Students learn about the ideals introduced during the "New South" era. They identify improvements in industry, manufacturing, and production in the post-reconstruction South. Then they research and prepare a report about the effects of the "New South" era on a specific southern state.
Students are introduced to Henry W. Grady and his vision for a “New South” that combines agriculture with diversified industry. They read a quotation from Grady’s 1886 speech describing a more democratic, industrial, and farm-based South, then respond in a shared table explaining what they think he meant by the quote.
Teacher MovesClarify that Grady believed the South needed to move from a slave-based agricultural system to one that included both farming and industry, and use student interpretations of the quote to surface initial ideas about economic change in the post-Reconstruction South.
Students examine an image of cotton shipping after the Civil War and read background text about Henry Grady and other southern leaders’ efforts to rebuild the South by diversifying farming, industry, and raw material production. They read the first four pages of The New South to learn more about this vision, then complete a graphic organizer identifying three key points of Grady’s plan for the “New South.” Finally, they post to a class wall explaining how the repair and expansion of railways impacted industrial growth in the region.
Teacher MovesEmphasize that railroads were essential for transporting raw materials to southern factories and moving manufactured goods to markets across the country, and use student responses to highlight how transportation improvements supported industrial growth in the “New South.”
Students view an image of steel mills in Birmingham and read about how transportation improvements and industrial growth transformed many southern towns into urban centers. They read New South Era to investigate post-Reconstruction changes in Alabama, then complete a graphic organizer listing specific economic, demographic, and infrastructural changes (such as mining natural resources, expanding mills, urbanization, improved transportation, and education).
Teacher MovesUse student entries in the organizer to reinforce key patterns of change during the “New South” era—growth of industry, shifts from rural to urban living, and expanded transportation and education—and connect these Alabama examples to broader trends across the South.
Students choose (or are assigned) a former Confederate state other than Alabama and research how it was affected by the post-Reconstruction “New South” era, focusing on growth in industry, manufacturing, raw material cultivation, and farming. They synthesize their findings into a brief report or presentation (e.g., Prezi, slide presentation, Glogster, or another approved format) and share it by posting directly or linking it on a discussion wall. They then review classmates’ reports and respond to at least two with a question or positive comment.
Teacher MovesDecide whether students will choose states or be assigned them to ensure coverage of the former Confederate states, and monitor posted reports and peer responses to support accurate research, encourage constructive feedback, and highlight similarities and differences among states’ “New South” developments.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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