Lesson 1: Antebellum Reform Movements 1790-1860
Chapter 15-16
Student Learning Objective:
I can discuss the social reform movements that developed in the United States from 1790-1860.
Romantic Movement, Transcendentalism, Ralph Waldo Emerson, “American Scholar,” Henry David Thoreau, “On the Duty of Civil Disobedience,” Washington Irving, James Fenimore Cooper, Edgar Allen Poe, Nathaniel Hawthorne, Herman Melville, Walt Whitman, Second Great Awakening, “Burned-over District,” William Miller , Charles Grandison Finney, Oberlin College, Francis Asbury, Peter Cartwright, New Harmony, Brook Farm, Shakers, Oneida Colony, Joseph Smith, Church of Jesus Christ of Latter-day Saints, Brigham Young, Thomas H. Gallaudet, Dorothea Dix, Horace Mann, Catharine Beecher, Mary Lyon, Temperance Movement, American Temperance Union, Neal Dow, Sarah and Angelina Grimké, Sojourner Truth, Lucretia Mott, Elizabeth Cady Stanton, Seneca Falls Convention, "Declaration of Sentiments and Resolutions," Susan B. Anthony, Elizabeth Blackwell, "Peculiar Institution," American Colonization Society, Republic of Liberia, Nat Turner's Rebellion, William Lloyd Garrison, The Liberator, American Anti-Slavery Society, Theodore Dwight Weld, Frederick Douglass, Elijah P. Lovejoy, Cassius Marcellus Clay, "Gag Rule," Liberty Party, Free Soil Party
Course Standards - New AP Framework
Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.
I. The institution of slavery and its attendant ideological debates, along with regional economic and demographic changes, territorial expansion in the 1840s and 1850s, and cultural differences between the North and the South, all intensified sectionalism. (ID-5) (POL-3) (POL-5) (POL-6) (CUL-2) (CUL-6)
A. The North’s expanding economy and its increasing reliance on a free-labor manufacturing economy contrasted with the South’s dependence on an economic system characterized by slave-based agriculture and slow population growth.
B. Abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, adopting strategies of resistance ranging from fierce arguments against the institution and assistance in helping slaves escape to willingness to use violence to achieve their goals.
C. States’ rights, nullification, and racist stereotyping provided the foundation for the Southern defense of slavery as a positive good.
Teachers have flexibility to use examples such as the following: • John C. Calhoun, Minstrel shows
Lectures & Courses
Websites & Resources
Chapter 15-16
Student Learning Objective:
I can discuss the social reform movements that developed in the United States from 1790-1860.
Romantic Movement, Transcendentalism, Ralph Waldo Emerson, “American Scholar,” Henry David Thoreau, “On the Duty of Civil Disobedience,” Washington Irving, James Fenimore Cooper, Edgar Allen Poe, Nathaniel Hawthorne, Herman Melville, Walt Whitman, Second Great Awakening, “Burned-over District,” William Miller , Charles Grandison Finney, Oberlin College, Francis Asbury, Peter Cartwright, New Harmony, Brook Farm, Shakers, Oneida Colony, Joseph Smith, Church of Jesus Christ of Latter-day Saints, Brigham Young, Thomas H. Gallaudet, Dorothea Dix, Horace Mann, Catharine Beecher, Mary Lyon, Temperance Movement, American Temperance Union, Neal Dow, Sarah and Angelina Grimké, Sojourner Truth, Lucretia Mott, Elizabeth Cady Stanton, Seneca Falls Convention, "Declaration of Sentiments and Resolutions," Susan B. Anthony, Elizabeth Blackwell, "Peculiar Institution," American Colonization Society, Republic of Liberia, Nat Turner's Rebellion, William Lloyd Garrison, The Liberator, American Anti-Slavery Society, Theodore Dwight Weld, Frederick Douglass, Elijah P. Lovejoy, Cassius Marcellus Clay, "Gag Rule," Liberty Party, Free Soil Party
Course Standards - New AP Framework
Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.
