Why are the political, social, and economic changes during Reconstruction important for understanding how the United States developed after the Civil War, especially in terms of civil rights and equality? This lesson and activity examines the social, political, and economics effects of the Reconstruction era. Students will analyze documents and answer corresponding scaffolding questions in graphic organizer form. They will apply their knowledge of social, political, or economic effects in a law or organization activity as well as answer the final summary question to apply their knowledge. Included in this resource: Do Now - Inferring and dividing the social, political, and economic effects into correct categories Economic Changes during Reconstruction document with scaffolding questions graphic organizer Political Changes during Reconstruction document with scaffolding questions graphic organizer Social Changes during Reconstruction document with scaffolding questions graphic organizer Effects of Reconstruction Activity Application/Closing/Higher-Order Thinking Assessment: Why is it important to evaluate the social, political, and economic effects of Reconstruction when discussing modern-day efforts to achieve racial equality and social justice in the United States? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

This activity evaluates students’ application of their knowledge from the Reconstruction era unit. They will wrap up the Reconstruction unit by creating rap songs using Reconstruction vocabulary and terms in this engaging and fun activity! Included in this resource: Reconstruction ‘Rap’ Up Directions Reconstruction vocabulary and terms (teacher and/or student can also insert more vocabulary) Sample student created rap song ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! Up to teacher’s discretion regarding grading ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did Congress’ Reconstruction efforts to ensure equal rights to formerly enslaved people fail? This lesson and activity examines the reasons why Reconstruction failed in the effort to ensure equal rights to newly freed peoples. Students will analyze primary source documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Creative writing: write as if you’re a newspaper reporter! Reconstruction historical context reading passage with scaffolding questions Failure of Reconstruction Document Pass/Station Activity: students analyze primary source documents and answer corresponding scaffolding questions (documents can be used as stations and groups can travel station to station OR documents can be passed group to group) Document #1: Views Against Voting Rights Document #2: Emergence of the Ku Klux Klan Document #3: Restoration of Rights to Former Confederates in 1872 Document #4: Call for Formation of White Leagues in the South Document #5: 1874 Congressional Election - Democratic Victory and Republican Defeat Document #6: Economic Challenges and African American Voting Rights Document #7: Life After Emancipation Document #8: Election of 1876 Application/Closing/Higher-Order Thinking Assessment: Why did Congress’ Reconstruction efforts to ensure equal rights to formerly enslaved peoples fail? Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

This activity examines the provisions of the Amnesty Act of 1872. Students will analyze the primary source document and answer corresponding scaffolding questions. Included in this resource: Remembering the Amnesty Act of 1872 primary source document with vocabulary Understanding the Amnesty Act of 1872 reading passage with scaffolding questions Answer key for teachers ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

This activity examines the social, political, and economics effects of the Reconstruction era. Students will apply their knowledge of social, political, or economic effects in a law or organization activity. Included in this resource: Effects of Reconstruction Activity Answer key for teachers (suggested) ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ★ Looking for the full lesson that also includes this activity? Find it here! SPE Effects Reconstruction ASSL ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the Plessy v. Ferguson decision shape the course of racial segregation laws in the United States? This lesson and activity examines the circumstances surrounding the Plessy v. Ferguson Supreme Court case decision and its impact. Students will analyze documents and perspectives and answer corresponding scaffolding questions. They will answer the final application question to apply their knowledge. Included in this resource: Do Now - Timeline leading up the Plessy v. Ferguson decision and corresponding scaffolding questions Plessy v. Ferguson 1896 reading passage with corresponding scaffolding questions Spotlight on: Homer Plessy document with scaffolding questions graphic organizer Justice Brown on Plessy v. Ferguson majority opinion perspective and questions Justice Harlan on Plessy v. Ferguson dissenting opinion perspective and questions Application/Closing/Higher-Order Thinking Assessment: Why was the Plessy v. Ferguson decision significant in shaping social and legal attitudes towards segregation and civil rights in the United States? Answer key for teachers ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

