Reconstruction: 1865-1877 - William and Maryawhendrix.wmwikis.net/file/view/+SS+Unit-fourth+grade…  · Web viewAlexander Hendrix Reconstruction 1865-1877. ... Summative: The map

Reconstruction: 1865-1877A Social Studies Resource Unit for 4th Grade Students

Submitted as Partial Requirement for CRIN E05Elementary Social Studies Curriculum and Instruction

Professor Gail McEachronThe College of William and Mary

Fall 2012

Prepared By: Alexander Hendrix

Reconstruction 1865-1877

On April 15th 1865, Abraham Lincoln passed away. Newly elected to his second

term in office and with the challenge of the Civil War behind him, Lincoln had already

refocused his administration toward the project of reconstructing a devastated nation.

Unfortunately for both Lincoln and the nation, an assassin’s bullet abruptly truncated his

life before he could see his nation healed. The challenges the nation faced after the Civil

War were arguably greater than the war itself. How the nation responded to the major

challenges of the reconstruction era continue to shape, reshape, and spark debate in the

modern era. The standards that this narrative addresses are Virginia Standards for

Social studies 8a, 8b, and 8c. It also addresses VS.1f and VS.1e. See appendix A for a

complete account.

The major challenges facing the United States during Reconstruction are largely

still being settled today. Paramount among these challenges was the question of what to

do with newly emancipated African Americans, most of whom had only known

plantations life for generations. The sheer number of African Americans freed, 4 million,

speaks to the importance of the reconstruction era(Pressley 1989). The second challenge

dealt with how to rebuild a southern economy that relied heavily on slave-produced

tobacco, that had a devastated infrastructure as a result of the Total War policy of the

North, and that had been emotional rent asunder by the emotional ravages of the civil

war. Perhaps the biggest challenge facing Reconstruction Virginia was not a concrete

challenge, but rather the question of how to overcome centuries of abuse by one

population towards another and change a cycle of violence between whites and African

Americans that had persisted since America’s inception. The bringing together of

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fractious groups was the real challenge behind reconstruction. The divide between North

and South, white and black, and have and have-nots continues to this day, remaining as

the subtext for many controversial debates, both political and economic that color

televisions, newspapers, and computers nationwide. Unite the divided, mend the broken,

heal the wounded, cure the sick, bury the dead with the past and move on but never

forget. This was the mandate of reconstruction in both Virginia and the United States.

This mandate continues today.

Key Ideas and Events

After the death of Abraham Lincoln, Vice President Andrew Johnson assumed the

role of commander in chief. Johnson’s actions as president had the largest impact on

reconstruction policy (Simpson, 1998). The political climate characterized by President

Johnson’s near impeachment illustrates the deeply divided and highly regionalized

politics of the United States that persisted until the Nixon administration. Johnson was

also the first of a string of weak executives that continued until the Theodore Roosevelt

administration. During the Johnson and subsequent Grant administration however, there

were a number of positive changes to the constitution that protect the rights of African

Americans to this day. The fourteenth and fifteenth amendments respectively marked

large steps in incorporating emancipated slaves into the body politic. Among the

remaining questions, however, was how to let the former rebel states back into the union.

During reconstruction the secessionist states were grandfathered back into the

Union first as military districts, and then as states again. The southern states were

separated into five military districts each of which was subject to martial law. The

advantage of this was that the military governors could, in theory, police the south and

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force the people to adhere new laws such as the fourteenth and fifteenth amendment,

passed respectively in 1866 and 1870. The fourteenth amendment protected for the

welfare of United States citizens regardless of race while the fifteenth amendment

guaranteed African American men the right to vote(Dickerson, 2003). The

enfranchisement of the black male population, however, did not necessarily mean

harmonious relations between different groups in the south.

In order to deal with the large number of recently liberated African Americans,

President Abraham Lincoln established the Freedman’s Bureau. This department’s basic

function was to oversee the basic needs and wellbeing of recently emancipated slaves. As

Stephen Budiansky points out, however, the Freedman’s Bureau did not always function

as intended. Many white overseers and officials could be indifferent, aloof, and in some

cases violent towards the very freed man they were charged to protect (Budiansky, 2008).