I. The institution of slavery and its attendant ideological debates, along with regional economic and demographic changes, territorial expansion in the 1840s and 1850s, and cultural differences between the North and the South, all intensified sectionalism. (ID-5) (POL-3) (POL-5) (POL-6) (CUL-2) (CUL-6)
A. The North’s expanding economy and its increasing reliance on a free-labor manufacturing economy contrasted with the South’s dependence on an economic system characterized by slave-based agriculture and slow population growth.
B. Abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, adopting strategies of resistance ranging from fierce arguments against the institution and assistance in helping slaves escape to willingness to use violence to achieve their goals.
C. States’ rights, nullification, and racist stereotyping provided the foundation for the Southern defense of slavery as a positive good.
Teachers have flexibility to use examples such as the following: • John C. Calhoun, Minstrel shows
Lectures & Courses
- Frederick Douglass & William Lloyd Garrison (Richard S. Ruderman)
Websites & Resources
- I Will Be Heard (Cornell University Exhibition)
Assignments:
Tues. Nov. 20
Ch. 15 Guided Notes
In Class:
Ch. 14 and 15 Jocz video
Wed. Nov. 21
Ch. 15 readings 77,78,80,83
IN CLASS:
Ch. 15 Guided review and quiz
THANKSGIVING BREAK
DRAFT FOR PEER REVIEW EDIT IS DUE Mon. NOV. 26. - PRINT OUT
FINAL DRAFT IS DUE WED. NOV. 28 ON TURNITIN.COM AND PRINTED OUT
Class ID:19700400
Enrollment Key: HISTORYLIONS
As you prepare to write your paper, here are some resources to help you in your research:
PLEASE CHECK OUT THESE VIDEOS ....
FOR TIPS ON HOW TO WRITE YOUR PAPER!!!
https://www.youtube.com/watch?v=wCO9GWvq_Kc using note cards in research
writing a research paper fast https://www.youtube.com/watch?v=UiTaxAfIBPg
http://library.nmu.edu/guides/userguides/style_turabian.htm#BOOK
Tues. Nov. 20
Ch. 15 Guided Notes
In Class:
Ch. 14 and 15 Jocz video
Wed. Nov. 21
Ch. 15 readings 77,78,80,83
IN CLASS:
Ch. 15 Guided review and quiz
THANKSGIVING BREAK
DRAFT FOR PEER REVIEW EDIT IS DUE Mon. NOV. 26. - PRINT OUT
FINAL DRAFT IS DUE WED. NOV. 28 ON TURNITIN.COM AND PRINTED OUT
Class ID:19700400
Enrollment Key: HISTORYLIONS
As you prepare to write your paper, here are some resources to help you in your research:
PLEASE CHECK OUT THESE VIDEOS ....
FOR TIPS ON HOW TO WRITE YOUR PAPER!!!
https://www.youtube.com/watch?v=wCO9GWvq_Kc using note cards in research
writing a research paper fast https://www.youtube.com/watch?v=UiTaxAfIBPg
http://library.nmu.edu/guides/userguides/style_turabian.htm#BOOK
15_the_ferment_of_reform_and_culture.doc | |
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File Type: | doc |
Mon. Nov, 26
FIRST DRAFT OF RESEARCH PAPER DUE - INCLUDES BIBLIOGRAPHY - NO TITLE PAGE
PEER REVIEW EDIT RESEARCH PAPER IN CLASS - MUST BRING A PRINTED COPY TO CLASS.
Wed. Nov. 28
FINAL DRAFT OF Research Paper due IN CLASS AND ON TURNITIN.COM. You must TURN IN a physical copy of your entire paper AND have already submitted it to TURNITIN.COM. Please turn in the draft and the peer review sheet, and the annotated bibliography. - Thanks.
Class ID: 19700400
Enrollment Key: HISTORYLIONS
Chapter 16 readings: Perspectives on Abolition- go to Google Classroom and identify the best historical skill (HAPPY) and chose 3 text excerpts from each document and prepare to discuss your historical figure in a roundtable discussion.