This activity examines the end of the Reconstruction era. Students will analyze the reading passage document and answer corresponding scaffolding questions. Included in this resource: The End of Reconstruction reading passage with scaffolding questions Withdrawal of Federal Troops Election Resolution Impact on African Americans Resurgence of Southern Control Answer key for teachers ★ Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did the Ku Klux Klan resort to violence and terror as a means to achieve their goals during the Reconstruction era? This activity examines the realities of the violence of the KKK. Students will analyze the reading passage and answer the corresponding scaffolding questions. Included in this resource: Violence of the Ku Klux Klan (KKK) reading passage with scaffolding questions Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! This activity is also included in the full Reconstruction Realities lesson plan found here: Sharecropping, Education Viewpoints, Life for the formerly enslaved ASSL ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did Booker T. Washington and W.E.B. Du Bois have differing viewpoints on the approach to African American education during the Reconstruction era, and how did these differences influence their respective visions for racial progress in the United States? This activity examines the realities of differing viewpoints on education. Students will analyze the viewpoints of Booker T. Washington and W.E.B. DuBois and answer corresponding scaffolding questions. Included in this resource: Booker T. Washington perspective with scaffolding questions W.E.B DuBois perspective with scaffolding questions Answer key for teachers ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the sharecropping system during Reconstruction impact the economic and social status of formerly enslaved individuals and their descendants? This activity examines the realities of the sharecropping system. Students will evaluate documents to conclude how sharecropping played a complex role in shaping the lives of formerly enslaved peoples. They will critically think to conclude if or how the experiences of the formerly enslaved, including their challenges and aspirations, shaped the path toward a more equitable future in the United States. Included in this resource: Exploring Sharecropping reading passage and definitions Exploring Sharecropping: An Agreement activity which includes: an agreement/contract Sharecropping outcomes dice roll game/simulation Answer key for teachers ***cut out the colored cards in the document (landowner/sharecropper cards) to distribute to your students in their groups ★ Please Note: I execute this activity with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why did Radical Republicans propose more rigorous plans for Reconstruction compared to President Lincoln’s more lenient approach? This lesson and activity examines the early Radical Republicans reconstruction plans - including the Wade-Davis Bill. Students will analyze documents including primary source resources to determine how the radical Republicans began to plan and favored a tougher and more extreme approach to Reconstruction. Included in this resource: Do Now primary source analysis and questions - Thaddeus Stevens’ 1867 speech to the House of Representatives Creating a Reconstruction Plan critical thinking activity - How would you rebuild the South and reunited the country? The Freedmen’s Bureau reading passage with scaffolding questions Starting a New Life photograph analysis with scaffolding questions Radical Republicans Begin to Plan reading passage with scaffolding questions Thaddeus Stevens reading passage with scaffolding questions Application/Closing/Higher-Order Thinking Question - What impact did the Radical Republicans’ early plans for Reconstruction have on the post-Civil War United States? ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

