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Teaching Guide
Reconstruction: A WebQuest
Produced by
Alfred
L. Dean
Web Institute for
Teachers,
Summer, 2003
Rationale
Goals and Objectives
Audience
Prerequisites
Subject-Matter
Instructional Plan
Materials and Implementation
Assessment and Evaluation
Appendices
Resources
Glossary
Introduction
Students have completed their study of the chapter on the
Civil
War and are now ready to delve into the complexities of the
Reconstruction
Period, from 1865 to 1877.
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Aim
To have students use their knowledge and understanding to
evaluate the positions and actions of the leading actors of
the period,
and to offer new interpretations on the above.
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Rationale
To present to students the importance of this period to
Afro-Americans
and to give them a chance to re-evaluate the choices, achievements, and
eventual losses that transpiredduring these years.
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Goals and Objectives
After completion of this lesson the students should be able to:
1) contrast the three Reconstruction
plans
and explain which was most advantageous for Blacks
2) state the impact of the "freedom amendments", 13th, 14th, and
15th
3) present an argument on the status of Afro-Americans if Lincoln had
lived
4) explain the role that groups like the carpetbaggers, scalawags, and
the
klan had on the lives of Blacks
5) write an essay in which you evaluate the major consequences of
the
presidential election of 1876
6) list the major achievements of Afro-Americans during the period
7) write a screen play dealing with this period, which will be filmed
8) evaluate the status of Blacks after the Civil War end
Audience
This Web Quest is being prepared for an 8th grade social studies
class.
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Prerequisites
a) Students should have some background
knowledge
on the period leading up to
the Civil War as well as the War itself.
b) Students should know basic aspects of the Constitution
c) Students should know the basics of using a computer and how to
access
information
on the Internet.
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Subject-Matter
Under
Reconstruction, the students will cover these subject areas:
a) Lincoln's
death
b) The three
Reconstruction
plans
c) The
Freedman's
Bureau and the early attempts to help Afro-Americans
d) Status of
the
newly freed people
e) Achievements
and
successes
f) The
consequences
of the 1876 Presidential Election
g) New Status?
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Instructional Plan
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Materials and Implementation
The class will need the following: the history text, "American Nation",
access to the Computer Lab , and a notebook to record their notes and
other important data. I developed this Web lesson as a challenge
for my eighth grade social studies class to develop their critical
thinking skills, as well as their creative abilities. Dyett Academic
Center computer labs average 30 computers, and my class currently has
25 members. Implementation of this webQuest probably will not occur
until probably the seventh or eighth week of school. Our study begins
with the causes leading the nation to war, then the Civil War itself.
This lapse in beginning the lesson will allow the teacher to design
computer activities that will permit the students to become more adept
at browsing the Web and using the computer. Russ Revzan, the school's
Technology Coordinator, will be my technical consultant.
I will present this WebQuest as a challenge for the class to learn in a
way that will be somewhat different from traditional methods. the
lesson is designed to give them a wider variety and access to materials
textbooks do not normally have. The students will have a voice in how
they learn what needs to be learned; and how they will present
what they have learned. The students will then be divided into groups
and allowed to view the lesson on the computer. If we have
technological difficulties, I have a laptop and the school has an
Infocus machine that can be used for parts of the Quest. In fact, the
last task, "interpreting political cartoons", will be introduced using
this method.
the students will be monitored by the teacher inquiring into their
progress, getting them to explain what they are learning. I will use a
checkoff list to keep track of those who are on target. Plus, group
members will sometimes be ostracized by other members if they don't
carry their load. A buddy-system will be in place for those who present
discipline problems.
Student progress will be assessed weekly based on tasks that are
completed, quizzes, an on-line test toward the end of the Quest, and
the essays that are products of the lesson.
Finally, if the screen play comes to fruition, the class can perform it
for the student body.
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Assessment and Evaluation
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Appendices (optional,
if
needed)
Resources
Glossary:
| a) freedmen |
b) Reconstruction |
c) Ten Percent
Plan |
d) amnesty |
e) Wade-Davis Bill |
f) Freemen's Bureau |
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| g) Thirteenth
Amendment |
h) black codes |
i) Radical
Republican |
j) Fourteenth
Amendment |
j) Fourteenth
Amendment |
k) Radical
Reconstruction |
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| l)
Reconstruction Act |
m) impeach |
n) Fifteenth
Amendment |
o) scalawag |
p) carpetbagger |
q) Conservatives |
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| r) Ku Klux Klan |
s) sharecropper |
t) poll tax |
u) literacy test |
v) grandfather
clause |
w) segregation |
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| x) Jim Crow laws |
y) Plessy
v.Ferguson |
z) "New South" |
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