Thurs. Nov. 29
Ch. 16 Guided Notes due
In Class:
1) Ch. 16 JocZ video
2) Ch. 16 Review
movie clips "Amazing Grace" & "12 Years A Slave"
FIRST DRAFT OF RESEARCH PAPER DUE - INCLUDES BIBLIOGRAPHY - NO TITLE PAGE
PEER REVIEW EDIT RESEARCH PAPER IN CLASS - MUST BRING A PRINTED COPY TO CLASS.
Wed. Nov. 28
FINAL DRAFT OF Research Paper due IN CLASS AND ON TURNITIN.COM. You must TURN IN a physical copy of your entire paper AND have already submitted it to TURNITIN.COM. Please turn in the draft and the peer review sheet, and the annotated bibliography. - Thanks.
Class ID: 19700400
Enrollment Key: HISTORYLIONS
Chapter 16 readings: Perspectives on Abolition- go to Google Classroom and identify the best historical skill (HAPPY) and chose 3 text excerpts from each document and prepare to discuss your historical figure in a roundtable discussion.
Thurs. Nov. 29
Ch. 16 Guided Notes due
In Class:
1) Ch. 16 JocZ video
2) Ch. 16 Review
movie clips "Amazing Grace" & "12 Years A Slave"
16_the_south_and_the_slavery_controversy.doc | |
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************************************************************************************************************Lesson 2: Manifest Destiny and Its Legacy 1841-1848
Chapter 17
Student Learning Objective:
I can evaluate the extent to which the nineteenth century belief in “Manifest Destiny” led to the growing sectional conflict in the United States.
Manifest Destiny, John O'Sullivan, President James K. Polk, Oregon Territory, Treaty of 1818, Oregon Trail, Oregon Treaty of 1846, Stephen F. Austin, Antonio Lopez de Santa Anna, Texas Revolution, Battle of the Alamo, Goliad Campaign, General Sam Houston, Battle of San Jacinto, Election of 1844, James K. Polk, John Slidell, John C. Frémont, General Zachary Taylor, Mexican American War, “Spot Resolutions,” “Civil Disobedience,” Battle of Buena Vista, “Bear Flag Revolt,” General Winfield Scott, Treaty of Guadalupe-Hidalgo, Wilmot Proviso, “Popular Sovereignty,” Lewis Cass
Course Resources
Websites & Resources
Chapter 17
Student Learning Objective:
I can evaluate the extent to which the nineteenth century belief in “Manifest Destiny” led to the growing sectional conflict in the United States.
Manifest Destiny, John O'Sullivan, President James K. Polk, Oregon Territory, Treaty of 1818, Oregon Trail, Oregon Treaty of 1846, Stephen F. Austin, Antonio Lopez de Santa Anna, Texas Revolution, Battle of the Alamo, Goliad Campaign, General Sam Houston, Battle of San Jacinto, Election of 1844, James K. Polk, John Slidell, John C. Frémont, General Zachary Taylor, Mexican American War, “Spot Resolutions,” “Civil Disobedience,” Battle of Buena Vista, “Bear Flag Revolt,” General Winfield Scott, Treaty of Guadalupe-Hidalgo, Wilmot Proviso, “Popular Sovereignty,” Lewis Cass
Course Resources
Websites & Resources
- A Guide to the Mexican War (Library of Congress Collection)
- U.S.-Mexican War (PBS Website)
Due: Mon. Dec. 3
Guided Notes for 17 due
In class
JocZ video concept map Ch. 17
Assignment Civil War Role Play research
Due: Tues. Dec. 4
Chapter 17
Readings due: #13: 84,86,87,88, (p. 189) on Google Classroom
Guided Notes for 17 due
In class
JocZ video concept map Ch. 17
Assignment Civil War Role Play research
Due: Tues. Dec. 4
Chapter 17
Readings due: #13: 84,86,87,88, (p. 189) on Google Classroom
17_manifest_destiny_and_its_legacy.doc | |
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************************************************************************************************************Lesson 3: On the Brink of War 1848-1861
Chapter 18-19
Student Learning Objective:
I can summarize the events that led to the Civil War, and I can evaluate the degree to which each contributed to the conflict.
