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th Grade/Course: 8 Grade Social Studies Unit: Reconstruction: retaliation & resistance Length: 4wks Enduring Understandings: 1. Differences in cultural beliefs within a nation often lead to divergent visions 4. When cultural differences develop in distinct geographic regions, people of the future, including how economic, social, and political systems, may may begin to develop a stronger identity to their region than the nation. develop. ∩ 6.1.8.C.5.b; 6.1.8.D.5.a ; 6.1.8.D.5.c; 6.1.8.D.5.d ∩ 6.1.8.A.5.b; 6.1.8.C.5.b; 6.1.8.D.5.a 2. Change impacts different groups in different ways. ∩ 6.1.8.A.5.a; 6.1.8.C.5.a; 6.1.8.D.5.a; 6.1.8.D.5.d 3. The social, political, economical, and cultural wounds of war are slow to heal. ∩ 6.1.8.B.5.a; 6.1.8.C.5.a; 6.1.8.C.5.b Essential Questions Critical Knowledge and Needed Skills Resources Assessments • Why are people • Discovery Education motivated to change their Critical Knowledge • National Archives form on Formative Suggestions: society? analyzing photographs/artwork Describe the events that intensified Quizzes • found at Tests the conflict between North and www.archives.gov/digital_classro Homework • How do people resolve South. om/index.html Map Study economic, social, • Teacher Created Learning Graphic Organizers political and cultural • A person’s culture reflects the Materials Binder: “Civil War” Journal Writes differences in a knowledge, values, traditions and • Teacher Created Learning Socratic Dialogue democracy? beliefs of his/her heritage and Materials Primary Source Boxes: Debates geographical location. “Civil War”, “Reconstruction” Short Research Report • Gloucester Township: Grade • At what point should • Analyze then Union victory and Level Film List Summative Suggestions: people fight to defend the results of the Civil war. • Gloucester Township: Social deeply held beliefs? Studies Wiki Performance Task – • Identify conditions in the South • www.civilwar.com immediately after the Civil War • www.pbs.org/civilwar/ Point Counterpoint debate – • How do people • http://memory.loc.gov/ammem/c “Reconstruction was a personally and and analyze President wphtml/tl1861.html collectively heal after a Lincoln/Johnson’s plans for the failure. Reconstruction was • www.civilwar.org war? region. a success.” • www.civilwarphotography.org www.civil-war.net/ • Analyze why Congress took over • NJCCS: 6.1.8.A.5.a,b; 6.1.8.B.5.a; 6.1.8.C.5.a,b; 6.1.8.D.5.a,c,d ∩ = indicates overarching enduring understanding Reconstruction from President • http://www.historyplace.com/civi ~Or~ Johnson, and what effects this lwar/ “radical Reconstruction” had in the • http://www.history.com/topics/a Create a post 1800s or Civil South. merican-civil-war War picture/alphabet Book • http://www.gilderlehrman.org/ based upon Tomorrow’s • Explain how white southerners • www.civilwarhome.com Alphabet by George managed to bring reconstruction to • http://videoindex.pbs.org/resourc Shannon to showcase the es/civilwar/mapsandgraphs/index an end, and what results the end of dramatic changes of this .html#GR01 Reconstruction had on the south n era. th • http://www.digitalhistory.uh.edu/ the rest of the 19 century and into reconstruction/index.html th st Note: Students may use unit the 20 , 21 centuries. • http://www.thenagain.info/webch notes and handouts to guide ron/usa/ReconstructionEra.htm the writing. • Realize the rights, freedoms, and • http://www.pbs.org/wnet/jimcro responsibilities of all American w/stories_events_reconstruct.htm changed dramatically after 1861. l • http://www.juneteenth.com/ Needed Skills: • Resolve conflicts through compromise. • Analyze and interpret primary and secondary sources to make informed decisions. • Analyze the structure of government as provided in the US Constitution (13th, 14th, 15th Amendments). • Create, revise, edit, and publish writings in various modes – NJCCS: 6.1.8.A.5.a,b; 6.1.8.B.5.a; 6.1.8.C.5.a,b; 6.1.8.D.5.a,c,d ∩ = indicates overarching enduring understanding persuasive, informative, etc. • Analyze and debate current issues that influence governmental decisions. • Use oratorical strategies to persuade and defend an issue. • Use computer