THE RECONSTRUCTION

OF THE NATION

(1865-1877)

Mr. Powers

Whitesboro High School

"With malice toward none, with charity for all" – Abraham Lincoln

"Congress alone can do it... Congress must create states and declare whether they are to be represented." -- Thaddeus Stevens

The Problem: Developing a plan on how the Federal Government can quickly

heal the wounds of the nation following the Civil War.

Policy: Competing plans of reconstruction between the Executive and

Legislative branches of the Federal Government. (Lincoln v. The

Radical Republicans)

Introduction: Following the events of the Civil War (1860-1865), including

the assassination of President Abraham Lincoln, the Federal Government was faced with a complex series of questions and problems. The primary objective was to bring the nation back together as one UNITED STATES.

Vocabulary:

1. Proclamation of Amnesty and

Reconstruction 1864 (10% Plan)

2. The Wade-Davis Bill

3. The Tenure of Office Act

4. Scalawags

5. Carpetbaggers

6. Black Codes

7. Freedman’s Bureau

Significant People:

Task:

1. Each student will be creating a graphic organizer comparing

the two competing plans of Reconstruction.

2. Each student will be writing a 2-3 page persuasive essay as to

why your chosen “plan” is best for the country.

Process/Resources:

1. Students will be paired with one other student.

2. Students will select either a “red” or “blue” stick from the can.

- The “Red” student will research Lincoln’s Plan for

Reconstruction creating an “outline” for the

information they found.

-The “Blue” student will research the plan for

Reconstruction of the Radical Republicans in

Congress creating an “outline” for the

information they found.

3. Each student will share the information they found with their

partner – thereby “teaching” this material to their partner.

Use the American History Public Policy Analyst or AHPPA steps to help you understand the historical problem and evaluate the policies used to deal with the Reconstruction of the South following the Civil War (you can follow the link or click here). Once you are on the home page of the AHPPA, click on the “standard version” and read the “Introduction” section. Once you have read through the AHPPA, you will need to complete the following worksheets….

1. Identify the PROBLEM

- COMPLETE WORKSHEET 1 (MSWORD Version)

The following web sites will be helpful to you in your search:

Comparing Plans

America’s Reconstruction: People and Politics after the Civil War

2. Gather your EVIDENCE

- COMPLETE WORKSHEET 2 (MSWORD Version)

- Explain why there was a need for “Reconstruction” of the

Nation.

The following web sites will be helpful to you in your search:

Learn about Reconstruction

3. Determine the CAUSES

- COMPLETE WORKSHEET 3 (MSWORD Version)

- Explain how southerners were treated prior to “Reconstruction”

The following web sites will be helpful to you in your search:

America’s reconstruction: People and Politics after the Civil War

4. Evaluate the POLICY

- COMPLETE WORKSHEET 4 (MSWORD Version)

- Discuss the Political, Social and Economic impact of

Reconstruction on the nation.

The following web sites will be helpful to you in your search:

The Meaning of Emancipation in the Reconstruction Era

Reconstruction: America’s Unfinished Revolution

Evaluation:

Persuasive Essay : Reconstruction

Teacher Name: Mr. Powers
Student Name: ________________________________________

CATEGORY	4 - Above Standards	3 - Meets Standards	2 - Approaching Standards	1 - Below Standards	Score
Focus or Thesis Statement	The thesis statement names the topic of the essay and outlines the main points to be discussed.	The thesis statement names the topic of the essay.	The thesis statement outlines some or all of the main points to be discussed but does not name the topic.	The thesis statement does not name the topic AND does not preview what will be discussed.
Evidence and Examples	All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.	Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position.	At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position.	Evidence and examples are NOT relevant AND/OR are not explained.
Accuracy	All supportive facts and statistics are reported accurately.	Almost all supportive facts and statistics are reported accurately.	Most supportive facts and statistics are reported accurately.	Most supportive facts and statistics were inaccurately reported.
Sentence Structure	All sentences are well-constructed with varied structure.	Most sentences are well-constructed and there is some varied sentence structure in the essay.	Most sentences are well constructed, but there is no variation is structure.	Most sentences are not well-constructed or varied.
Grammar & Spelling	Author makes no errors in grammar or spelling that distract the reader from the content.	Author makes 1-2 errors in grammar or spelling that distract the reader from the content.	Author makes 3-4 errors in grammar or spelling that distract the reader from the content.	Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Capitalization & Punctuation	Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.	Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.	Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.	Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow.

Date Created: Nov 15, 2011 01:00 pm (CST)

Conclusion:

When you have finished this Web Quest, you will be able to:

· Identify and discuss the two opposing plans for Reconstruction following the Civil War.

· Discuss the underlying political conflict between the Legislative Branch and the Executive Branch and why that would lead to the impeachment of President Andrew Johnson in 1868

· Analyze the long term effectiveness of Federal Government policies in the South during the period of Reconstruction

Standards:

Standard 1: History of the United States and New York

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 United States and New York.

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 United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

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 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

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.

Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

MATHEMATICS, SCIENCE, & TECHNOLOGY EDUCATION

Standard 5: Technology

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

Standard 6: Interconnectedness: Common Themes

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

Standard 7: Interdisciplinary Problem Solving

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

COMMON CORE STANDARDS

(Source: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)

The following Common Core Standards are reflected in this webquest activity:

Reading Standards for Informational Text 6-12:

RI-11-12-1, RI-11-12-2, RI-11-12-3, RI-11-12-8, RI-11-12-9, RI-11-12-10

Writing Standards 6-12:

W-11-12-1a, W-11-12-1b, W-11-12-1c, W-11-12-1d, W-11-12-1e, W-11-12-2a, W-11-12-2b, W-11-12-2c, W-11-12-2d, W-11-12-2e, W-11-12-2f, W-11-12-4, W-11-12-5, W-11-12-6, W-11-12-7, W-11-12-8, W-11-12-9b, W-11-12-10

Speaking and Listening Standards 6-12:

SL-11-12-1a, SL-11-12-1b, SL-11-12-1c, SL-11-12-1d, SL-11-12-2, SL-11-12-4, SL-11-12-6

Language Standards 6-12:

L-11-12-1a, L-11-12-1b, L-11-12-2a, L-11-12-2b, L-11-12-3a, L-11-12-4a, L-11-12-4b, L-11-12-4c, L-11-12-4d, L-11-12-6

Worksheet1: “Defining” the Social Problem Associated with Reconstruction

Date:__________________

Worksheet1: “Defining” the Social Problem Associated with Reconstruction

Worksheet2: Gathering evidence of the problems of Reconstruction

Worksheet3: Determining the causes of the problems with Reconstruction