Gabriel Prosser, Denmark Vesey, Nat Turner’s Rebellion, Underground Railroad, Harriett Tubman, Prigg v. The Commonwealth of Pennsylvania, “Fire-Eaters,” “Omnibus Bill,” Stephen A. Douglas, Compromise of 1850, Fugitive Slave Act, Abelman v. Booth, Harriet Beecher Stowe, Uncle Tom’s Cabin, “Young America” Movement, Black Warrior, Ostend Manifesto, Kansas-Nebraska Act, 1854, New England Emigrant Aid Company, “Bleeding Kansas,” Republican Party, Dred Scott Decision, Abraham Lincoln, Freeport Doctrine, John Brown, Pottawatomie Creek, Lecompton Constitution, Harpers Ferry, Constitutional Union Party, Election of 1860, Crittenden Compromise, Confederate States of America, Jefferson Davis, Secession First Inaugural Address, Fort Sumter
Course Standards - New AP Framework
Key Concept 5.2
II. Repeated attempts at political compromise failed to calm tensions over slavery and often made sectional tensions worse, breaking down the trust between sectional leaders and culminating in the bitter election of 1860, followed by the secession of southern states. (POL-2) (POL-6) (PEO-5) (ID-5)
A. National leaders made a variety of proposals to resolve the issue of slavery in the territories, including the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce sectional conflict.
B. The second party system ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North and the Midwest.
C. Lincoln’s election on a free soil platform in the election of 1860 led various Southern leaders to conclude that their states must secede from the Union, precipitating civil war.
Lectures & Courses
Websites & Resources
Chapter 18-19
Student Learning Objective:
I can summarize the events that led to the Civil War, and I can evaluate the degree to which each contributed to the conflict.
Gabriel Prosser, Denmark Vesey, Nat Turner’s Rebellion, Underground Railroad, Harriett Tubman, Prigg v. The Commonwealth of Pennsylvania, “Fire-Eaters,” “Omnibus Bill,” Stephen A. Douglas, Compromise of 1850, Fugitive Slave Act, Abelman v. Booth, Harriet Beecher Stowe, Uncle Tom’s Cabin, “Young America” Movement, Black Warrior, Ostend Manifesto, Kansas-Nebraska Act, 1854, New England Emigrant Aid Company, “Bleeding Kansas,” Republican Party, Dred Scott Decision, Abraham Lincoln, Freeport Doctrine, John Brown, Pottawatomie Creek, Lecompton Constitution, Harpers Ferry, Constitutional Union Party, Election of 1860, Crittenden Compromise, Confederate States of America, Jefferson Davis, Secession First Inaugural Address, Fort Sumter
Course Standards - New AP Framework
Key Concept 5.2
II. Repeated attempts at political compromise failed to calm tensions over slavery and often made sectional tensions worse, breaking down the trust between sectional leaders and culminating in the bitter election of 1860, followed by the secession of southern states. (POL-2) (POL-6) (PEO-5) (ID-5)
A. National leaders made a variety of proposals to resolve the issue of slavery in the territories, including the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce sectional conflict.
B. The second party system ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North and the Midwest.
C. Lincoln’s election on a free soil platform in the election of 1860 led various Southern leaders to conclude that their states must secede from the Union, precipitating civil war.
Lectures & Courses
- The Coming of the Civil War ( Robert Remini)
- Fugitive Slave Laws (Elizabeth Varon)
- Dred Scott Case (Paul Finkleman)
- The Election of 1860 & Secession (Susannah Ural)
Websites & Resources
- The Trial of John Brown (UMKC School of Law Website)
- The Road to War Timeline (Washington Post Interactive)
Assignments:
Due Wed, Dec 6
Ch. 18 Guided notes due - AMSCO Packet
-----
Due Fri. Dec. 7
In class
Work on Role Play in class
Time to work on Civil War role play:
Abolitionists/Pro-slavery advocates:
Chris
Caitlyn
Ian
Jarret
Political Leaders:
McGovern
Yiru
Isabella
Nicholas
Due. Mon. Dec. 10
CH. 18 readings due (Packet #15 Origins of the Civil War):100- 104, 106
Jocz video and concept map
Due. Wed. Dec. 12
AMSCO Short Answers Questions 1 and 4 - hand write
Ch. 19 Guided notes due
18_renewing_the_sectional_struggle.doc | |
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19_drifting_towards_disunion.doc | |
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************************************************************************************************************Lesson 4: The Civil War 1861-1865
Chapter 20-21
Student Learning Objective:
I can discuss the key military and political turning points of the Civil War.