The inability to adequately enforce government laws and policies regarding African

Americans saw the proliferation of inequalities that, according to the constitution, should

not exist. This inefficacy in part led to the monstrous Jim Crow era and later the

redeeming civil rights movement of the 1960’s in order to enforce and in come cases

change the laws on the books. What has proven more difficult however is changing the

minds people. Much of the ignorance and economic equalities between different racial

groups persists still today.

With the inefficacy of so many policies during the reconstruction era, one may

wonder how and when this tumultuous era in our nations history ended. The answer is

that a political deal was struck between northern republicans and southern democrats that

reinforced the political boundaries between the democratic southern and the republican

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north as well as ended the period of federal occupation of the south that characterized

reconstruction. The election of 1876 saw a close presidential race between Republican

candidate Samuel J. Tilden and Democratic opponent Rutherford B. Hayes. The race was

so close that militias in different tightly contested states claimed candidates as winners in

the same areas. The country appeared on the brink of a relapse back in civil war. The

solution was that the Republican Hayes would become president in exchange for the

federal troops being pulled out of the south, officially marking the end of reconstruction.

Without federal troops to enforce the new laws on the books to protect African

Americans, the south ushered in an era of intimidation and de-facto slavery known as the

Jim Crow south. This political bargain also solidified the geo-political boundaries

between the two parties that existed until the Nixon campaign of 1968.

Men, Women, and Children

The events of this era had a profound effect on families, individuals and common

citizens. The decisions to enfranchise black voters angered many whites, causing large

amounts of violence perpetrated in the name of white supremacy. Though history often

focuses on the legislators or the people with power surrounding an event, legislation is

passed based on perceived needs and the will of the people. When the fourteenth

amendment was added to the constitution its ultimate power was not to enfranchise a

group who would act collectively, but a rather a large number of individuals free to act

independently. There is also traditionally a lack of focus on Native Americans during this

time period. During the period of reconstruction, there were many western campaigns to

eradicate and subdue the different Native American groups that lived in the middle of the

nation. The last year of reconstruction, 1876, for example Colonel George A. Custer

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clashed with Lakota, Arapahoe, and Cheyenne tribes led by Sitting Bull. The period of

reconstruction parallels the “Indian Wars” of the American West.

Many women and children, particularly in the American south, felt the hardship

of the reconstruction. There were over 600,000 casualties during the civil war, many of

whom were providers to wives and children. With so many traditional bread winners

gone from southern life, many families had to find ways to manage in the post civil war

era.

Legacy

The name “Reconstruction” aptly identifies the accomplishments of the time

between 1865 and 1877. Railroads were rebuilt, people made new homes, and Virginia

and America moved forward. Unfortunately, the Reconstruction era did just what it

implies; rebuilt the physical. The emotional, political and economic implications of the

civil war could not be undone in 12 short years. This era began with the first

assassination of a United States president, it continues with the first ever impeachment

process taking place, and it ended with perhaps the most corrupt presidential election in

our history. Each of these events as well as the extending of the franchise to African

Americans marks a turning point in American history in its way. There was no

precedence for many of the problems the nations faced during reconstruction, making

perhaps the largest legacy of this time period the American ability to evolve with the

times. Though the nation may not respond right away, the Reconstruction shows that out

nation can be forward thinking, plan for future generations, and endure untold difficulties

for its beliefs.

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References

Budiansky, S. (2008). The bloody Shirt. New York, New York: Viking

Dickerson, D. L. (2003). The Reconstruction era: Primary documents on events from

1865 to 1877. Westport, Connecticut: Greenwood Press.

Pressly, T., J. (1989). The Reconstruction Era. OAH Magazines of History, 4, 14-33.

Simpson, B. D. (1998). The reconstruction presidents. Kansas City, Kansas: United

Kansas Press.

