Impact of Reconstruction on African Americans

B. Overview of content of the unit: Students will develop an understanding of the Reconstruction era and its impact on African Americans of that time period in comparison to pre-Civil War slave days.
C. Content objectives
a. Students will develop new vocabulary based on the Reconstruction era.
b. Students will read and respond to articles and stories that have factual information or themes related to the Reconstruction period.
c. Students will determine the rights of African Americans as a result of the Reconstruction period.
d. Students will justify the reasoning for African American decisions to move North or West.
D. Process Objectives
a. Students will practice information literacy skills and research skills utilizing Big 6 ™
b. Students will improve Microsoft PowerPoint, Microsoft Publisher and oral presentation skills.
c. Students will practice note taking skills.



II. Standards Covered
SC Standards for Social Studies
5-1.3 Explain the effects of Reconstruction on African Americans, including their new rights and restrictions, their motivations to relocate to the North and the West, and the actions of the Freedmen’s Bureau. (P, G, E, H)
Information Literacy Standards for Student Learning (re: Social Studies Standards)
1.1 Students recognize the need for information.
1.2 Students recognize that accurate and comprehensive information is the basis for intelligent decision making.
1.3 Students formulate questions based on information needs.
2.1 Students determine accuracy, relevance, and comprehensiveness.
2.4 Students select information appropriate to the problem or question at hand.
3.2 Students integrate new information into their own knowledge.
9.1 Students share knowledge and information with others.
9.2 Students respect others' ideas and background and acknowledge their contributions.

SC Standards for Reading/English Language Arts
Fifth Grade
I. Reading/Literature
A. The student will understand text in terms of its historical and cultural context and relate to other content areas.

II. Listening
A. The student will listen, draw conclusions, and share responses in subject-related group learning activities.
• Participate in and contribute to discussions across content areas.
• Summarize information gathered in group activities.
• Follow multi-step oral directions

III. Speaking
A. The student will make planned oral presentations.
• Determine appropriate content for type of presentation and for audience.
• Summarize main points before, during or after presentation.
• Incorporate visual aids to support the presentation.

IV. Writing
A. The student will write for a variety of purposes: to describe, to inform and to explain.
• Organize information.
• Use vocabulary effectively.
• Use available technology.
B. The student will use the writing process to record information accurately and to research and report information.
• Make judgments using evidence to support decisions.
• Compose compositions appropriate to audience and purpose exhibiting the effective flow of ideas and a cohesive structure.

V. Research
A. The student will synthesize information from a variety of appropriately selected resources.
• Formulate questions to be answered.
• Skim materials to develop a general overview of content or to locate specific information.
• Develop notes that include important concepts, paraphrases, summaries, and identification of information sources.
• Use available electronic databases to access information.
• Cite reference sources.
• Continue to communicate the information and findings in written and oral forms.

VI. Computer/Technology Standards
A. The student will
• Process, store and retrieve information,
• Use search strategies to retrieve electronic information using databases,
•use electronic encyclopedias and catalogs
• Use local and wide-area networks and modem delivered services to access information from electronic databases.
B. The student will communicate through application software.
• Create a 1-2 page document using word processing skills and publishing programs.



III. Materials needed
A. Technology
a. Laptops/desktops for each student with Microsoft Publisher and Microsoft PowerPoint
b. Video camera
c. Internet access
i. DISCUS
ii. World Book On-line
B. Literature
a. Behind Rebel Lines – The Incredible Story of Emma Edmonds, Civil War Spy. Reit, Seymour.
b. Growing Up in the Civil War – 1861 - 1865. Damon, Duane
c. Pink and Say. Polacco, Patricia
d. Between 2 Fires – Black Soldiers in the Civil War. Hansen, Joyce
e. The Emancipation Proclamation. January, Brendan
f. Documentary History of the Negro People in the United States v. 2 – From the Reconstruction to the Founding of the NAACP. Aptheker, Herbert (visual aid)
g. World Book Encyclopedia
h. Forty Acres and Maybe a Mule. Robinet, Harriette (suggested read-aloud for classroom teacher)
IV. Process Description
A. Day one
a. Establish schema
i. Book talk and read excerpts from Pink and Say (see attached)
ii. Discussion of Civil War (prior knowledge assessment)
b. Note taking – 2 Column notes (see attached) (writing to inform)
1. have students read additional excerpts from Pink and Say (see attached)
2. model 2 column note-taking reading strategy
3. have students take notes on excerpt
c. Define vocabulary words (Gipe method)
i. Abolitionist
d. Model print encyclopedia use
i. World Book Encyclopedia
1. use “Index” first to look up “Reconstruction Era”
2. establish time frames
3. define the “black codes”
4. list presidents that impacted the Reconstruction
5. describe laws that were created as a result of the Reconstruction
ii. use 2 Column Notes graphic organizer
B. Day Two
a. Establish schema
i. Book talk and read excerpts from Behind Rebel Lines
b. Model using DISCUS (online encyclopedia) to find articles on the following topics - (DISCUS home access brochures distributed – see attached) (metacognitive strategy)
i. 13th Amendment to the Constitution
ii. Declaration of Independence
iii. Constitution
iv. Reconstruction
c. Vocabularywords – Frayer method
i. 13th Amendment to the Constitution
C. Day Three
a. Establish schema
i. Book talk and read excerpts from Growing Up in the Civil War
b. Review Big 6™ Assignment Organizer (see attached) – (research process, study skills)
i. Model use of Big 6™ Assignment Organizer
1. complete as a group with the following guided questions
a. who did the Reconstruction impact
b. What was the Reconstruction
c. When did the Reconstruction take place
d. What were some rights African Americans received as a result of the Reconstruction
e. What were some restrictions as a result of the Reconstruction
f. Where did African Americans migrate as a result of the Reconstruction Era
ii. all students will write a 1 – 2 page paper
1. writing to inform
iii. All students will choose 2nd final project
1. PowerPoint presentation or brochure
a. Writing to inform
b. Creative writing
D. Day Four
a. Establish schema
i. View video Reconstruction from United Streaming (Helping the South segment)
b. Teach Microsoft PowerPoint use
i. Open software
ii. Presentations should be 7 – 10 slides long
iii. Students should be prepared to orally support (talk through) presentations
iv. Students must include citation slide
v. Students can include graphics/sounds
vi. Students will learn to do transitions on slides
vii. Students will learn to set timer on slides so that presentations can run automatically
viii. All presentations are required to have a title “page”
ix. All presentations are required to have a citation slide at the end of the presentation
c. Model Microsoft PowerPoint use with info from Reconstruction video (whole group activity) [Reconstruction 1868 – 1870]
i. Presentation should only be 3 slides long
ii. Tell one fact from the video.
d. Begin research projects
i. Utilize Big 6 ™ Assignment Organizer
E. Day Five
a. Establish schema
i. View video Reconstruction from United Streaming (Reconstruction: 1868 – 1870 segment)
b. Teach Microsoft Publisher use – brochure
i. Open software
ii. Choose print material type (brochure)
iii. Choose brochure format
iv. Cut, copy, paste
v. Front panel must be a title “page”
vi. One panel must include citation
c. Model Microsoft Publisher use – whole group activity
i. Use info from video segment
d. Continue work on research projects
i. Utilize Big 6 ™ Assignment Organizer
F. Day Six
a. Present final projects
i. Video tape presentations
Vocabulary
A. abolitionist
B. Declaration of Independence
C. Slavery
D. Immoral
E. Secede
F. Union
G. Confederates
H. EmancipationProclamation
I. Reconstruction Era
J. Freedman’s Bureau
K. 13th Amendment to the Constitution
L. Constitution
M. Jim Crow
N. Homestead Act
O. Uncle Tom
P. Plagiarism
Q. Citation
R. Double click (left mouse button)
S. Vertical scroll bar
T. Horizontal scroll bar
U. Cursor