Fort Sumter, Border States, Confederate Assets, Northern Advantages, British Diplomacy, Enrollment Act, Draft Riots, Anaconda Plan, Winfield Scott, Battle of the Ironclads, Battle of Bull Run, “Stonewall” Jackson, George McClellan, Battle of Shiloh, Ulysses S. Grant, Battle of Antietam, Robert E. Lee, Confiscation Act, Emancipation Proclamation, Battle of Chancellorsville, Battle of Gettysburg, Gettysburg Address, Wilderness Campaign, Siege of Vicksburg, Election of 1864, War Democrats, Peace Democrats, Copperheads, Union Party, Atlanta Campaign, William Tecumseh Sherman, Savannah Campaign, Lincoln’s Second Inaugural Address, Siege of Richmond, Appomattox Courthouse, John Wilkes Booth, Andersonville
Course Standards - New AP Framework
Key Concept 5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.
I. The North’s greater manpower and industrial resources, its leadership, and the decision for emancipation eventually led to the Union military victory over the Confederacy in the devastating Civil War. (POL-5) (CUL-2) (ENV-3)
A. Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition.
B. Lincoln’s decision to issue the Emancipation Proclamation changed the purpose of the war, enabling many African Americans to fight in the Union Army and helping prevent the Confederacy from gaining full diplomatic support from European powers.
C. Although Confederate leadership showed initiative and daring early in the war, the Union ultimately succeeded due to improved military leadership, more effective strategies, key victories, greater resources, and the wartime destruction of the South’s environment and infrastructure.
Teachers have flexibility to use examples such as the following: • Gettysburg, March To the Sea
Lectures & Courses
Websites & Resources
Chapter 20-21
Student Learning Objective:
I can discuss the key military and political turning points of the Civil War.
Fort Sumter, Border States, Confederate Assets, Northern Advantages, British Diplomacy, Enrollment Act, Draft Riots, Anaconda Plan, Winfield Scott, Battle of the Ironclads, Battle of Bull Run, “Stonewall” Jackson, George McClellan, Battle of Shiloh, Ulysses S. Grant, Battle of Antietam, Robert E. Lee, Confiscation Act, Emancipation Proclamation, Battle of Chancellorsville, Battle of Gettysburg, Gettysburg Address, Wilderness Campaign, Siege of Vicksburg, Election of 1864, War Democrats, Peace Democrats, Copperheads, Union Party, Atlanta Campaign, William Tecumseh Sherman, Savannah Campaign, Lincoln’s Second Inaugural Address, Siege of Richmond, Appomattox Courthouse, John Wilkes Booth, Andersonville
Course Standards - New AP Framework
Key Concept 5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.
I. The North’s greater manpower and industrial resources, its leadership, and the decision for emancipation eventually led to the Union military victory over the Confederacy in the devastating Civil War. (POL-5) (CUL-2) (ENV-3)
A. Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition.
B. Lincoln’s decision to issue the Emancipation Proclamation changed the purpose of the war, enabling many African Americans to fight in the Union Army and helping prevent the Confederacy from gaining full diplomatic support from European powers.
C. Although Confederate leadership showed initiative and daring early in the war, the Union ultimately succeeded due to improved military leadership, more effective strategies, key victories, greater resources, and the wartime destruction of the South’s environment and infrastructure.
