel, along with the politics of race and
Reconstruction. In 1872, Congress, under pressure from white Southerners, shut it
down.
19. PHILOSOPHICAL CHAIRS USINGTHE
FOUR CORNERS
Task: Perspectives regarding which plan is best helps you understand why the North and
South had a difficult time agreeing on the best way to unify the nation.You will go to
the designated corner of the room that you feel was the best reconstructive Plan to
unify the nation. Be prepared to justify your position.
Rules:
1. One person from each side shares why they feel they are right
2. The goal is to persuade others to come to their side.
3. No one talks when someone else is talking.
4. You can only talk three times!!! Must give me the popsicle stick every time you talk
so I can monitor.
5. We will stop after a designated period of time to see if anyone wants to switch sides.
20. CRAFTING AN ARGUMENT
HTTPS://WWW.YOUTUBE.COM/WATCH?V=_YY
DZLUH1NE
Take a moment and
read the handout
provided.Take Cornell
notes. Underline key
points, circle those
that are key terms,
write questions or
comments on points
that stick out.
After designated
time, we will review
these as a class.
21. Let’s Practice!
Write a one page position
paper addressing which
Reconstruction plan you feel
is the best way to unite the
nation. Address why it is the
best and insure you are
including reasons that will
convince your critics.
22. 1868 Presidential Election1. Summarize what
you earned from
this map.
2. What inference
can you make from
interpreting/reading
this map?
Consider how many
Southern states
voted republican
instead of
Democrat.
3. What questions
do you have that
this map does not
tell you or after
interpreting it, you
may have?
24. 1872 Presidential Election 1. Summarize what
you earned from this
map.
2. What inference
can you make from
interpreting/reading
this map?
Consider how many
Southern states voted
republican instead of
Democrat.
3. What questions do
you have that this
map does not tell
you or after
interpreting it, you
may have?
25. Write a newspaper
headline on both the
content
(Reconstruction) and
the skill (crafting an
argument) you learned.
John Wilkes Booth was an actor and devout to Confederate cause even after war. Initially, he and a group of conspirators intended to kidnap him and hold him for ransom in exchange for imprisoned Confederate soldiers. This plan eventually never came to fruition. As Lincoln introduced his Reconstruction Plan, Booth was outraged that Lincoln would even consider giving freed blacks rights including the right to vote. He now decided to assassinate him along with the commanding general, US Grant, Sec. of State (William Seward) and Vice President (Johnson). He used his connections to sneak into the theater where Lincoln and Grant were to be but Grant canceled so there blew his plan to kill Grant. Two other co-conspirators were to kill Seward and Johnson the same night. They were hoping that by killing all these four top US government officials, the North and its Congressional control would be disheveled and give the Confederates time to recapture their control. Seward was recuperating from a carriage accident and that conspirator broke into his room stabbing him several times BUT he survived!!! The other conspirator assigned to killing Johnson at his hotel room stepped into a saloon first to calm his nerves, ended up drunk, and losing his nerve to do it. Booth was the only one that followed through perfectly. On April 14th, he shot Lincoln at the Ford Theater. Lincoln died hours later.
Image: https://s-media-cache-ak0.pinimg.com/736x/5d/0c/90/5d0c90add4024dae1020e4e7fb545f7e.jpg
Andrew Johnson became President after Lincoln was assassinated. He was from the South. He was a firm Unionist BUT felt the federal government had no right to interfere or decide what state government’s had the right to do such as determine voting requirements and rights and so forth. Favored Southern states rights over federal regulation rights. His plan outraged Northern voters and despite Johnson’s veto attempts, Congress rejected them in 1866 and formed their own Reconstruction Plan. One of the unfortunate results of Johnson’s leniency toward the Southerners were that it opened up the door for Southern States to enact Black Codes. More on these in a minute. Once again, this was just another reason the Northern dominated Congress were enraged by Johnson’s plan.
This slide will only be used to assist struggling learners with the concept of sharecropping.
