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Civil War and Reconstruction | Stanford History Education Group
Civil War and Reconstruction | Stanford History Education Group
In the Civil War and Reconstruction unit, students engage in contentious historiographic debates about the period--Was Lincoln a racist? Was Reconstruction a success or failure? Was John Brown a "misguided fanatic"? Did Lincoln free the slaves, or did the slaves free themselves? The unit includes two Structured Academic Controversy lessons, an Opening Up the Textbook lesson on sharecropping, and a look at Thomas Nast's political cartoons.
#lesson plan#US I Unit 5 Civil War#US I Unit 6 Reconstruction
·sheg.stanford.edu·
Civil War and Reconstruction | Stanford History Education Group
General Robert E. Lee's Parole and Citizenship
General Robert E. Lee's Parole and Citizenship
Robert E Lee's formal rights of citizenship were never restored to him while he was alive but were restored to him posthumously in 1975. Perhaps Gerald Ford's comments when he signed the special congressional resolution could be used as a prompt in a lesson or even a "do now" activity at the start of a Reconstruction lesson.
#President Ford#lesson plan#primary source#US II Unit 7: Rebellion and Reaction amid the Seventies Malaise (1972-1980)#US I Unit 6 Reconstruction
·archives.gov·
General Robert E. Lee's Parole and Citizenship
The Battle Over Reconstruction: The Politics of Reconstruction | EDSITEment
The Battle Over Reconstruction: The Politics of Reconstruction | EDSITEment
This lesson plan will explore the clashes between the Radical Republicans in Congress and Presidents Lincoln and Johnson during the battles over direction of Reconstruction policy. It will also examine how these contentious divisions led to the impeachment of President Andrew Johnson.
#lesson plan#US History I#primary source#US I Unit 6 Reconstruction
·edsitement.neh.gov·
The Battle Over Reconstruction: The Politics of Reconstruction | EDSITEment
After Reconstruction - (Library of Congress)
After Reconstruction - (Library of Congress)
In this lesson, students use the collection's Timeline of African American History, 1852-1925 to identify problems and issues facing African Americans immediately after Reconstruction. Working in small groups on assigned issues, students search the collection for documents that describe the problem and consider opposing points of view, and suggest a remedy for the problem. Students then present the results of their research in a simulated African American Congress, modeled on a congress documented in the collection's special presentation, Progress of a People.
#lesson plan#US I Unit 6 Reconstruction
·loc.gov·
After Reconstruction - (Library of Congress)
Reconstruction
Reconstruction
This lesson will introduce the main ideas of Reconstruction and examine the events that took place as the Civil War came to a close. Students will identify the problems facing the nation at this time, and evaluate different plans for dealing with these challenges.
#lesson plan#US I Unit 6 Reconstruction
·chnm.gmu.edu·
Reconstruction
The Meaning of Emancipation in the Reconstruction Era
The Meaning of Emancipation in the Reconstruction Era
"This exercise focuses on the meaning and reality of emancipation for African Americans. How did life change for ex-slaves in the South during the Reconstruction era? What did emancipation mean to former slaves in terms of their hopes and expectations? What did emancipation mean in terms of the realities of their lives after the Civil War? Finally, if Reconstruction in some sense failed them, why? Was a greater degree of change possible given the players involved and the circumstances?"
#lesson plan#US I Unit 6 Reconstruction
·investigatinghistory.ashp.cuny.edu·
The Meaning of Emancipation in the Reconstruction Era
The Meaning of Emancipation in the Reconstruction Era
The Meaning of Emancipation in the Reconstruction Era
This exercise focuses on the meaning and reality of emancipation for African Americans. How did life change for ex-slaves in the South during the Reconstruction era? What did emancipation mean to former slaves in terms of their hopes and expectations? What did emancipation mean in terms of the realities of their lives after the Civil War? Finally, if Reconstruction in some sense failed them, why? Was a greater degree of change possible given the players involved and the circumstances?
