ContinuityandChangeaftertheCivilWar
Stephanie Kugler, Bridgeway Island Elementary School Historical Investigation Question: To what extent did the Civil War bring about real change for African Americans in the quarter century after the war? Content Goal(s) & Rationale: This lesson is designed for use in an 8th‐ grade classroom after students have finished studying the Civil War. The goal of this lesson set is the have students think critically about the concept of change in history and to assess historical evidence to develop an argument as to how much stayed the same after the end of the Civil War and how much changed. Content and Literacy Standards (see pg. 4 for detailed standards): CCSS Writing 6‐8
1,7,8,9
CCSS Reading 6‐8: 1,2,6,7,8,9
Content:
8.11 Students analyze the character and lasting consequences of Reconstruction
Historical Thinking Objective: Students will understand and apply the historical thinking concept of continuity and change as expressed at http://historicalthinking.ca/continuity‐and‐change. The goal is for students to realize the following: “One of the keys to continuity and change is looking for change where common sense suggests that there has been none and looking for continuities where we assumed that there was change.” In addition, this lesson will help students to understand the ethical dimension of history, as expressed at http://historicalthinking.ca/ethical‐dimensions. Specifically that “We should expect to learn something from the past that helps us to face the ethical issues of today.” Input: Student and Teacher Handouts  Says, Means, Does – “A Change is Gonna Come”  SOAP Guide  Background Reading Questions: Reconstruction  Student Handout Historical Investigation: Reconstruction – Change Graphic Organizer  IQ Paragraph Directions Copyright © 2015 UC Regents
Stephanie Kugler for
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Essay Handouts: EAR & Guided Essay/Rough Draft Template Continuity & Change: How can we make sense of the complex flows of history? Guideposts for Continuity and Change (Seixas, Peter, Tom Morton, Jill Colyer, and Stefano Fornazzari. The Big Six: Historical Thinking Concepts. Toronto: Nelson Education, 2013. Print.) Guideposts Chart (may use this handout with students or reproduce on a class chart) Documents  Lyrics “A Change is Gonna Come”  Reconstruction background article from PBS  Reconstruction Document set Optional Video: (both available for purchase on Amazon)  PBS, Slavery by Another Name  PBS, Reconstruction: The Second Civil War Websites and Texts Used to Plan This Lesson:  Historical Thinking: http://historicalthinking.ca/continuity‐and‐change and http://historicalthinking.ca/ethical‐dimensions.  “A Change is Gonna Come” video: https://www.youtube.com/watch?v=gbO2_077ixs  Background Article: http://www.pbs.org/wnet/jimcrow/stories_events_reconstruct.html  Links to all online documents available at https://www.diigo.com/outliner/3a2mp7/Reconstruction?key=wocq74jxcy  Foner, Eric. Reconstruction: AMERICA'S UNFINISHED REVOLUTION. S.l.: Peter Smith Pub, 2001. Print.  Hoffman, Elizabeth Cobbs, and Jon Gjerde. Major Problems in American History: Documents and Essays. Boston, MA: Houghton Mifflin, 2007. Print. Time Required: This lesson was designed as a lesson‐set/mini unit. The Reconstruction document set includes16 documents – some or all may be used. You may choose to complete the entire lesson, which may take up to two weeks, or choose to insert small pieces into an already existing unit on Reconstruction. Process: Optional: Prior to beginning this lesson, you may show students the documentary from PBS Slavery by Another Name or the PBS documentary, Reconstruction: The Second Civil War. Episode one provides useful historical background information of the time period and Episode two does an excellent job of providing specific examples related to the time period. 1. Opening: Students begin by listening to “A Change is Gonna Come” by Sam Cooke. Each student will have a copy of the lyrics and after listening to the song once, we will source it as a class (use SOAP method) and complete a “Says, Means, Does” with selected excerpts from the song. See “Says, Means, Does – Change is Gonna Come” handout. In this discussion, discuss the following: a. The meaning of change b. Connection between Civil Rights movement and time period after the Civil War c. Use of metaphor to evoke emotion 2. Introduction & Background: Discuss the Change and Continuity historical thinking (http://historicalthinking.ca/continuity‐and‐change) concept and introduce the Intestigative Question: To what extent did the Civil War bring about real change for African Americans in the quarter century after the war? Copyright © 2015 UC Regents