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Appendix A

VS.8a Terms to know: identifying the effects of Reconstruction on life in VirginiaReconstruction: The period following the Civil War in which Congress passed laws designed to help rebuild the country and bring the southern states back into the Union

Problems faced by Virginians during Reconstruction:Millions of freed African Americans needed housing, education, clothing, food, and jobs.Virginia’s economy was in ruins

Measures taken to resolve problemsThe Freedmen’s Bureau was a government agency that provided food, schools, an medical care for freed African Americans and others in Virginia

VS.8b: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by identifying the effects of reconstruction on Virginia

After Reconstruction, these gains were lost when “Jim Crow” laws were passed by southern states. “Jim Crow” laws legally established segregation, or separation of the races, and reinforced prejudices held by whites.

VS8.c: Virginia began to grow in many ways after the Civil War and Reconstruction

Railroads were a key to the expansion of business, agriculture, and industry. They facilitated the growth of small towns into cities.

VS.1e: Essential skills:Make connections between past and present.

VS.1f:Essential skills:Sequence events in Virginia history

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Alexander HendrixReconstruction Map and Globe Skills Lesson

Audience: Fourth grade students at Williamsburg’s D.J. Montague

StandardsVS.1 f) sequence events in Virginia historyVS. 1 i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.VS.8 a) identifying the effects of Reconstruction on life in Virginia;

Materials/Space Time:This activity will be completed in the classroom at D.J. Montague and would

require no more space than a small classroom. It is, however, crucial for the execution of this lesson that the teacher have access to either a document camera, which is preferred, or a transparency projector. The transparency projector would require transference. of the worksheets and maps onto transparency. Other materials will include scissors, colored pencil or crayons, and glue sticks.

This activity should not take more than one hour with a contingency plan if the students run out of time for the last activity(see independent practice).

Lesson descriptionAnticipatory Set

shows students a map of the United States that has the dates that each southern State was officially re-admitted to the United States. This map should also include the five military districts. The students will not be told what the dates represents or what the five military districts are. Ask the students what the dates might stand for as well as why the South is divided up into five parts. The one piece of information you can give students is that the map is from Reconstruction.

Objective and PurposeGiven a map of the reconstruction United States, students must be able to A)

separate the Northern states from the Southern states, B) draw the five military districts of the South during reconstruction C) write down the dates that each southern state was admitted and D) identify Virginia on the map as well as which military district Virginia was a part of during reconstruction. E) By inferring and answering these requirements from the maps given, students will demonstrate an ability to interpret meaningful information from maps.

Input/modelingThe teacher will explain 4 main points of the map as they relate the importance of

the reconstruction era. This will be done through handing out a passage that summarizes the main points of reconstruction for them. They will be directed to glue this passage into their interactive social studies notebook. The teacher will read this passage aloud for the students and direct them to highlight the important points. The passage will include A) a brief explanation of the 5 military districts, B) the requirements for each state to be

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readmitted into the United States, C) that Virginia was re-admitted in 1870 and was its own military district, and that D) despite the protection of Northern soldiers many former slaves were still terrible mistreated. The passage will read as follows but will be formatted to double spacing and slightly larger font. See Appendix C for the actual document to be used. This part of the lesson will sound like:

“I need everyone’s listening eyes up here please. I need a volunteer to read part of this passage for me and I will tell you to stop and highlight the main ideas. Ready? Alright go ahead.” (picks a volunteer and student begins to read. Student reading is presented in italics)‘In 1867 after the civil war, President Andrew Johnson established 5 military districts to oversee the states that had rebelled. These districts existed in order to re-establish order and help rebuild in the states that had seceded.’

“Stop please. So who established military districts after the civil war? Andrew Johnson. How many were there and what was there purpose? They were made to oversee the states that rebelled. Now lets look at our map. Can anyone point out the five military districts to me? I need a new volunteer.” ‘A military commander was appointed to govern each district. The military districts were also in charge of overseeing the Southern states re-admittance into the union. In order to be re-admitted, the states had to write a new Constitution that respected the new rights of African Americans.’

