Adria Bukovsky
abukovsky@mmcsd.org
Introduction:
Following the Civil
War, the 
Every person who under color
of any statute, ordinance, regulation, custom, or usage, of any State or
Territory or the District of Columbia, subjects, or causes to be subjected, any
citizen of the United States or other person within the jurisdiction thereof to
the deprivation of any rights, privileges, or immunities secured by the
Constitution and laws, shall be liable to the party injured in an action at law,
Suit in equity, or other proper proceeding for redress, except that in any
action brought against a judicial officer for an act or omission taken in such
officer’s judicial capacity, injunctive relief shall not be granted unless a
declaratory decree was violated or declaratory relief was unavailable. For the
purposes of this section, any Act of Congress applicable exclusively to the
District of Columbia shall be considered to be a statute of the District of
Columbia.
Civil Rights Act of 1871
Task:
- Follow the steps of the AHPPA in order to evaluate the reasons for this law as well as its impact through contemporary history.
- Complete the graphic organizer that wraps up this topic. The graphic organizer will incorporate at least three of the primary sources that you have encountered through this web quest.
Process:
- Defining the Social Problem: In this step you are researching and analyzing documents that relate to the creation of the Civil Rights Act (Ku Klux Klan Act) of 1871. Once you have analyzed the documents and information that apply to this section, complete the worksheet “Defining the Social Problem” by clicking on it above. Complete the worksheet and print out the completed copy.
- Gather the Evidence: In this step you are locating evidence that justifies that a problem existed with the disenfranchisement of former slaves. Once again, click on the gathering evidence link and complete the worksheet. Once the sheet is complete, print it to submit.
- Determine the Causes: In this step, you will continue to determine the causes that led to the passage of the Civil rights Act of 1871. Look at photos (especially the cartoons by Thomas Nast) and documents that discuss the Reconstruction of the south and discuss the problems associated with this process, focusing on the disenfranchisement of former slaves).
- Evaluate the Policy: Review the Civil Rights Act of 1871 and discuss its impact (both its advantages and disadvantages).
- Identify the Benefits: Wrap it up by discussing the rationale for as well as the short and long term impacts of the Civil Rights Act of 1871.
- Wrap it up organizer: Summarize you findings by completing the graphic organizer. You are required to utilize at least three primary sources within this wrap up document as evidence for what you are saying. You may paste these in to the organizer and/or print them and attach to the organizer and label which part of the diagram they accompany.
Resources:
Reconstruction overview and the rise of the KKK ; best used with steps 1-3
Thomas Nast and Reconstruction cartoons: use with steps 1-3
Scroll through the various cartoons by Thomas Nast. Refer to the titles/captions of the cartoons when referencing them)
Causes, impact and results of the law
NY Times article on the Voting Rights Act of 1965
Overview of southern attempts to disenfranchise former slaves
More information on the Voting Rights Act of 1965
Evaluation
AHHPA worksheets:
|
5 |
Ÿ Each
worksheet is complete Ÿ Information
is accurate and is based on documents Ÿ No
spelling, grammatical or punctuation errors exist in work |
|
4 |
Ÿ Each
worksheet is complete Ÿ Most
of the information is accurate; minor errors exist in the use of the
documents Ÿ Minor
spelling, grammatical and punctuation errors exist in work |
|
3 |
Ÿ Most
worksheets are complete or all are done with blanks Ÿ Some
inaccuracies exist with the interpretation on the documents Ÿ Major
spelling, grammatical or punctuation errors exist in work |
|
2 |
Ÿ Most
worksheets are incomplete Ÿ Many
inaccuracies exist with the interpretation of the documents Ÿ Many
major spelling, grammatical and punctuation errors exist in work |
|
1 |
Ÿ All
worksheets are incomplete and/or many are not done at all Ÿ Most
to all of the documents are incorrectly interpreted Ÿ Spelling,
grammar and punctuation are completely incorrect |
|
0 |
Ÿ NO
work is submitted |
Graphic Organizer:
|
5 |
Ÿ The
graphic organizer is complete Ÿ Information
is accurate and is based on documents Ÿ No
spelling, grammatical or punctuation errors exist in work Ÿ Three
primary sources are accurately used as evidence |
|
4 |
Ÿ The
organizer is complete Ÿ Most
of the information is accurate; minor errors exist in the placement on the
organizer Ÿ Minor
spelling, grammatical and punctuation errors exist in work Ÿ Three
primary sources are accurately used as evidence |
|
3 |
Ÿ Most
of the organizer is complete Ÿ Some
inaccuracies exist within two of the organizer sections Ÿ Major
spelling, grammatical or punctuation errors exist in work Ÿ Three
primary sources are cited as evidence but one to two are not placed correctly |
|
2 |
Ÿ Most
of the organizer is incomplete Ÿ Many
inaccuracies exist within each section Ÿ Many
major spelling, grammatical and punctuation errors exist in work Ÿ One
to two primary sources are cited but these are not placed properly. |
|
1 |
Ÿ The
organizer is incomplete and/or many are not done at all Ÿ Most
to all of the organizer is incorrect Ÿ Spelling,
grammar and punctuation are completely incorrect Ÿ No
primary sources are used as evidence. |
|
0 |
Ÿ NO
work is submitted |
Conclusion:
The Reconstruction period in
NYS Learning Standards:
Social Studies
Standard
1: History of the
Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning points in
the history of the
Standard 5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the governmental
system of the
Mathematics, Science, and Technology Education
Standard 2: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies.
English Language Arts
Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.
Standard
3: Language for
Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and
evaluation. As listeners and readers, students will analyze experiences, ideas,
information, and issues presented by others using a variety of established
criteria. As speakers and writers, they will use oral and written language that
follows the accepted conventions of the English language to present, from a
variety of perspectives, their opinions and judgments on experiences, ideas,
information and issues.
Reading Standards for
Literacy in History/Social Studies 11-12
- Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
- Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
- Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Writing Standards for
Literacy in History/Social Studies, Science and Technical Subjects 11-12
- Write arguments focused on discipline-specific content.
- Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
- Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- Provide a concluding statement or section that follows from or supports the argument presented.
- Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.