Reconstruction

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After you fill out the form, you will receive notification that you have been added to a Google Groupcalled "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments. 

We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.

We have restricted access to assessments to EDUCATORS ONLY. 

If you click on the "Open in Google Docs" button below and can view the document, then you already have access.

If you do not have access to the assessments, please fill out the form linked here. 

You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.

After you fill out the form, you will receive notification that you have been added to a Google Groupcalled "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments. 

We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.

Options include: Cause  / Effect, Turning Point, Similarity / Difference, Audience, Purpose, Bias 

We have restricted access to assessments to EDUCATORS ONLY. 

If you click on the "Open in Google Docs" button below and can view the document, then you already have access.

If you do not have access to the assessments, please fill out the form linked here. 

You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.

After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments. 

We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience. 

We have restricted access to assessments to EDUCATORS ONLY. 

If you click on the "Open in Google Docs" button below and can view the document, then you already have access.

If you do not have access to the assessments, please fill out the form linked here. 

You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.

After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments. 

We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience. 

Students will analyze the reconstruction era from the perspectives of different groups including: industrialists, women, African Americans, Native Americans, and immigrants.

If you click on the "Open in Google Docs" button below and can view the document, then you already have access.

If you do not have access to the assessments,

please fill out the form linked here. 

You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.

After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments. 

We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.

If you click on the "Open in Google Docs" button below and can view the document, then you already have access.

If you do not have access to the assessments,

please fill out the form linked here. 

You will need to provide your official school email address AND a Google email address. In some cases, these will be the same email account. You will only need to fill the form out once to gain access to all of the assessments and teacher materials in the curriculum.

After you fill out the form, you will receive notification that you have been added to a Google Group called "New Visions Social Studies Assessments Access." Once you receive that notification, you can access all of the assessments through the New Visions Social Studies Curriculum website, but you must be logged into the Google account you provided in the form to view the assessments. 

We will try to respond to all access requests within 72 hours. We are sorry if this delay causes any inconvenience.

Students can use this chart to review key terms in unit 4

Teachers can use this chart to review relevant unit vocabulary prior to teaching the unit.

Students will review images to unpack themes and essential questions from unit 4. 

Students will complete two timelines: Reconstruction (1865 - 1877) and Rise of Industrial America (1876 - 1900).  

What were the major legislative policies of Reconstruction? Students will analyze the causes and effects of major legislation. 

In order to access the curricular resource linked below, you must fill out this form: https://goo.gl/YDuhB8 

What can we learn by comparing and contrasting views from the Union and the Confederacy regarding the end of the Civil War? What do the differences suggest about the challenge of reuniting the country after the devastating war?  

This curricular resource asks students to compare and contrast points of view and perspective with regards to the end of the Civil War.  

In order to access the curricular resource linked below, you must fill out this form: https://goo.gl/YDuhB8 

What impact did the Civil War have on the United States? What needed to be rebuilt at the end of the war? Who is responsible for rebuilding after the Civil War? 

Students will compare and contrast images, as well as review a data table.  

In order to access the curricular resource linked below, you must fill out this form: https://goo.gl/YDuhB8 

What were some of the immediate effects of freedom and the end of the Civil War on formerly enslaved African Americans?

Students will examine primary and secondary sources.  

In order to access the curricular resource linked below, you must fill out this form: https://goo.gl/YDuhB8 

How did federal legislation, including the Emancipation Proclamation and the 13th Amendment, define freedom or equality for formerly enslaved African Americans at the end of the Civil War?

Students will analyze primary sources. 

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8 

What is freedom? What does it mean to be free? What did it mean to formerly enslaved African Americans to be free?  

Students will analyze different primary sources. 

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8 

How did the Freedmen’s Bureau define and provide for freedom and equality for African Americans?

Students will analyze what freedom meant from the perspective of the Freedmen's Bureau. 

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8 

After the Civil War, how could America simultaneously heal and provide justice to all its citizens?

Students will participate in a forced choice debate.  

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8 

After the Civil War, how can America simultaneously heal and provide justice to all its citizens?

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8

Students will analyze primary sources to examine closely land redistribution after the Civil War.  

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8 

Students will examine multiple perspectives on sharecropping. 

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8

Students will analyze the black codes. 

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8

This graphic organizer helps students compare Presidential Reconstruction to Radical Reconstruction.  

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8 

How did legislation define citizenship for newly freed men and women during Reconstruction?

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8

Why did President Johnson oppose the Radical Reconstruction plan? Why did Radical Republicans support Radical Reconstruction? ​

Students will analyze primary source documents. 

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8

What were the consequences of Radical Reconstruction? How did interracial democracy look for the United States during Radical Reconstruction?

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8

Who were the carpetbaggers? How were they viewed and portrayed?

In order to access the curricular resources linked below, you must fill out this form: https://goo.gl/YDuhB8

What was the backlash against Radical Reconstruction? Why was there backlash against Radical Reconstruction?

Students will analyze a video clip, and a mix of primary and secondary source documents to analyze the origins and activities the Ku Klux Klan in the 1860's.  

Students will analyze primary and secondary sources to better understand Redemption Violence. 

Students will analyze images and text to better understand how leaders like Frederick Douglass used photography to combat the backlash against Reconstruction. 

Students will analyze a video clip, a Langston Hughes poem, and an excerpt of writing by W.E.B. DuBois to better understand the legacy of Reconstruction. 

Students will analyze Jim Crow laws, a cartoon related to the Jim Crow era, and write a speech protesting their legality.

Students will analyze a political cartoon about the use of Literacy tests in the South and examine primary source document related to poll taxes.  

Which SCOTUS case established the idea of separate but equal? How did this legal standard impact American society?

Identify and discuss:

• one social, one political, AND one economic change in American society that occurred as a result of the Civil War or the period of Reconstruction

Students will analyze primary sources and participate in a historical conversation.  

Students will engage in a historical conversation. 

Students will analyze three primary sources and create a timeline.  

Students will be able to analyze documents to determine whether or not they represents causes or effects of Westward Expansion. 

Students will examine an image and connect it to either the Pacific Railway Act and / or the Homestead Act 

Students will analyze John Gast's painting American Progress & analyze the effects of manifest destiny.

Students will examine primary source documents to analyze the causes and effects of the Dawes Act.  Students will complete a cloze reading paragraph.  

Inquiry Question
How did the US try to force Indigenous people to assimilate?

Learning Objective
Students will be able to analyze the impact of US assimilationist policies by evaluating the reliability of different sources concerning the Carlisle Indian Industrial School. 

This curricular resource asks students to view the Chinese Exclusion Act from multiple viewpoints. 

Students will examine documents related to westward expansion and its impact on Native Americans, Women, and Chinese Immigrants. 

Students will analyze the reconstruction era from the perspectives of different groups including: industrialists, women, African Americans, Native Americans, and immigrants.