Inform students they will be sharing their Descriptive Organizer with two other peers. I will instruct them to get up and move around while I play a song. Once I stop the song, tell them to freeze and grab the two closest individuals to them BUT they cannot be people they already worked with today. That will form their Triad. As they are sharing their Descriptive Organizer, they can change, edit, add anything to their own as they are listening to their peers’ responses.
Image: http://www.freemake.com/blog/wp-content/uploads/2014/09/streaming-music.jpg
Radical republicans passed these measures despite Andrew Johnson’s vetoes. Wanted to preserve the Freedmen Bureau (more on this in next slide) and help ensure Freedmen rights in the South. Johnson, continued to veto Republican programs, bills, and so forth so in 1866, the Republican Congress impeached him! Why? Well, republican Congress passed the Tenure of Office Act that made it impossible for the President to dismiss important US officials without Congress Oking it. This ticked off Johnson because he wanted to get rid of Stanton in his Cabinet because he supported the Radical Republicans and replace him with US Grant. So, he did it! Congress said no way! Impeached him for not upholding federal laws. The next step is a trial which is held in the Senate. He just barely avoided being removed from office by one vote!
The term carpetbagger was used by opponents of Reconstruction—the period from 1865 to 1877 when the Southern states that seceded were reorganized as part of the Union—to describe Northerners who moved to the South after the war, supposedly in an effort to get rich or acquire political power. A carpetbagger was portrayed as a lower-class schemer with little education who could carry everything he owned in a cheap carpet bag. These new arrivals supported the Republicans (the party of Abraham Lincoln) and were said to be corrupt profiteers who took advantage of the financial and political instability in the devastated postwar South.In reality, many of the Northerners who migrated to former Confederate states during Reconstruction were middle-class professionals seeking economic opportunities; a number also were motivated by a desire to aid newly freed African-American slaves or participate in other efforts intended to reform Southern society.
Scalawags were white Southerners who cooperated politically with black freedmen and Northern newcomers. They were seen as traitors.
Image: http://score.rims.k12.ca.us/score_lessons/reconstruction_of_the_south/media/carpetbagger.gif; http://cdn.history.com/sites/2/2014/02/carpetbagger-AB.jpeg
Founded in 1866, the Ku Klux Klan (KKK) extended into almost every southern state by 1870 and became a vehicle for white southern resistance to the Republican Party’s Reconstruction-era policies aimed at establishing political and economic equality for blacks. Its members waged an underground campaign of intimidation and violence directed at white and black Republican leaders. It started out as a secret society made up of ex-Confederate soldiers. Though Congress passed legislation designed to curb Klan terrorism, the organization saw its primary goal–the reestablishment of white supremacy–fulfilled through Democratic victories in state legislatures across the South in the 1870s. If students want, you can show the video. http://www.history.com/topics/ku-klux-klan
Image: http://www.dailystormer.com/wp-content/uploads/2014/11/wes_003.jpg
After students selected their corner, instruct them to discuss with their peers the three main reasons for why their plan best unified the nation. After five minutes, have the discussion begin.
Show students the short comedic video and how to debate from Old School.
Image: http://okcps.oklahomamh.schooldesk.net/Portals/Okcs/OklahomaMH/images/Speech%20and%20Debate/marketing-debate.jpg?dummy=735
After designated period of time, have students find a partner they haven’t worked with yet from a different table and share their responses. Students can then change, edit, or revise what they have initially written
Fun Facts: He lost almost all his money to a shady business deal and Mark Twain helped by offering him money for his memoirs.
He got a speeding ticket for riding his horse too fast in DC . Cops didn’t recognize him
He couldn’t stand the sight of blood. He had to cook his meat to charring.
Students will be in their table groups and perform a Tableau on one of the scandals that occurred during Grant’s Administration. There are three: Black Friday, Whiskey Ring, and Tweed Ring. Provide students a class set of the scandals to use to learn about the scandals and the rules and procedures of the Tableau. If room is not arranged in tables, students must be on groups of 5 to 6. Since there are only 3 scandals we will discuss, each will be selected twice. After designated period of time, students will perform their Tableau.
After designated period of time, have students find a partner they haven’t worked with yet from a different table and share their responses. Students can then change, edit, or revise what they have initially written