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Next, (may be assigned for homework) students will read an article titled: Reconstruction (1865 – 77) from the PBS series The Rise and Fall of Jim Crow to obtain background information and historical context on the time period being studied, major historical figures, etc. Review as a class. To help students understand the concept of Continuity and Change, reread the PBS article with the goal of identifying how the four guideposts related to Continuity and Change appear in the article. Focus on periodization, turning points, progress, and decline. As a class, read and annotate the article identifying aspects that relate to each of these four characteristics and chart them as a class. I recommend having this posted throughout the lesson/unit to guide their thinking – how continuity and change relates to Reconstruction on a larger scale as this will mirror what they are doing later in the lesson. 3. Historical Investigation: Students will then move onto the historical investigation activity to answer the investigation question: To what extent did the Civil War bring about real change for African Americans in the quarter century after the war? Students will use the chart to analyze each of the documents, completing the following with each document: a. Sourcing b. Summary (Says) c. Analysis (Does) d. Identify Continuity or Change (see chart for more details) e. Justify (citation of evidence from document) As students work on the historical investigation of change and continuity after the Civil War, students will place each document on the scale at the bottom of the chart. I recommend completing two document analyses as a class – one that represents Change and another that represents Continuity, to provide students a model. After modeling the process, students will work with partners to investigate the question by exploring the document. Students may be provided the document set to examine at their desks or (recommended) they may travel throughout the classroom to investigate the documents in stations (consider laminating documents so that students may write on them with whiteboard markers). Assessment Options:  All students will create the change and continuity scale – the document analysis chart in combination with the scale alone can act as the assessment for this lesson, but I recommend the following summative assessment options as well: o IQ Paragraph (see handout) – argumentative paragraph o 5‐paragraph Essay (see EAR and guided essay handouts for teaching writing) o Fishbowl Discussion  Best used after students have either written the argumentative paragraph or essay  Alternative Assessment o Create Twitter wall of Annotated Twitter hashtags to answer the question  Ex. #somechagenotcomplete (Doc D on Slavery and Peonage) Possible Lesson Extension:  Reparations Debate/Discussion – Given what students have learned throughout the year in American history, they will debate the following question: Should the US pay reparations to African Americans.  Resources to facilitate this debate can be found at https://www.diigo.com/outliner/15i7e1/Reparations‐Debate?key=0myewhdrfr Copyright © 2015 UC Regents
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Standards in detail: History/Social‐Science Content Standards for California Schools 8.11 Students analyze the character and lasting consequences of Reconstruction. 1. List the original aims of Reconstruction and describe its effects on the political and social structures of different regions. 3. Understand the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and “Jim Crow” laws. 4. Trace the rise of the Ku Klux Klan and describe the Klan’s effects. 5. Understand the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution and analyze their connection to Reconstruction. Reading Standards for Literacy in History/Social Studies Grades 6‐8 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 8. Distinguish among fact, opinion, and reasoned judgment in a text. 9. Analyze the relationship between a primary and secondary source on the same topic. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades 6‐8 1. Write arguments focused on discipline‐specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 7. Conduct short research projects to answer a question (including a self‐generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. Copyright © 2015 UC Regents
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Change is a process, with varying paces and patterns. Turning points are moments when the process of change shifts in direction or pace.
Progress and decline are broad evaluations of change over time. Depending on the impacts of change, progress for one people may be decline for another.
Periodization helps us organize our thinking about continuity and change. It is a process of interpretation, by which we decide which events or developments constitute a period of history.
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Seixas, P., Morton, T., Colyer, J., & Fornazzari, S. (2013). The big six: historical thinking concepts. Nelson Education.
Continuity and change are interwoven: both can exist together. Chronologies—the sequencing of events—can be a good starting point.
Guideposts for Continuity & Change
How can we make sense of the complex flows of history?
Continuity & Change
I go to the movie and I go downtown
Somebody keep tellin' me don't hang around
It's been a long, a long time coming
But I know a change gonna come, oh yes it will
It's been too hard living, but I'm afraid to die
'Cause I don't know what's up there, beyond
the sky
It's been a long, a long time coming
But I know a change gonna come, oh yes it will
Copyright © 2015 UC Regents
There have been times that I thought I couldn't
last for long
But now I think I'm able to carry on
It's been a long, a long time coming
But I know a change is gonna come, oh yes it
will
Then I go to my brother
And I say brother help me please
But he winds up knockin' me
Back down on my knees, oh
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Means: Summary - What does it mean in your
own words?
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Stephanie Kugler for
Does: How the text reveals an author's point of
view or purpose, ex. loaded language,
imagery, metaphor, comparison, repetition.