applications to gather and organize information and to solve problems • Expand student vocabulary in civics through word analysis and context clue settings. • Use a variety of maps to analyze and interpret regional differences and tactical post war strategies. NJCCS: 6.1.8.A.5.a,b; 6.1.8.B.5.a; 6.1.8.C.5.a,b; 6.1.8.D.5.a,c,d ∩ = indicates overarching enduring understanding Key Terms Curriculum Connections Suggestions reconstruction, pardon, radical republican, Geography: Analyze a map of the moderates, conservatives, pocket veto, Electoral College vote of 1876. Locate th th, Freemans’ Bureau, black codes, 13 , 14 the most populated states and their 15th, 16th Amendments, civil rights, electoral votes, discuss the impact of impeach, carpetbaggers, scalawags, sharecropping, tenant farming, western states and political parties to the infrastructure, Enforcement Act of 1870, electoral process, and how many votes Jim Crow Laws, poll tax, literacy test, were disputed. prejudice, assimilation, segregation, discrimination, grandfather clause, Plessy Language Arts: Write a letter as a Carpet vs. Ferguson, Compromise of 1877, Bagger expressing what he believes his Juneteenth Day, Ku Klux Klan role is in the rebuild of the south. Language Arts: Conduct a debate “Reconstruction was a failure/ Reconstruction was a success.” Math: investigate the price of cotton pre and post Civil War. Chart the differences and then discuss the economic theory of supply and demand. Science: Investigate and report upon former slaves and post Civil War Black Americans who made advances in scientific fields and inventions including: Rebecca Cole, Edward Alexander Bouchet, Dr. Daniel Hale Williams, George Washington Carver, etc. A list can be found at http://www.infoplease.com/spot/bhmscie NJCCS: 6.1.8.A.5.a,b; 6.1.8.B.5.a; 6.1.8.C.5.a,b; 6.1.8.D.5.a,c,d ∩ = indicates overarching enduring understanding ntists1.html Fine & Performing Arts: analyze political cartoons, photographs, or art from the era; specifically the Reconstruction Era paintings of Thomas Waterman Wood (1823-1903) including his portrait of a new African American Voter (1868) Current Events: Incorporate appropriate and timely events NJCCS: 6.1.8.A.5.a,b; 6.1.8.B.5.a; 6.1.8.C.5.a,b; 6.1.8.D.5.a,c,d ∩ = indicates overarching enduring understanding The Compromise of 1877 The Civil Rights Act of 1875 Brown vs. the Board of Education The Constitution and Racial Discrimination: The Thirteenth, Fourteenth, and Fifteenth Amendments The Fourteenth Amendment Segregation and the South Segregation in Twentieth Century America A History of Segregation The Beginning of the 20th Century: Racial Segregation on the Baseball Field Plessy v. Ferguson Case Upholds Segregation Life on the First Reservations Civil Rights Movement: Equality for All Americans Video Plessy v. Ferguson: Effects Reconstructing the South Post Civil War Years Chaos in Congress and the Former Confederate States The Civil Rights Act The First Reconstruction Act PostCivil War Laws and Constitutional Amendments The Reconstruction Amendments 13th, 14th, and 15th Amendments Establish Civil Rights for All Congress's Plan of Reconstruction: The Expansion of Rights for All The Sixteenth Amendment Reconstruction: Challenges and Progress North and South Battles Lead to South's Surrender: Lincoln is Reelected The Impact of War in the North & South NJCCS: 6.1.8.A.5.a,b; 6.1.8.B.5.a; 6.1.8.C.5.a,b; 6.1.8.D.5.a,c,d ∩ = indicates overarching enduring understanding African American History: The Reality of Racial Segregation African American History: Laws & Lynchings The Civil War: Two Views: The First Reconstruction Act: Measures & Action Staying One Nation: Radical Reconstruction Audio The Civil War: Two Views: Johnson's Destructive Policies Reconstruction: A Changed Nation Reconstruction: White Participation Turns Sour Reconstruction: Debates in the Aftermath of the Civil War A sharecropper plows his field in 1901. Image African American voting, Missouri, 1942. Writing Prompt Then and Now Segregation*** NJCCS: 6.1.8.A.5.a,b; 6.1.8.B.5.a; 6.1.8.C.5.a,b; 6.1.8.D.5.a,c,d ∩ = indicates overarching enduring understanding .
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