Students learn about the events that led to the end of the Reconstruction era, including the election of Rutherford B. Hayes and the Compromise of 1877. Then, students evaluate a quote from Fredrick Douglass about the failure of Reconstruction.
Students learn about the events that led to the end of the Reconstruction era, including the election of Rutherford B. Hayes and the Compromise of 1877. Then, students evaluate a quote from Fredrick Douglass about the failure of Reconstruction.
Students read a brief introduction describing how, by the late 1870s, Reconstruction had not resolved many post–Civil War challenges and was coming to an end. They examine Thomas Nast’s illustration Emancipation and then respond to a word cloud prompt by posting one or more words or short phrases that summarize the Reconstruction era.
Teacher MovesHighlight key terms students may contribute (such as freed people, poverty, rebuilding, Radical Republicans, civil rights, and education). Explain that in this experience students will investigate how Reconstruction ended and explore some of its failures.
Students read Rebuilding the Old Order to recall conditions in the United States near the end of Reconstruction. They learn about the contested election of 1876 between Rutherford B. Hayes and Samuel J. Tilden and use 1876 Presidential Election and Compromise of 1877 to understand how the election dispute led to the Compromise of 1877. Using this information, they complete a graphic organizer identifying the key components of the Compromise of 1877.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students read an explanation of how, after the election of 1876 and the Compromise of 1877, Republicans lost control in the South and Democrats returned to power. They analyze Thomas Nast’s illustration “Compromise with the South” and post to a class wall explaining whether they think the artist supported the Compromise of 1877, citing visual evidence. Students then read The End of Reconstruction and create a timeline graphic organizer showing major events that led to the end of Reconstruction. Finally, they contribute to a class table by offering one reason why Reconstruction failed.
Teacher MovesGuide students in interpreting details in Nast’s illustration (such as the gravestone inscription, upside-down U.S. flag, the wounded Union soldier, and the Liberty-like figure) to show that the artist opposed the Compromise of 1877. Use the provided examples to help students recognize multiple reasons for Reconstruction’s failure, including unaddressed economic needs of freed people, denial of equal rights, limited protection from the Freedmen’s Bureau, racial violence, and the rise of tenant farming.
Students view the image “Worse than Slavery” and read an extended quotation by Frederick Douglass describing how formerly enslaved people were legally free but remained economically and socially unfree after Reconstruction. They post to a class wall explaining the quote in their own words and elaborating on its relevance to the situation of African Americans in contemporary American society. Students then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
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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