V. Book Excerpts
a. Pink and Say – Patricia Pollaco
i. Excerpt 1
1. Page 1
I watched the sun edge toward the center of the sky above me. I was hurt real bad. For almost a year I’d been in this man’s war. The war between the states. Being just a lad, I was wishin’ I was home.
My leg burned and was angry from the lead ball that was lodged init just above my knee. I felt sleepy and everything would go black. Then I’d wake up again. I wanted to go back to our farm in Ohio and sometimes, when I’d fall into one of them strange sleeps, I’d be there with my Ma, tastin’ baking powder biscuits fresh out of her wood stove.
Then I heard a voice. For a moment I thought I was fever-dreamin’, but then I felt strong hands touch my brow, splash water in my face.

ii. Excerpt 2
1. Page 18
As we rested under the willow tree, Pink asked me about my family back home.
“Got one brother still at home to help run the place fer Pa,” I answered.
“What was your outfit again?” Pink asked. He’d asked me before.
“Ohio Twenty-fourth. I carried the staff. Wasn’t supposed to carry a gun, but then so many died, even us boys had to carry after so many were slaughtered like hogs.”
“Least you got to carry. In the Forty-eighth, we couldn’t have guns at first. We fought with sticks and hammers and sledges. Can you imagine not trustin’ us with our own fight?”
I couldn’t imagine such a thing.
“Then when they did finally give us muskets, they were from the Mexican-American war. Those muskets jammed and misfired!”
“Then how, in God’s name, can you want to go back?” I asked.
“;Cause it’s my fight, Say. Ain’t it yours, too? If we don’t fight, then who will?”
I had no answer for him, but, God forgive me, I didn’t want to ever go back to it!

b. Behind Rebel Lines
i. Excerpt 1
ii. Page 46

Early in the morning, the slaves were roused, given a quick breakfast, and sent to their work areas. Cuff felt better, but his hands were still torn and blistered. He knew he couldn’t las an hour digging gravel on the parapet and wrestling with the barrow. But if he complained to one of the guards, he’d be asking for trouble. Looking around, he saw a husky young man who was one of the kitchen squad. Cuff fell into step with him, showed him his hands, and explained the problem. The young man was sympathetic and agreed to exchange places with Cuff for the day. To seal their bargain Cuff gave him a small rusty penknife that he’d brought in his sack. Smiling with pleasure, the man headed toward the trenches while Cuff joined the slaves waiting at the cook tent.
The spy’s second day behind the lines was much less painful than the first. He was assigned to a group that took meals to the crews manning the heavy artillery. Since these posts were spread out along the Confederate front, it gave him a chance to learn more about the fortifications. He eavesdropped on the conversations around him and learned that fresh reinforcements were expected. He also heard that Gen. Robert E. Lee had visited Yorktown and didn’t think the defenses would hold against a strong Union attack. All of this, he knew, would be of interest at McClellan’s headquarters.
During the afternoon, while carrying pots and buckets with a slave named Jabez, Cuff saw a long row of fat logs lined up behind banks of earth. They were pointed south, and soldiers were busy painting them black.
“What’s them logs fo’?” he asked his companion.
“They’s Quaker guns,” Jabez replied.
Cuff didn’t have to playact- his puzzlement was real.
“Ah never heard o’ no Quaker guns befo’.”
Jabez grinned. “Quakers is ver’ religious people, Cuff. Peace-lovin’. They don’t hold with no wars. They won’t do no shootin’, see. An’ neither will them guns.”
Studying the painted logs, Cuff realized how convincing they would look when seen through a Union telescope. He made a mental not to pinpoint the fake cannons on his secret map.