“What did the southern states have to do to be re-admitted into the U.S.? What did the Constitutions have to say, have to protect?”

“Virginia was its own district and was readmitted in 1870. Despite the protection of Northern soldiers and a new Virginia constitution, many African Americans were mistreated and even intimidated out of voting.”

“Which state was its own military district? Did former slaves and African Americans live happily ever after during reconstruction? Who wants to finish it out?”

‘On the map of the Reconstruction United States, the different colors represent the different military districts 1, 2, 3, 4, and 5. The numbers in the map represent when each state was re-admitted into the United States. Military district one was only Virginia, Military District 2 was North and South Carolina, District 3 was Georgia, Alabama and Florida, District 4 was Mississippi and Arkansas, and District 5 was Louisiana and Texas.’

“What do the numbers on the map represent? What do the different colors on the map represent?

Check for understandingThe teacher will ask students questions that involve basic map interpretation skills

from the map from the anticipatory set. For example:“Which state was the first to be re-admitted into the United States? Which States

were in Military District 3? Which state was the Southern most state in the confederacy.” The guided practice section will also have a level of checking for understanding.

Guided practice

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The teacher will have a sort on the document camera with the names of the different southern states from reconstruction. Students will have to first A) color in the state based on the military district it was part of, and B) place each state correctly under the year that it was re-admitted into the United States. The teacher will complete this sort with the students on the document camera based on students answers while intermittently giving them time to work independently it only to return to this document camera under her supervision. This will also serve as a good check for understanding This section of the lesson will sound as follows:

“Which military district was South Carolina a part of? District 2. So what color would I color it? Blue. Now the next part…According to our map up on the screen, what year was South Carolina allowed back into the United States? How about that state that was its own district? Which state was that? Virginia, and it will be purple. Using this map finish it up, if you have any question raise your hands, we will go over this in 10 minutes”

Independent practiceThe student will be asked to finish the sort of the southern states if not already

complete. Additionally, a map without state names but with military districts and dates will be given to students. Students will be asked to draw on and 1)label the five military districts, 2) label the southern states, 3) label the Atlantic ocean 4) write the dates that each state was allowed re-admittance, and 5) complete this map in quiet, and neat manner. If students do not finish in the allotted time, the maps will be finished later and placed in the students’ WIP(work in progress) folders.

EvaluationFormative: The teacher will ask questions throughout that involve garnering

historical facts through effective interpretation of the map from the anticipatory set. These questions will include, “Which states were the last to be admitted, which states were part of military district 5, and which state was its own military district?”

Summative: The map and word sorts will be used as forms of summative evaluations at the terminus of the assignment.

Background Information/contentPart 1:

Background information for part one was given in the section that gets glued into the student’s interactive notebooks.

Part 2:It is important that students realize that the colors, lines, and dates on a map can

tell them important facts about that happened in our Nation’s history. Students must be aware that maps can be an easily read and efficient way to present fairly complicated information about geographic regions and how these regions related to history. That is done in this lesson through the transposing of dates and colors onto geographic regions that together represent important events in our past.

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Resources

1. Hakim, J.(2005). US history: Reconstructing America 1865-1890. New York. Oxford University Press.

2. United States History: Civil war to present(2011). Austin, Texas. Holt McDougal

*The rest of the resources used for this lesson were generated by Alexander Hendrix through maps and information pulled from the above two source

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Appendix A: Military Districts Sort

Name:___________________ Number:_______

Military Districts Sort1. Color in each state’s name according to the military district it was a part of

Key: -District 1: Purple -District 2: Green -District 3: Red District 4: Blue District 5: Orange

2. Cut out each state name and paste them with the year it was re-admitted into the United States.

1866 1868 1870

Virginia Florida Mississippi

Alabama Arkansas Georgia

Texas Louisiana North Carolina

South Carolina Tennessee

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Appendix B: Passage for Interactive Notebook

Re-admittance and The Five Military Districts

In 1867 after the civil war, President Andrew Johnson established 5

military districts to oversee the states that had rebelled, These districts existed

in order to re-establish order and help rebuild in the states that had seceded. A

military commander was appointed to govern each district. The military districts

were also in charge of overseeing the Southern states re-admittance into the

union. In order to be re-admitted, the states had to write a new Constitution that

respected the rights of African Americans. Virginia was its own district and

was readmitted in 1870. Despite the protection of Northern soldiers and a new

Virginia constitution, many African Americans were mistreated and even

intimidated out of voting.