Teachers have flexibility to use examples such as the following: • Gettysburg, March To the Sea
Lectures & Courses
- The Civil War & Reconstruction Era (Yale Open Courses - David Blight)
Websites & Resources
- The Civil War (PBS Site)
- Civil War 150 (History Channel Interactive)
- Looking for Lincoln (PBS Video)
- Civil War Animated (Website)
- Meet the Commanders (Teaching American History Interactive)
- The American Civil War (ActiveHistory Simulation)
- Debating Emancipation (Simulation)
- Gettysburg Address (Library of Congress Collection)
- Booth: The Final Days (History Channel Interactive)
Assignments:
Due Thurs. Dec. 13
Ch. 20 readings (Packet #16 - 107 and Lincoln's First Inaugural Address - Read this excerpt and answer the questions - you can't write on the sheet so answer them on a separate sheet of paper.
edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Lincoln01-763.pdf
In class discuss readings
work on scripts for role play
Due Fri. Dec. 15
Ch. 20 Guided notes due
work on scripts for role play
www.history.com/topics/american-civil-war/emancipation-proclamation/print
In Readings Ch.16 - #109 and Gettysburg Address
www.abrahamlincolnonline.org/lincoln/speeches/gettysburg.htm
Due Tues. Dec. 18
Lincoln readings
Work on scripts
Due Wed. Dec. 19
Ch. 20 Guided Notes due
Final practice work on scripts
DUE FRI. DEC. 21
Constitution DBQ due
1 Transcript from each group is due before the presentation.
PERFORMANCE - CIVIL WAR ROLE PLAY- WHO CAUSED THE WAR!?!!!
HOLIDAY CELEBRATION
Vacation work: Do Constitution/Civil War DBQ is due Friday, December 28 on turnitin.com
Class Id: 1900400
APUSH2018
Ch. 22 guided notes - due Wed. Jan. 2 - be ready to pass those in.
GO TO NEXT LESSON below
Due Thurs. Dec. 13
Ch. 20 readings (Packet #16 - 107 and Lincoln's First Inaugural Address - Read this excerpt and answer the questions - you can't write on the sheet so answer them on a separate sheet of paper.
edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Lincoln01-763.pdf
In class discuss readings
work on scripts for role play
Due Fri. Dec. 15
Ch. 20 Guided notes due
work on scripts for role play
www.history.com/topics/american-civil-war/emancipation-proclamation/print
In Readings Ch.16 - #109 and Gettysburg Address
www.abrahamlincolnonline.org/lincoln/speeches/gettysburg.htm
Due Tues. Dec. 18
Lincoln readings
Work on scripts
Due Wed. Dec. 19
Ch. 20 Guided Notes due
Final practice work on scripts
DUE FRI. DEC. 21
Constitution DBQ due
1 Transcript from each group is due before the presentation.
PERFORMANCE - CIVIL WAR ROLE PLAY- WHO CAUSED THE WAR!?!!!
HOLIDAY CELEBRATION
Vacation work: Do Constitution/Civil War DBQ is due Friday, December 28 on turnitin.com
Class Id: 1900400
APUSH2018
Ch. 22 guided notes - due Wed. Jan. 2 - be ready to pass those in.
GO TO NEXT LESSON below
20_girding_for_warthe_north_and_the_south.doc | |
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21_the_furnace_of_civil_war.doc | |
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************************************************************************************************************Lesson 5: The Trials of Reconstruction 1865-1877
Chapter 22
Student Learning Objective:
I can compare the differing approaches to Reconstruction, and I can assess their effects on the nation.