c. Behind Enemy Lines
i. Excerpt 1
ii. Page 43
The War Comes Home
Celine Fremaux was twelve when Northern gunboats steamed up the Mississippi River to Baton Rouge, Louisiana, in August 1862. Within days, Northern troops were marching through the town. The firing began shortly afterward. Peering through a spyglass, Celine witnessed her first battle.
[I] saw guns aim, saw the sign to fire, saw men fall and rise, or try to rise, and fall again, never to move again. In one street, the Yankees seemed to be marching twelve or more abreast. The street was packed. All at once a cannon back somewhere shot and shot again…It mowed men down at a terrible rate…It was blood, blood everywhere. I felt faint and I was sobbing.
Union soldiers also swarmed over Southern farms and plantations searching for food and horses. For the slaves, these raids could mean freedom. Sarah Louise Augustus was eight when Union troops arrived in her part of North Carolina.
They busted into the smokehouse at Marster’s, took the meat, meal and other provisions. Grandmother pleaded with the Yankees, but it did no good. They took all they wanted. [Then] they told us we were all free. The Negroes begun visiting each other in the cabins, and became so excited they begun to shout and pray. I thought they were all crazy.


Two-Column Notes
Weapons




Wars


Regimental Outfits

(Pink and Say excerpt)
Vocabulary – Gipe Method
Vocabulary Word – abolitionist
Definition – person in favor of putting an end to slavery
Sentences:
Frederick Douglas was an African-American abolitionist that wrote an anti-slavery newspaper called The North Star.

John Brown (1800-1859) was an abolitionist who raided a federal armory (Harper’s Ferry) and encouraged slaves to rebel against their owners.

Clay, Cassius Marcellus (1810-1903), was an American politician and abolitionist who was the son of a slaveholder, but he learned to despise slavery and preached against it.

Imagine this…
You live during slavery times. You’ve just seen an African-American family separated for sale to different plantations. Use the word “abolitionist” and write a short paragraph to describe possible solutions to this situation or pretend you are an “abolitionist” and write what you would do.

Frayer Model


Name: Date: Teacher:

THE BIG6@ ASSIGNMENT ORGANIZER

BIG6@ TASK DEFINITIION
Determine the purpose and need for information - - What am I supposed to do?

ASSIGNMENT DUE DATE: BIG6@ #2
Examine alternative approaches to acquiring information. List the best sources to find information. Don’t forget traditional print and human sources as appropriate.

1.
2.
3.
4.
If using web sites, who will evaluate them for relevancy, accuracy & authority?
I will use only those evaluated or provided by my teacher or media specialist.
I will use free web sites and use a web site evaluation tool for each used.
What information do I need in order to do this? (Consider listing in question format.) List any information that you feel you need to know at this time:
1.
2.

3.

4.

5.

6.
BIG6@ # 3 - LOCATION AND ACCESS
Locate sources and access the information within them - - Where will I locate these sources?
School media center Personal library
Public or university library Provided by my teacher
Internet Other:

If using search engines, list likely key words.

BIG6@ # 4 USE OF INFORMATION
Use a source to gain information – How will I record the information that I find?

Take notes on cards take notes on paper

Take notes –

on a word processor use a tape recorder,
video camera Other
How will I credit my sources?

Use the Classroom Connect web site for citing Internet sources

Use footnotes Use school’s adopted guidelines
Other
BIG6@ #5 SYNTHESIS
Integrate information from a variety of sources - - How will I show my results?
Written paper oral presentation
Multimedia presentation - - Performance Other

How will I give credit to my sources in the final product?

Include a written bibliography

After the performance announce the sources I used

Materials I will need for my presentation or performance (list)

How much time do I estimate it will take to find the information and create the product hours

BIG6@ #6 EVALUATION
Before turning in my assignment, I need to check off all of the items on the printed Organizer:

What I created to finish the assignment is appropriate for what I was supposed to do in Big 6@ #1.
The information I found in Big6@ #4 is appropriate for what I was supposed to do in Big6@ #1.
Credit is given to my sources, written in standard citation format.
I am in compliance of copyright laws and fair use guidelines.
My work is neat.
My work is complete and includes heading information (name, date, etc.)
I would be proud for anyone to view this work.