On the map of the Reconstruction United States, the different colors

represent the different military districts 1, 2, 3, 4, and 5. The numbers in the map

represent when each state was re-admitted into the United States. Military

district one was only Virginia, Military District 2 was North and South Carolina,

District 3 was Georgia, Alabama and Florida, District 4 was Mississippi and

Arkansas, and District 5 was Louisiana and Texas.

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Appendix C: Blank reconstruction Map for Independent Practice

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Appendix D: Map for Anticipatory Set

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Preparer: Alexander HendrixArts Lesson 2: Thomas Nast and Reconstruction Politics

Context: Primary (Grade 4)Time: 1 hour Space: Whole Group

Standards/Objectives Fine Arts Virginia Standards of Learning: 4.17 The student will interpret works of art for multiple meanings.

Objectives: 1. Given a political cartoon, students will identify how the artist feels about the figures in his cartoon and back up this point with evidence from the cartoon2. Given a political cartoon from the reconstruction era, the student will be able to identify the historical figures present using context clues from the cartoon.3. Given different historical situations that occurred during reconstruction, the students will draw their own political cartoon characterizing his or her chosen event.

Resources:

Nast, T. (1865). Cartoon Corner: Uncle Abe’s Valentine. Retrieved from: http://www.abrahamlincolnsclassroom.org/img/319.gif

Nast, T. (1868). Cartoons: Johnson’s Candidacy. Retrieved from: http://elections.harpweek.com/1868/cartoon-1868-large.asp?UniqueID=11

Nast, T. (1865). What I know about Greeley. Retrieved from: http://elections.harpweek.com/1872/cartoons/KnowOfHG12w.jpg

Nast, T. (1865) Franchise? And not this man? Retrieved from: http://tbot.umwblogs.org/files/2009/04/ase.jpeg

Content and Instructional StrategiesIntroduction:

Explain that a political cartoon’s purpose is to show a particular viewpoint regarding current events in a way that is both informative and entertaining. Explain that we can learn things about the past by looking at the cartoons created during a particular time period. Place the political cartoon “Uncle Abe’s Valentine” on the overhead. Ask students about who the figure in the drawing is(objective). Ask students about what else they see in the drawing(interpretive) and what their observations may tell them about when the cartoon was made(objective). Additionally, ask students to consider how the author feels about the people or events in his cartoon.(Reflective).

Content FocusExplain to students that the political cartoon is called “Uncle Abe’s Valentine”

and was made after his death. Explain that the document falling out of the envelope is the Thirteenth Amendment that finally abolished slavery and that the chains falling out of the envelope also drive this point home. Freedom for slaves was a goal that President Lincoln

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never lived to see, thus making the point of the political cartoon to show that Lincoln’s efforts were vindicated, though he did not get to see them. The author could be understood to be sad or regretful that President Lincoln never lived to see his goal.

Next, tell the students that in groups of three, they will all interpret three different historical political cartoons that illustrate events they had studied regarding reconstruction. Split students into groups and ask them to write down, who the people in their groups political cartoon are, surrounding which events do the students think the political cartoon was made, and what evidence from the political cartoons lead them to believe these things about the cartoon(interpretive). Students will also be asked to consider how the author feels about the particular event or people he decided to depict(reflective).

Direct students to finish with their group’s thoughts and to write down their answers to the aforementioned questions. Ask students to share who is in the cartoon, around what event or when the cartoon was drawn and how the author felt about the events. Students will also be asked how they knew or what clues were available to the cartoon itself the lead them to their answers. Project each group’s image on the document camera while the group presents in order to put the discussion in context. Some groups may have had the same image.

