Reconstruction and Its Effects
$160 per month
1 session per week
Students will research the life of someone who lived through the Reconstruction period. This person could be an African American, a scalawag, a carpetbagger, a planter, a farmer, or a businessman. To get ideas, look through books on Reconstruction and/or search the internet. Students must include the following details:
1) The person's early life.
2) The person's experience during Reconstruction.
3) The effects of those experiences on his or her later life.
Students will present their biography during the last session.
13 - 18 years old
Session 1: The Politics of Reconstruction
Students will identify Andrew Johnson, Reconstruction, Radical Republican, Thaddeus Stevens, Wade-Davis Bill, Freedman's Bureau, black codes, Fourteenth Amendment, and Fifteenth Amendment.
Students will be introduced to their course project.
Students will summarize President Abraham Lincoln's approach to Reconstruction.
Students will contrast regular veto and pocket veto.
Students will examine the life of Thaddeus Stevens and the impeachment of President Andrew Johnson.
Students will contrast the views of Presidents Lincoln and Johnson on Reconstruction differ from the views of the Radicals.
Students will explain how black codes helped bring out the passage of the Civil Rights Act of 1866.
Students will summarize the main benefits the Fourteenth Amendment brought to African Americans.
Students will examine how the election of 1866 affected Republican's ability to carry out their Reconstruction plan.
Students will describe the role African Americans played in Grant's election.
Students will analyze Major Reconstruction Legislation.
1) Complete Section 1 Assessment on page 355.
2) Read pages 356 - 365 in course textbook.
3) Answer Interact With History questions on page 361.
4) Start your course project.
Session 2: Reconstructing Society
Students will review their homework.
Students will identify scalawag, carpetbagger, Hiram Revels, sharecropping, and tenant farming.
Students will describe the main postwar problems that Reconstruction governments in the South had to solve.
Students will compare the goals of scalawags, carpetbaggers and African Americans.
Students will answer and justify their answer with facts learned from the text or other resources:
1) What do you think the former Confederates who emigrated hoped to accomplish.
2) Thaddeus Stevens believed that giving land to former slaves was more important than giving them the vote. Do you agree or disagree? Why?
Students will history of African Americans from sharecroppers to shareholders.
Students will examine the life of Hiram Revels.
Students will summarize how freed African Americans tried to improve their lives.
Students will analyze the Sharecropper Cycle of Poverty.
Students will identify the factors that contributed to the stagnation of the Southern economy.
1) Complete Section 2 Assessment on page 365.
2) Read pages 366 - 373 in course textbook.
3) Answer Interact With History questions on page 372.
4) Continue working on your course project. You will present your project in the next session.
Session 3: The Collapse of Reconstruction
Students will review their homework and present their projects.
Students will identify Ku Klux Klan (KKK), Panic of 1873, redemption, Rutherford B. Hayes, Samuel J. Tilden and home rule.
Students will summarize the goals of the KKK.
Students will describe how the Amnesty Act strengthened Democratic power.
Students will clarify how widespread corruption was in the Grant administration.
Students will analyze the involvement of the Dominican Republic with the United States during Reconstruction.
Students will explain why people who were in debt wanted greenbacks to stay in circulation.
Students will describe how scandals in the Grant administration and the economical problems of the 1870's affected Northern attitudes toward Reconstruction.
Students will analyze the role of the electoral college in the disputed election of 1876.
Students will contrast opinions concerning the success of the Reconstruction.
Students will identify the positive and negative results of the Reconstruction.