Reconstruction

50 Components
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History
Stimulus Based Multiple Choice - Unit 4 Teacher Materials Unit 4 Stimulus Based MC Unit 11.4 Part 2 Question Bank 11.4 Civic Literacy Document Based Essay Task
End of Unit Assessments
Unit 4 Synthesis Task End of Unit Assessment- NYS Framework Aligned End of Unit Assessment- NYS Framework Aligned- Teacher Materials
Unit Introduction and Vocabulary
Unit 4 Vocabulary Opener Vocabulary Review Activity Unit 4 Vocabulary Chart - Student Facing Unti 4 Vocabulary Chart - Teacher
Building Context
Unit 4 Essential Questions Introduction Timeline of American History: 1865 to 1900
Reconstruction - New Visions for Public Schools in collaboration with Facing History and Ourselves
Timeline of Reconstruction Policies End of Civil War Devastation of War New Names Emancipation Legislation Defining Freedom: Document Analysis Jigsaw Freedmen's Bureau Plans for Reconstruction Healing vs Justice Document Analysis Whose land is it? Sharecropping Black Codes Evolution of Reconstruction Defining Citizenship Debating Radical Reconstruction Interracial Democracy Carpetbaggers Reactions to Interracial Democracy Ku Klux Klan and Backlash against Reconstruction Redemption Violence Images of African Americans How do we remember Reconstruction?
Effects of Reconstruction
Jim Crow Laws Literacy Tests and Poll Taxes Plessy v. Ferguson (1896) DBQ: Effects of Reconstruction
Women's Rights Movement
United States v. Susan B. Anthony (1873) United States v. Susan B. Anthony (1873) Impact of Reconstruction on Women's Rights
Westward Expansion
Causes and Effects of Westward Expansion Legislation for Westward Expansion American Progress - a painting by John Gast Westward Expansion and Native Americans "Kill the Indian, Save the Man": Carlisle Indian Industrial School
Impact of Westward Expansion on Immigrants
Chinese Exclusion Act DBQ: Effects of Westward Expansion on Native Americans, Women, and Chinese Immigrants
Unit Synthesis Task
Unit 4 Synthesis Task
Unit 11.4: Reconstruction
Browse Components
Framework Aligned Unit Assessment Bank developed in partnership with CUNY Debating US History
Stimulus Based Multiple Choice - Unit 4 Teacher Materials Unit 4 Stimulus Based MC Unit 11.4 Part 2 Question Bank 11.4 Civic Literacy Document Based Essay Task
End of Unit Assessments
Unit 4 Synthesis Task End of Unit Assessment- NYS Framework Aligned End of Unit Assessment- NYS Framework Aligned- Teacher Materials
Unit Introduction and Vocabulary
Unit 4 Vocabulary Opener Vocabulary Review Activity Unit 4 Vocabulary Chart - Student Facing Unti 4 Vocabulary Chart - Teacher
Building Context
Unit 4 Essential Questions Introduction Timeline of American History: 1865 to 1900
Reconstruction - New Visions for Public Schools in collaboration with Facing History and Ourselves
Timeline of Reconstruction Policies End of Civil War Devastation of War New Names Emancipation Legislation Defining Freedom: Document Analysis Jigsaw Freedmen's Bureau Plans for Reconstruction Healing vs Justice Document Analysis Whose land is it? Sharecropping Black Codes Evolution of Reconstruction Defining Citizenship Debating Radical Reconstruction Interracial Democracy Carpetbaggers Reactions to Interracial Democracy Ku Klux Klan and Backlash against Reconstruction Redemption Violence Images of African Americans How do we remember Reconstruction?
Effects of Reconstruction
Jim Crow Laws Literacy Tests and Poll Taxes Plessy v. Ferguson (1896) DBQ: Effects of Reconstruction
Women's Rights Movement
United States v. Susan B. Anthony (1873) United States v. Susan B. Anthony (1873) Impact of Reconstruction on Women's Rights
Westward Expansion
Causes and Effects of Westward Expansion Legislation for Westward Expansion American Progress - a painting by John Gast Westward Expansion and Native Americans "Kill the Indian, Save the Man": Carlisle Indian Industrial School
Impact of Westward Expansion on Immigrants
Chinese Exclusion Act DBQ: Effects of Westward Expansion on Native Americans, Women, and Chinese Immigrants
Unit Synthesis Task
Unit 4 Synthesis Task
Westward Expansion:

"Kill the Indian, Save the Man": Carlisle Indian Industrial School

Lesson 5: How did the US try to force Indigenous people to assimilate?

1 day
See Standards
New York State Grades 9-12 Social Studies Framework:
11.4

KEY IDEA: POST-CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined, and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants.

11.4c

CONCEPTUAL UNDERSTANDING: Federal policies regarding westward expansion had positive effects on the national economy but negative consequences for Native Americans.

11.4c2

CONTENT SPECIFICATION: Students will examine the effect of federal policies on Native Americans on the Great Plains, including reservation policies, the Dawes Act (1887), and forced acculturation efforts (Carlisle Indian School).

Resources:
  • "Kill the Indian, Save the Man": Carlisle Indian Industrial School
    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.
    Resource:
    "Kill the Indian, Save the Man": Carlisle Indian Industrial School

    U.S. History

    Unit 11.4: Reconstruction

    Westward Expansion: "Kill the Indian, Save the Man": Carlisle Indian Industrial School

    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. 

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    Standards
    New York State Grades 9-12 Social Studies Framework ( 11.4, 11.4c, 11.4c2 )
    +— Details
    New York State Grades 9-12 Social Studies Framework:
    11.4

    KEY IDEA: POST-CIVIL WAR ERA (1865 – 1900): Reconstruction resulted in political reunion and expanded constitutional rights. However, those rights were undermined, and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants.

    11.4c

    CONCEPTUAL UNDERSTANDING: Federal policies regarding westward expansion had positive effects on the national economy but negative consequences for Native Americans.

    11.4c2

    CONTENT SPECIFICATION: Students will examine the effect of federal policies on Native Americans on the Great Plains, including reservation policies, the Dawes Act (1887), and forced acculturation efforts (Carlisle Indian School).

    All Resources From: