Lesson Overview
Students will examine Reconstruction from a legislative point of view and a social point of view using guiding questions and activities to examine the Reconstruction Constitutions of 1865, 1868, and 1895.Through their exploration of the Reconstruction Constitutions students will be able to answer the essential question by completing an "Interactive Image Project".
Essential Question
Can social change be legislated?
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Log In to View LessonStandards
- 8.3 Demonstrate an understanding of conflict and compromise in South Carolina, the Southern region, and the United States as a result of sectionalism between the period 1816–1865.
- This indicator was developed to encourage inquiry into the changes that served as a catalyst for Reconstruction. The indicator was also designed to promote inquiry into how these actions affected the economic, political, and social conditions in the South.
- This indicator was designed to encourage inquiry into the continuities and changes of the experiences of marginalized groups such as African Americans, Native Americans and women, as the U.S. expanded westward and grappled with the development of new states.
- 8.4.CC Analyze continuities and change in the African American experience in the period of Reconstruction and Jim Crow eras within South Carolina.
- This indicator was developed to encourage inquiry into the successes and failures of Reconstruction, beginning with the Port Royal Experiment, in South Carolina. This indicator was written to explore development of the Constitutions of 1868 and 1895 and to analyze the evolution of restrictions for African Americans from the Black Codes in 1866 through the Plessy decision in 1898.
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Log In to View LessonLesson Created By: Lisa Ray and Lewis Huffman
Lesson Partners: South Carolina Department of Archives and History