Use verbs like: argues, compares, questions,
reasons, suggests, hopes, imagines, recalls,
etc.
Says, Means, Does: “A Change Is Gonna Come” by Sam Cooke, 1964
I was born by the river in a little tent
Oh and just like the river I've been running ev'r
since
It's been a long time, a long time coming
But I know a change gonna come, oh yes it will
Says: Lyrics from song
S
Tool for Sourcing
(complete before reading – first step of document analysis) S
O
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ource (type of document, author, creator?) ccasion (date created, context, what was going on in history at the time it was created?) udience (intended audience) urpose (why was it created?) 7
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The Rise and Fall of Jim Crow . Jim Crow Stories . Reconstruction | PBS
Support for PBS.org provided by:
What's this?
Reconstruction generally refers to
the period in United States
history immediately following the
Civil War in which the federal
government set the conditions that
would allow the rebellious
Southern states back into the
Union. (The precise starting point
is debatable, with some prominent
scholars arguing that
Reconstruction actually began
during the war.) In 1862, Abraham
Lincoln had appointed provisional
military governors to re-establish governments in Southern states
recaptured by the Union Army. The main condition for re-admittance
was that at least 10 percent of the voting population in 1860 take an
oath of allegiance to the Union. Aware that the Presidential plan
omitted any provision for social or economic reconstruction -- or
black civil rights -- the anti-slavery Congressmen in the Republican
Party, known as the Radicals, criticized Lincoln's leniency. The
Radicals wanted to
insure that newly freed
blacks were protected
and given their rights
as Americans. After
Lincoln's assassination
in April of 1865,
President Andrew Johnson
alienated Congress with
his Reconstruction
policy. He supported white supremacy in the South and favored proUnion Southern political leaders who had aided the Confederacy once
war had been declared.
Excerpts from a
letter by Rev. H. W.
Pierson recounting
the violence endured
by freedmen from the
Ku Klux Klan in
Georgia.
Republican Party
14th Amendment
Freedmen's Bureau
Democratic Party
Ku Klux Klan
Southerners, with Johnson's support, attempted to restore slavery in
substance if not in name. In 1866, Congress and President Johnson
battled for control of Reconstruction. The Congress won. Northern
voters gave a smashing victory -- more than two-thirds of the seats
in Congress -- to the Radical Republicans in the 1866 congressional
election, enabling Congress to control Reconstruction and override
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The Rise and Fall of Jim Crow . Jim Crow Stories . Reconstruction | PBS
any vetoes that Johnson might impose. Congress passed the
Reconstruction Acts of 1867 that divided the Confederate states
(except for Tennessee, which had been re-admitted to the Union) into
five military districts. Each state was required to accept the
Thirteenth and Fourteenth Amendments to the Constitution, which
granted freedom and political rights of blacks.
Each Southern state had to incorporate these requirements into their
constitutions, and blacks were empowered with the vote. Yet Congress
failed to secure land for blacks, thus allowing whites to
economically control blacks. The Freedmen's Bureau was authorized to
administer the new laws and help blacks attain their economic, civil,
educational, and political rights. The newly created state
governments were generally Republican in character and were governed
by political coalitions of blacks, Northerners who had migrated to
the South (called "carpetbaggers" by Southern Democrats), and
Southerners who allied with the blacks and carpetbaggers (referred to
as "scalawags" by their opponents). This uneasy coalition of black
and white Republicans passed significant civil rights legislation in
many states. Courts were reorganized, judicial procedures improved,
and public school systems established. Segregation existed but it was
flexible. But as blacks slowly progressed, white Southerners resented
their achievements and their empowerment, even though they were in a
political minority in every state but South Carolina.
Most whites rallied around the Democratic Party as the party of white
supremacy. Between 1868 and 1871, terrorist organizations, especially
the Ku Klux Klan, murdered blacks and whites who tried to exercise
their right to vote or receive an education. The Klan, working with
Democrats in several states, used fraud and violence to help whites
regain control of their state governments. By the early 1870s, most
Southern states had been "redeemed" -- as many white Southerners
called it -- from Republican rule. By the time the last federal
troops had been withdrawn in 1877, Reconstruction was all but over
and the Democratic Party controlled the destiny of the South.
-- Richard Wormser
Choose another event
© 2002 Educational Broadcasting Corporation. All rights reserved.
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IQ: To what extent did the Civil War bring about real change for African Americans in the quarter century after the war?