Closure:Explain each groups picture, making sure to give only praise for the details that

the group noticed. Do, however, point out the details that a group missed, but do so in a way that does not discourage the students. Given the full story behind each of the political cartoons from the Reconstruction Era, ask students why the artist made certain artistic decisions about how he chose to portray the people in the cartoons. For example, ask if certain people are portrayed favorably or unfavorably and how the artist conveyed that feeling for the observer (Decisional)

Students will then, individually, construct their own “political” cartoon, portraying how they felt about a certain event during reconstruction. If students struggle to come up with an event or figure from history, provide a brainstormed list on the board. Students will then write one sentence on the back of her political cartoons explaining one artistic choice they made and what they choice was meant to tell about the subject he or she chose(decisional).

AssessmentFormative: Students demonstrate their understanding of interpreting political cartoons through their short presentations on their group’s political cartoon.Summative: Evaluate students’ understanding of how to portray events through a consistency or lack there of between their cartoon and the sentence explaining part of their cartoon.

Background Information

The Reconstruction Era saw the coming of age of one of the most prolific political cartoonists in American History. Thomas Nast had the unique ability to explain and untangle complicated political concepts and the issues of the day through drawings and

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cartoons that always for their point across. His works, in themselves, can be sued as a lens to explain and understand American history from the civil war to the Gilded Age. By engaging four of Nast’s works, students not only get a chance to explore artistic decisions and representations, but also a unique perspective on United States history.

Multiple Choice Question Assessment

Which of the following is NOT the purpose of a political cartoon?

A. To show a particular point of viewB. To informC. To entertainD. To present both sides of an issue

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Uncle Abe’s Valentine(1865) by Thomas Nast

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What I Know of Horace Greeley (1868) [Image used in class will be larger]

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Franchise, and Not This Man?(1865) By Thomas Nast

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Johnson’s Candidacy (1868) by Thomas Nast

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Lesson #3- Reconstruction through the president’s eyes: Andrew Johnson

Audience: 4th Grade Lesson Preparer: Alexander Hendrix

Standards:History

VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to h) evaluate and discuss issues orally and in writing

VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by a) identifying the effects of Reconstruction on life in Virginia

Objective: 1) Given a question and answer session with the teacher dressed as Andrew Johnson, students will synthesize the life events of Andrew Johnson into a graphic organizer with the categories education, politics, and civil rights. 2) After instructional input, students will write a conclusion connecting the life events of Andrew Johnson as described in the question and answer session to prominent events in reconstruction.

Resources:1. (1875). Andrew Johnson dead. New York Times., 1.2. Andrew Johnson. Retrieved from

http://www.whitehouse.gov/about/presidents/andrewjohnson

Materials/Space TimeGraphic organizer for students with directions, student interactive notebooks or loose-leaf paper, teacher costume that includes a suit, a period tie, and hair dye. Whole group time: 30-40 minutes, Individual writing time: 20-30 minutes. Extensions(sharing): ten minutes(if necessary)

Lesson Description

Introduction: Explain that the students are having a visitor, and that the whole class, in groups 3-4, will get to sit down with the guest and ask him questions about his life and when he lived. Explain that all students in groups of 3-4 will have the opportunity to interview the guest. Additionally, explain that all students are to fill out the graphic organizer during every group’s interview, placing each event from the guest’s life in the appropriate column; education, politics, civil rights. Tell students to close their eyes while you “retrieve the guest” and put on costume quickly. Introduce yourself as the guest, Andrew Johnson.

Content focus: Begin the interview by selecting 3 or 4 volunteers as the first group to ask you questions. Foster an informal setting, asking them how they are, they’re names, and offering them snacks if you brought some. Draw a timeline where appropriate during

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interview to illustrate sequences of events. Repeat this process until all groups in the room have had a chance to interview, making sure to check, while still in character, that students are filling out their graphic organizers. Keep the time each group has for the interview to between five and ten minutes.