Why was Andrew Johnson’s Reconstruction plan criticized by Republican lawmakers? This lesson examines Andrew Johnson’s Reconstruction plan implemented after Lincoln’s assassination. Students will analyze documents including primary source resources to determine how Andrew Johnson’s plan was considered more lenient to Republicans than what they would’ve liked to implement. Included in this resource: Do Now prior knowledge assessment - comparing Lincoln’s Ten Percent Plan to the Wade-Davis Bill Lincoln’s assassination reading passage with scaffolding questions Lincoln’s assassination from a friend’s diary primary source document with scaffolding questions/graphic organizer Andrew Johnson’s Reconstruction Ideas reading passage with scaffolding questions/graphic organizer Application/Closing/Higher-Order Thinking Question - Why did Andrew Johnson’s leniency towards the South ultimately lead to more aggressive policies during Reconstruction? ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did Lincoln’s plan for Reconstruction aim to restore the Union and promote equality for all citizens? This lesson and activity examines President Lincoln’s reconstruction plans - including the Ten Percent Plan - for the South after the Civil War. Students will analyze documents including primary source resources to determine how Lincoln planned to restore the Union and attempt equality for formerly enslaved persons. Included in this resource: Do Now primary source analysis and questions - Lincoln’s Second Inaugural Address Post-Civil War problems and solutions critical thinking activity - What solutions would you as President create based off of the following problems? Lincoln’s Plan for Reconstruction reading passage with scaffolding questions Proclamation of Amnesty and Reconstruction paraphrased draft reading with scaffolding questions Summing it up conclusions Application/Closing/Higher-Order Thinking Question - How did Lincoln plan to allow Southern states to rejoin the Union under his Ten Percent Plan? ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did President Lincoln try to preserve the Union? This lesson and activity examines President Lincoln’s decision making and wartime actions taken during the Civil War. Students will analyze documents including primary source resources and political cartoons to determine how President Lincoln tried to preserve the Union. Included in this resource: Complete lesson plan Do Now document analysis questions - Horace Greeley’s “Prayer of Twenty Millions” Six “stations”/documents/resources with scaffolding questions corresponding to each Station #1: President Lincoln’s response letter to Horace Greeley Station #2: Photograph of President Lincoln on the battlefield of Antietam Station #3: Preliminary Emancipation Proclamation primary source excerpt and Lincoln writing the Emancipation Proclamation lithograph Station #4: Proclamation Suspending the Writ of Habeas Corpus primary source document and Debating Habeas Corpus: Atlas and Argus and the New York Times primary source documents Station #5: The Political Rail Splitter and the National Game political cartoons Station #6: Portraits of Mr. Lincoln - Mathew Brady’s 1860 portrait of Mr. Lincoln and the Lincoln Memorial Statue Graphic organizer to record conclusions and notes Application/Closing/Higher-Order Thinking Question - Think about the exhibits and documents you saw today analyzing Lincoln’s actions. After the Civil War, what do you believe will be America’s goals for the South? Group numbers ★ Please Note: I execute this lesson with my 9th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ★ This activity can be used during your Civil War unit or at the beginning of your Reconstruction unit. I tend to use it as the first lesson in my Reconstruction unit. ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the differing approaches of Lincoln and Johnson to reconstruction reflect their contrasting views on the best way to reunite the country after the Civil War? This lesson examines Abraham Lincoln and Andrew Johnson’s Reconstruction plan. Students will review and examine both plans to best conclude which plan should be implemented by Congress. Included in this resource: Do Now prior knowledge assessment - What challenges and post-war problems does President Johnson face after Lincoln’s assassination? Lincoln and Johnson Reconstruction Plans reading passage with guided questions Comparing Presidential Reconstruction Plans Activity Students will become members of Congress as they analyze the pros and cons of each presidential reconstruction plan They will create two to three questions to ask either Lincoln’s or Johnson’s team After the team presentations, they will vote on the best plan Some students will be on either Lincoln or Johnson’s team as: President Lincoln or Johnson Public Relations Person Chief Speech Writer Press Secretary ★ Please Note: I execute this lesson with my 8th grade honors students and my 11th grade gen-ed students. Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2023 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the Oklahoma Land Rush and the concept of the “Sooners” reflect the broader American values of opportunity and competition during the end of the frontier era? This lesson and activity examines the background and impact of the Land Rush of 1889, the opening of Oklahoma, and the end of the frontier. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Harper’s Weekly “The Rush to Oklahoma” primary source article excerpt with scaffolding questions The End of the Frontier Era reading passage with scaffolding graphic organizer questions A Native American’s Perspective POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: How did the closing of the American frontier, including events like the Oklahoma Land Rush impact the development of American identity and the relationship between settlers and Native American tribes? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the rise of Populism and the results of the election of 1892 influence the economic policies that led to the Panic of 1893? This lesson and activity examines the background and impact of populism on the election of 1892 and the background of the Panic of 1893. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Primary Source song analysis and questions Populism, Election of 1892, Panic of 1893 reading passage with scaffolding graphic organizer questions Document analysis with scaffolding questions Document #1 - Election of 1892 electoral map Document #2 - Panic of 1893 primary source drawing Document #3 - “A Party of Patches” political cartoon Populists: Radicals or Reactionaries? reading passage with scaffolding questions Panic of 1893 POV with scaffolding questions Application/Closing/Higher-Order Thinking Assessment: Why was the impact of Populism and the results of the election of 1892 significant in shaping the national response to the Panic of 1893? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the Gold Standard restrict the supply of money, and why did supporters of the Free Silver Movement argue this was a problem for the economy? This lesson and activity examines the background and impact of the Gold Standard and Free Silver Movement. Students will analyze documents and answer corresponding scaffolding questions. They will answer the final summary question to apply their knowledge. Included in this resource: Do Now - Primary Source photograph analysis and questions Silver and Gold reading passage with scaffolding graphic organizer questions Primary source political cartoon analysis and scaffolding questions Create your own bumper sticker advocating or against the Gold Standard and/or Free Silver Movement Application/Closing/Higher-Order Thinking Assessment: Why was the Gold Standard considered limited by some, and how did the Free Silver Movement propose to change the impact of this standard on the economy? Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

How did the Interstate Commerce Act of 1887 change the relationship between the federal government and private businesses, particularly the railroads, in the United States? This lesson and activity examines the background and impact of the Interstate Commerce Act of 1887. Students will analyze primary and secondary source documents and answer corresponding scaffolding questions. Included in this resource: Interstate Commerce Act of 1887 reading passage with corresponding multiple choice questions Interstate Commerce Act of 1887 primary source document with corresponding scaffolding questions Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.

This primary source activity examines the trial and tribulations of a farmer during the westward expansion era. Students will analyze the primary source document answer corresponding scaffolding questions. Included in this resource: The Farmer is the Man primary source poem with scaffolding questions Answer key for teachers (suggested) ★Please make an executive decision whether or not this lesson can be executed with your students based upon the preview file. Thank you! ©2024 A Social Studies Life For personal use only. Duplication for an entire school, an entire school system, or for commercial purposes is strictly forbidden. Please have other teachers purchase their own copy. If you are a school or district interested in purchasing several licenses, please contact me for a district-wide quote.