#lesson plan#primary source#US I Unit 6 Reconstruction
·investigatinghistory.ashp.cuny.edu·
The Meaning of Emancipation in the Reconstruction Era
Radical Reconstruction | Stanford History Education Group
Radical Reconstruction | Stanford History Education Group
After the defeat of the South in the Civil War, Radical Republicans put forward a plan to reshape Southern society. Their plan faced fierce opposition from Democrats and from President Andrew Johnson. In this lesson, students will read speeches by Thaddeus Stevens and Johnson in order to explore why the Radical Republican plan was considered so “radical” at the time.
#lesson plan#primary source#US I Unit 6 Reconstruction
·sheg.stanford.edu·
Radical Reconstruction | Stanford History Education Group
Reconstruction SAC | Stanford History Education Group
Reconstruction SAC | Stanford History Education Group
The constitutional amendments passed during Reconstruction vastly expanded former slaves’ rights and opportunities. At the same time, the Black Codes passed in most Southern towns, cities, and states curtailed those rights and opportunities. The tension between African Americans’ federal and local rights raises questions about the impact of Reconstruction on the freedom of former slaves. In this structured academic controversy, students examine constitutional amendments, a Black Code, a personal account of a former slave, and other documents to answer the question: “Were African Americans free during Reconstruction?"
#lesson plan#primary source#US I Unit 6 Reconstruction
·sheg.stanford.edu·
Reconstruction SAC | Stanford History Education Group
Report on the Condition of the South - Carl Schurtz (1865)
Report on the Condition of the South - Carl Schurtz (1865)
Schurtz toured the south in the summer of 1865 and reported information back to the Johnson Administration. This can easily be mined for DBQ quotes, or a primary document exercise. It can also be used to teach "Ctrl-F" by having students search word like "murder". Teachers could also pull out the individual reports and letters collected by Schurtz that are included in this report
#primary source#lesson plan#US I Unit 6 Reconstruction
·ia800709.us.archive.org·
Report on the Condition of the South - Carl Schurtz (1865)
Joshua Benton on Twitter: "There are two approved Louisiana history textbooks for the state's 8th graders. This is how one of them introduces the Civil War: as tough times for a poor young white woman whose family owned 120 slaves. https://t.co/oR617iSkFO
Joshua Benton on Twitter: "There are two approved Louisiana history textbooks for the state's 8th graders. This is how one of them introduces the Civil War: as tough times for a poor young white woman whose family owned 120 slaves. https://t.co/oR617iSkFO
Thread of discussion regarding the way a Louisiana textbook describes slavery, the Civil War and Reconstruction. Worthwhile for teachers, but yet may also be a source of a lesson. screenshots from the text and snippets from the comments could be considered by students. The whole books can be found here http://www.eguastella.com/louisiana-our-history-our-home.html There is a media literacy lesson here as well. This is a book written by a Louisiana State University professor, it was approved by the state of Louisiana and purchased by many districts across the state. Yet it tells a twisted tale of the past.
#5th Grade Unit 6 - Civil War#lesson plan#textbooks#US I Unit 6 Reconstruction
·twitter.com·
Joshua Benton on Twitter: "There are two approved Louisiana history textbooks for the state's 8th graders. This is how one of them introduces the Civil War: as tough times for a poor young white woman whose family owned 120 slaves. https://t.co/oR617iSkFO
W. E. B. Du Bois Reflects on the Purpose of History | Facing History & Ourselves
W. E. B. Du Bois Reflects on the Purpose of History | Facing History & Ourselves
This short excerpt includes an audio version making it easy to plug into a Reconstruction lesson. This excerpt, from a chapter titled “The Propaganda of History,” questions the ways in which Reconstruction was being studied and taught at the time.
How the facts of American history have in the last half century been falsified because the nation was ashamed. The South was ashamed because it fought to perpetuate human slavery. The North was ashamed because it had to call in the black men to save the Union, abolish slavery and establish democracy.
#African Americans#historiography#lesson plan#primary source#US I Unit 6 Reconstruction
·facinghistory.org·
W. E. B. Du Bois Reflects on the Purpose of History | Facing History & Ourselves