Closure: Bid farewell to the students as Andrew Johnson and remove the costume to become yourself again. Ask students who the guest was, what questions did they ask him, and how did they fill out the graphic organizers. Ask for examples. Next, tell students to write a summary of all of the information they learned about their guest and be sure that they connect their new knowledge to previous knowledge of Reconstruction events. When students leave, they will be given an exit card with a multiple-choice question to be used a s form of assessment by the teacher.

Assessment:Formative: Observe student inquiry during the interview session in regards to the complexity of questions asked.Summative: Collect both the graphic organizers and the student writing to gauge the amount of information students recorded as well as their ability to connect that information to previous knowledge regarding reconstruction. The multiple choice question will also serve as a form of assessment.

Content/Background Information: For this instructional strategy, it is of the utmost important for the teacher to have extensive background knowledge of the figure they are impersonating. In the case of Andrew Johnson, know particular details of his early life, how he came to become vice president, offices held prior to the vice presidency, and educational background. This is all basic encyclopedic and biographical information that can be obtained from a myriad of sources(see “resources” for a list). It as of particular importance, however, to know the details of Andrew Jackson’s role after the death of Abraham Lincoln as well as during the Reconstruction era. The following is a brief summary of important facts gleaned from both the Whitehouse website as well as the New York Times obituary of Andrew Johnson.

Andrew Johnson was born in North Carolina in the year 1808. Coming from a poor family, he received little education growing up. Johnson’s father died when the he was young, and Johnson was soon apprenticed to a tailor. Despite his commitment to be apprenticed, he left this engagement before completing his obligation was fulfilled, working at a court house instead. In 1826, Johnson moved to Tennessee. While in Tennessee, John became a prominent stump speaker and eventually a senator. For the Election of 1864, Johnson replaced President Lincoln’s running mate, Hannibal Hamlin, and served as Lincoln’s vice president until his assassination, after which he became president. Johnson is one of the few incumbent presidents not be endorsed for a second term by his party, having presided over a presidency full of scandal and impeachment. During his presidency however, many confederate states rejoined the union and the fourteenth and thirteenth amendments were passed, helping to guarantee African American rights in the constitution.

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Multiple Choice Question:Which of the following is not true about former Preseident Andrew Johnsona) He was President Lincoln’s Vice President during both of his termsb) He only served one termc) He grew up in a wealthy family d) Before he was Vice President, he was a Senator

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President Andrew Johnson

Politics Education Civil Rights

Notes: Notes: Notes:

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Alex Hendrix

Inquiry: Lesson 4

Purpose: Students will understand through conducting research that the Reconstruction Era in the United States saw many legal protections for African Americans and newly freed slaves. Students will also understand through conducting research, however, that there was a disconnect between these legal protections and the actual treatment of African Americans and newly freed slaves.

Grade Level/Time/Space: 4th; 1-hour lessons whole group (about 20 students)/individual about 40 minutes

Standards: VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by a) identifying the effects of Reconstruction on life in Virginia; b) identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians.

Objectives: 1. Given background information about treatment of African Americans and civil rights during Reconstruction, students will conduct research to answer self-synthesized questions about the era.2. Students will organize their research with a graphic organizer consisting of the categories “Laws,” “Viewpoints of Political Figures” “Answers my Question (different for each student,” “Viewpoints of individual African Americans,” and “further questions”3. Students will orally present this organizer to the class

Resources: Reconstructing America by Joy Hakim; Encyclopedia Smithsonian website found at http://www.si.edu/Encyclopedia/Search/Kids%20Favorites, The cartoon, The Georgetown Election, by Thomas Nast. The student graphic organize will be created as a group in class. Letter from Rachel Haley to the Freedman’s Bureau.