13th Amendment, Freedmen’s Bureau, “40 Acres & a Mule,” Presidential Reconstruction, Andrew Johnson, “10 Percent” Plan, Wade-Davis Bill, “State Suicide” Theory, Black Codes, Sharecropping, Radical Republicans, Charles Sumner, Thaddeus Stevens, Moderate Republicans, Congressional Reconstruction, Civil Rights Bill of 1866, 14th Amendment, Military Reconstruction Act, Tenure of Office Act, 15th Amendment, Civil Rights Act of 1875, Compromise of 1877, Rutherford B. Hayes, Samuel Tilden, “Scalawags,” “Carpetbaggers,” Ku Klux Klan, Force Acts, Solid South, The “New South, “ The “Lost Cause,” Redeemers, Civil Rights Cases, Jim Crow Laws, Poll Taxes, Literacy Tests, Grandfather Clauses, Lynchings, Ida B. Wells-Barnett, Booker T. Washington, “Atlanta Compromise,” Plessy V. Ferguson, “Separate But Equal,” W.E.B. DuBois, Niagara Movement, “Talented Tenth,” NAACP
Course Standards - New AP Framework
II. The Civil War and Reconstruction altered power relationships between the states and the federal government and among the executive, legislative, and judicial branches, ending slavery and the notion of a divisible union but leaving unresolved questions of relative power and largely unchanged social and economic patterns. (POL-5) (POL-6) (ID-5)
A. The 13th Amendment abolished slavery, bringing about the war’s most dramatic social and economic change, but the exploitative and soil-intensive sharecropping system endured for several generations.
B. Efforts by radical and moderate Republicans to reconstruct the defeated South changed the balance of power between Congress and the presidency and yielded some short-term successes, reuniting the union, opening up political opportunities and other leadership roles to former slaves, and temporarily rearranging the relationships between white and black people in the South.
Teachers have flexibility to use examples such as the following: • Hiram Revels, Blanche K. Bruce, Robert Smalls
C. Radical Republicans’ efforts to change southern racial attitudes and culture and establish a base for their party in the South ultimately failed due both to determined southern resistance and to the North’s waning resolve.
III. The constitutional changes of the Reconstruction period embodied a Northern idea of American identity and national purpose and led to conflicts over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities. (ID-2) (POL-6)
A. Although citizenship, equal protection of the laws, and voting rights were granted to African Americans in the 14th and 15th Amendments, these rights were progressively stripped away through segregation, violence, Supreme Court decisions, and local political tactics.
B. The women’s rights movement was both emboldened and divided over the 14th and 15th Amendments to the Constitution.
C. The Civil War Amendments established judicial principles that were stalled for many decades but eventually became the basis for court decisions upholding civil rights.
Lectures & Courses
Websites & Resources
Chapter 22
Student Learning Objective:
I can compare the differing approaches to Reconstruction, and I can assess their effects on the nation.
13th Amendment, Freedmen’s Bureau, “40 Acres & a Mule,” Presidential Reconstruction, Andrew Johnson, “10 Percent” Plan, Wade-Davis Bill, “State Suicide” Theory, Black Codes, Sharecropping, Radical Republicans, Charles Sumner, Thaddeus Stevens, Moderate Republicans, Congressional Reconstruction, Civil Rights Bill of 1866, 14th Amendment, Military Reconstruction Act, Tenure of Office Act, 15th Amendment, Civil Rights Act of 1875, Compromise of 1877, Rutherford B. Hayes, Samuel Tilden, “Scalawags,” “Carpetbaggers,” Ku Klux Klan, Force Acts, Solid South, The “New South, “ The “Lost Cause,” Redeemers, Civil Rights Cases, Jim Crow Laws, Poll Taxes, Literacy Tests, Grandfather Clauses, Lynchings, Ida B. Wells-Barnett, Booker T. Washington, “Atlanta Compromise,” Plessy V. Ferguson, “Separate But Equal,” W.E.B. DuBois, Niagara Movement, “Talented Tenth,” NAACP
Course Standards - New AP Framework
II. The Civil War and Reconstruction altered power relationships between the states and the federal government and among the executive, legislative, and judicial branches, ending slavery and the notion of a divisible union but leaving unresolved questions of relative power and largely unchanged social and economic patterns. (POL-5) (POL-6) (ID-5)
A. The 13th Amendment abolished slavery, bringing about the war’s most dramatic social and economic change, but the exploitative and soil-intensive sharecropping system endured for several generations.
B. Efforts by radical and moderate Republicans to reconstruct the defeated South changed the balance of power between Congress and the presidency and yielded some short-term successes, reuniting the union, opening up political opportunities and other leadership roles to former slaves, and temporarily rearranging the relationships between white and black people in the South.
