The Challenge of Freedom
The students will be able to create a PowerPoint or Keynote presentation about the influence of the Reconstruction Policy in relation to the Freedmen’s Bureau, Lincoln’s Reconstruction Plan, Congress’ Reconstruction Plan, the 13th amendment, 14th amendment, 15th amendment, small farmers, and Northern immigrants (carpetbagger).
Lesson Created By: Mary Huffman
Essential Question
How did the Reconstruction Policy influence the Freedmen’s Bureau, Lincoln’s plan, Congress’s plan, the 13th amendment, 14th amendment, 15th amendment, small farmers, and Northern immigrants (carpetbagger)?
Grade(s):
- 8
Subject(s):
Recommended Technology:
iPads, MacBooks, or computer/tablet with internet access
Other Instructional Materials or Notes:
- Primary and secondary sources to use as references to develop the presentation
- Presentation Rough Draft Sheet
- Peer critique/evaluation sheet
Lesson Progression
Review prior knowledge about the significance of different people’s point of view across the south and north right before and during the Civil War. Have the students describe how these points of view could influence the starting of a war or the blocking of a war.
Anticipatory
Show a student sample/exemplar of a completed PowerPoint or Keynote presentation which the students will soon create in class. Then ask the students their favorite elements of the presentation and have them add detail from the presentation to support their answer.
Direct Instruction
The students will be creating the presentation alone or with a group of 2-3 (your choice). It will be easier for the students if they work in a group, but you can challenge some to work alone that you know can handle the task. Review the requirements for the presentation including the influence of the Reconstruction Policy on SC society, economy, and government based on the addition of these elements: Freedmen’s Bureau, Lincoln’s Plan, Congress’s Plan, 13th amendment, 14th amendment, 15th amendment, and carbetbaggers. For each slide, students must include these elements:
- Definition summarized, not copied
- Its influence on SC society, economy, and government on either freed slaves, white women, small farmers, or northern immigrants (carpetbaggers).
- A creative piece such as creating a rap/song, reenacting, collage of pictures, or recreating pictures from the era.
- Must include 8 key points specific to the topic that can be identified by the audience, such as no shoes symbolizing someone being poor.
- Rap/song, reenactment, etc. must be uploaded to the PowerPoint or Keynote
- Model how to find the information for the presentation using ETV Videos, textbook, newspaper articles, letters, and timelines.
Guided practice
The students can work together to collect information for their slides by using primary and secondary sources. Float around directing where to find additional information on the topic. Information should be collected in the presentation rough draft sheet in order to make sure all necessary elements are included in the presentation.
Independent Practice: Typing the presentation
Students will use their Presentation rough draft sheet to help type their final copy of the presentation. All the typing should done before the creative element is completed. The creative piece should be done at home if possible and then uploaded during class to the finished product. The amount of days provided can change based on the time you feel your students need in order to develop a strong presentation.
Teacher Notes
How will students share their work?
Students will upload the PowerPoint or Keynote program for the class to see on the Google Drive. This way, students can use all the presentations as a review for formative and summative assessments.
Extensions/Differentiation
Differentiation:
High: Students can create the project independently and only work with a partner if they become confused or if they need someone to videotape their segment for the presentation.
Low: Students can work in pairs or groups of three to collaborate for the creative piece which depicts the interpretation of the Reconstruction Policy on SC society.
You can also provide a template for the Presentation so all that the students have to do is fill in the slides.
Bill of Rights - 13th Amendment - Bill of Rights (Radical Republicans)
United States – Original Spelling and Text
View ResourcePresentation Rough Draft Sheet - Challenge of Freedom
Complete the graphic organizer while researching for your presentation.
View ResourceThe Freedmen’s Bureau - The Jim Crow Era from SC State Library - Instructional Materials
Northern politicians felt that newly-freed slaves needed help adjusting to freedom. In March 1865, Congress established the Bureau of Refugees, Freedmen and Abandoned Lands - article, drawings, map
View ResourceSlavery and Civil War Through Reconstruction from Library of Congress website
Traveling the Freedom Road: From Slavery and the Civil War Through Reconstruction (Lincoln’s Plan for Reconstruction video)
View ResourceRadical Republiccans from About Education website
Radical Republicans, the name given to a vocal and powerful faction in the U.S. Congress which advocated emancipation of slaves (Congress’s Plan for Reconstruction - article and drawing)
View ResourceCarpetbaggers and Scalawag from the History website
View ResourceStandards
- USHC.2.P Summarize the impact of technological changes and social developments on the U.S., including the Civil War, during the period 1815–1865.
- This indicator was developed to encourage inquiry into how technology fostered the growth of the cotton industry, the factory system, and urban centers. In addition, this indicator facilitates inquiry into how the Abolitionist Movement and Women's Rights Movements encouraged reforms.
- USHC.2.CX Contextualize the perspectives on the role of the federal government in securing natural rights during the period 1830–1877.
- This indicator was developed to encourage inquiry into how events such as the Indian Removal Act, the Civil War, and Reconstruction prompted examination of the federal government's role in protecting natural rights. In addition, this indicator supports inquiry into instances where disputes arose over the power of the federal government over state governments.
- I Inquiry-Based Literacy Standards
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
- I.3.3 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.
- I.3.4 Organize and categorize important information, revise ideas, and report relevant findings.
- I.4 Synthesize integrated information to share learning and/or take action.
- I.5 Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.
- I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.
- RI.MC.5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
- RI.MC.6 Summarize key details and ideas to support analysis of central ideas.
- W.MCC Meaning, Context, and Craft
- C Communication
- C.MC Meaning and Context
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC.1.1 Prepare for and engage in conversations to explore complex ideas, concepts, and texts; build coherent lines of thinking.
- C.MC.1.4 Engage in a range of collaborative discussions about grade appropriate topics; acknowledge new information expressed by others and when necessary modify personal ideas.
- C.MC.1.5 Consider new ideas and diverse perspectives of others when forming opinions; qualify or justify views based on evidence presented regarding a topic, text, or issue.
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.MC.2.1 Gather relevant information from diverse print and multimedia sources to develop ideas, claims, or perspectives emphasizing salient points in a coherent, concise, logical manner with relevant evidence and well-chosen details.
- C.MC.2.3 Quote and paraphrase the data and conclusions while avoiding plagiarism and following a standard format for citation.
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC Meaning and Context
Assessments
Students can be asked to critique peers’ presentations using an evaluation sheet. Part of the critique can be added into their grade.
Teachers can grade the presentation rough draft in addition to the final copy.
PowerPoint Rubric Link
https://docs.google.com/document/d/1SJDAUagglwqnGr6ojfWskxFWWXtt2FdRaoQb...
Peer Assessment-Oral Presentation Feedback Sheet
https://docs.google.com/document/d/1MdXCUROm2hbLsyNK644n_xXAA-85nmW2kWvr...