Procedure:Introduction: Read aloud to students the letter from the Rachel Haney to the Freedman’s Bureau inquiring as to the location of her husband and son who were contracted out for work by the Freedman’s Bureau. Explain that Bureau provided many services for newly freed slaves, among which was helping for them to find work. Tell students to work in groups and discuss how they feel about the letter they just read, and what it must have been like to work in the Freedman’s Bureau as well as be reliant on it. Discuss as a class and then have student independently generate a research questions regarding the life of African Americans during the Reconstruction era. Create a graphic organizer with students to help guide their research. The many different categories of the graphic organizer are designed to require students to research the larger, macro factors surrounding their question such as the political climate.

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Content Focus: Students will research their question and organize the information they have found using the graphic organizer created together. Be available for questions pertaining to where certain information fits in on the graphic organizer, being prepared to create new categories to reflect the scope and depth of individual student research. Work with students to help generate ideas for new categories if necessary. Closure: Have students present findings for their research through presenting the unique information they found in the different parts of the graphic organizer. Have students present the research they have found pertinent to their question and the conclusion that this made them arrive at. Be sure that each student has generated a question for further research as required on the graphic organizer.

Evaluation and Assessment:Formative: Student engagement and level of focus during both individual research and group discussion.Summative: Students will answer the following essay question:Describe three challenges facing newly freed slaves during the Reconstruction Era and how each effected life for African Americans(4 points) Name 3 factors that undermined either the Thirteenth Amendment or the Freedmen’s Bureau. during Reconstruction?(4 points)

Background Information:The terminus of the Civil War saw American enter a brave new world in terms in

a number of different ways. Two of the most profound areas with which American would struggle in the coming era were legally and socially. The United States had passed some of the most revolutionary legislation regarding equality of race and the protection of equal rights for all men. Socially however, many people, particularly in the reconstruction south, were far from ready to accept the new social norms that were being forced upon them by the rule of law and even the constitution. Life for African Americans was all but certain during the Reconstruction years and it is an important topic for students to research to understand both the scope and depth African American individual’s experiences during the earliest days of nominal equality in our newly re-cleaved together nation.

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Bibliography

1. Haney, R. (1867). Letter to the Freedman’s Bureau. Alexandria, Virginia. Retrieved from http://myancestorsname.blogspot.com/2011/06/from-virginia-to-arkansas-

and- back-to.html

2. Nast, T. (1867). The Georgetown Election. Retrieved from http://gloverparkhistory.com/population/work/the-georgetown-market-war-2/

3. The Smithsonian Institute. (4/10/2012). Encyclopedia Smithsonian: Kid’s favorites. Retrieved from, http://myancestorsname.blogspot.com/2011/06/from-virginia-to-arkansas-and-back-to.html

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Appendix ALetter Transcript; for actual letter see below

Alexander Va.August 16th, 1867

Col. S. P. LeeSub. Asst. Commr.Alexander Virginia

Sir, I have the honor to apply to you to assist me in procuring my two sons Lewis Haney age 13 yrs, and Joshua Haney aged 16 yrs who are now in the vicinity of Helena Arkansas.

With their father Joshua Haney, they made a , 1866 contract April 16th in your office to work for one year with the firm of Van Belk, & Co., of Helena Arkansas.  They remained with Van Belk & Co. until their year expired and were discharged. After this they were employed by Mr. Briant Lynch of St. Francis Co. Ark until the 27th of July last when the father (my husband) died after an illness of nine days.  The boys are now without any one to care for them and on account of their age I am anxious to have them under my care and protection and for that purpose I apply to you for aid, praying that you will have them returned to me through the agencies of the Freedman's Bureau.

Respectfully yours,

Rachel (her  X mark) Haney

Witness  Geo. H. Smith

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QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

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Appendix A: Virginia Standards of Learning Addressed in this Unit

VS.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to h) evaluate and discuss issues orally and in writing

VS.1 f) sequence events in Virginia history

VS. 1 i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by a) identifying the effects of Reconstruction on life in Virginia;

b) identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians.

Virginia fine arts standard: 4.17 The student will interpret works of art for multiple meanings.

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No expenses, other than printing charges, were accrued during this unit.

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