Teachers have flexibility to use examples such as the following: • Hiram Revels, Blanche K. Bruce, Robert Smalls
C. Radical Republicans’ efforts to change southern racial attitudes and culture and establish a base for their party in the South ultimately failed due both to determined southern resistance and to the North’s waning resolve.
III. The constitutional changes of the Reconstruction period embodied a Northern idea of American identity and national purpose and led to conflicts over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities. (ID-2) (POL-6)
A. Although citizenship, equal protection of the laws, and voting rights were granted to African Americans in the 14th and 15th Amendments, these rights were progressively stripped away through segregation, violence, Supreme Court decisions, and local political tactics.
B. The women’s rights movement was both emboldened and divided over the 14th and 15th Amendments to the Constitution.
C. The Civil War Amendments established judicial principles that were stalled for many decades but eventually became the basis for court decisions upholding civil rights.
Lectures & Courses
- The Civil War & Reconstruction Era (Yale Open Courses - David Blight)
Websites & Resources
- A Visual Timeline of Reconstruction (Digital History Website)
- Reconstruction: A Statistical Look at Southern Recovery (Website)
- Reconstruction: The Second Civil War (PBS Website)
- The Andrew Johnson Impeachment Trial (UMKC School of Law Website)
- The Impeachment of Andrew Johnson (HarpWeek Website)
- The Rise & Fall of Jim Crow (PBS Website)
- Jim Crow in America (Library of Congress Collection)
Assignments:
1. Winter Break work due: Weds. Jan. 2- Ch. 22 Guided Notes
2. Review, review, review!!!! Review what we have already covered. Get a AP Review book and start studying now for the AP Exam and the MIDTERM. May 10th is just around the corner.
After break you will begin working on your midterm review for the MIDTERM due on the date of your midterm exam.
Please go over this JocZ video for review from 1491-1877
https://www.youtube.com/watch?v=QnK_oUGzWBQ
Wednesday, Jan. 2
Ch. 22 Guided Notes due
Thursday, Jan. 3
1) Readings #17, ALL 115-121 on Google Doc. in Google Classroom - prepare to lead discussion on your assigned article and to contribute to discussion from other students.
- Everyone will answer the Questions prior to the primary source
- Everyone will determine the most appropriate historical skill (Context, Audience, Purpose and Point of View)
- The assigned student will discuss the significance of the source by selecting 1-2 quotes to question and discuss with peers
Doc. 115: A Northern Teacher’s View of the Freedmen (1863-1865) (
Doc. 116: African Americans Seek Protection (1865) (
Doc. 117: Thaddeus Stevens on Reconstruction and the South (1865)
Doc. 118: Andrew Johnson Vetoes the First Reconstruction Act (1867)
Doc. 119: A White Southern Perspective on Reconstruction (1868)
Doc. 120: The Ku Klux Klan During Reconstruction (1872)
Doc. 121: The Problem At the South (1871) (
In class:
Structured Academic Controversy: Were African Americans Free during Reconstruction?
GO TO THE NEXT SECTION ON THE WEBSITE Unit 4 - Forging an Industrial Society
22_the_ordeal_of_reconstruction.doc | |
File Size: | 28 kb |
File Type: | doc |
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++Assessments:
Multiple-choice unit test
Essays:
1997 DBQ: Impact on expansionism on national unity
2005 DBQ: Failure of Compromise in 1860
2005 FRQ: Impact of the Mexican War on sectionalism
2010b DBQ: Impact of territorial expansion on federal government policy
2003 FRQ: Impact of the Civil War
2006 FRQ: Role of the government following the Civil War
2009b DBQ: Impact of African Americans on the Civil War
Multiple-choice unit test
Essays:
1997 DBQ: Impact on expansionism on national unity
2005 DBQ: Failure of Compromise in 1860
2005 FRQ: Impact of the Mexican War on sectionalism
2010b DBQ: Impact of territorial expansion on federal government policy
2003 FRQ: Impact of the Civil War
2006 FRQ: Role of the government following the Civil War
2009b DBQ: Impact of African Americans on the Civil War