Background Article on Reconstruction – Reading Questions
Directions: Source the article, then read it and complete the reading questions below. Remember to
number the paragraphs before you read, annotate and highlight as you read (evidence for each question)
and cite the paragraph number at the end of each response.
S
O
A
P
Reading Questions: Reconstruction (1865 -77)
1. What is Reconstruction?
2. What did the “radicals” want?
3. What did president Andrew Johnson support?
4. What did the 13th and 14th amendments do?
5. What did Congress gain for African Americans? What did they not achieve for them?
6. What was the freedmen’s bureau?
7. Who were the “carpetbaggers”?
8. What happened as African Americans progressed in the south? Give specific examples.
Copyright © 2015 UC Regents
Stephanie Kugler for
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Continuity & Change Guideposts Chart – Reconstruction
Period of History
Progress
Decline
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Turning Points
S
O
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SOURCE
SAYS
(What does this document say –
if image, describe it – no
interpretations)
DOES
(What does the document do?)
It shows…
It reveals…
It proves…
It suggests...
It questions…
1. What changed OR
stayed the same?
2. Type (economic, social,
or political?
3. Draw & rank on the scale
(last page).
CONTINUITY or
CHANGE?
JUSTIFY
(cite evidence from
the document that
justifies your claim)
Copyright © 2015 UC Regents
CONTINUITY
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Stephanie Kugler for
CHANGE
Place the document (use letter) on the scale below where you think it belongs after completing the full analysis of each document.
B
A
Document
Letter
IQ: To what extent did the Civil War bring about real change for African Americans in the quarter century after the war?
SOURCE
(Author, title,
& date only)
Copyright © 2015 UC Regents
E
D
C
Document
Letter
SAYS
(What does this document say –
if image, describe it – no
interpretations)
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DOES
(What does the document do?)
It shows…
It reveals…
It proves…
It suggests...
It questions…
Stephanie Kugler for
1. What changed OR
stayed the same?
2. Type (economic, social,
or political?
3. Draw & rank on the scale
(last page).
CONTINUITY or
CHANGE?
JUSTIFY
(cite evidence from
the document that
justifies your claim)
SOURCE
(Author, title,
& date only)
Copyright © 2015 UC Regents
H
G
F
Document
Letter
SAYS
(What does this document say –
if image, describe it – no
interpretations)
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DOES
(What does the document do?)
It shows…
It reveals…
It proves…
It suggests...
It questions…
Stephanie Kugler for
1. What changed OR
stayed the same?
2. Type (economic, social,
or political?
3. Draw & rank on the
scale (last page).
CONTINUITY or
CHANGE?
JUSTIFY
(cite evidence from
the document that
justifies your claim)
SOURCE
(Author, title,
& date only)
Copyright © 2015 UC Regents
K
J
I
Document
Letter
SAYS
(What does this document say –
if image, describe it – no
interpretations)
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DOES
(What does the document do?)
It shows…
It reveals…
It proves…
It suggests...
It questions…
Stephanie Kugler for
1. What changed OR
stayed the same?
2. Type (economic, social,
or political?
3. Draw & rank on the scale
(last page).
CONTINUITY or
CHANGE?
JUSTIFY
(cite evidence from
the document that
justifies your claim)
SOURCE
(Author, title,
& date only)
Copyright © 2015 UC Regents
N
M
L
Document
Letter
SAYS
(What does this document say –
if image, describe it – no
interpretations)
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DOES
(What does the document do?)
It shows…
It reveals…
It proves…
It suggests...
It questions…
Stephanie Kugler for
1. What changed OR
stayed the same?
2. Type (economic, social,
or political?
3. Draw & rank on the scale
(last page).
CONTINUITY or
CHANGE?
JUSTIFY
(cite evidence from
the document that
justifies your claim)
SOURCE
(Author, title,
& date only)
Copyright © 2015 UC Regents
P
Document
Letter
SAYS
(What does this document say –
if image, describe it – no
interpretations)
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DOES
(What does the document do?)
It shows…
It reveals…
It proves…
It suggests...
It questions…
Stephanie Kugler for
1. What changed OR
stayed the same?
2. Type (economic, social,
or political?
3. Draw & rank on the scale
(last page).
CONTINUITY or
CHANGE?
JUSTIFY
(cite evidence from
the document that
justifies your claim)
Copyright © 2015 UC Regents
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Stephanie Kugler for
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C–Concludingstatement
A–Analysis(thisshowsthat…thismeansthat…‐doesfromchart)
E–Evidence(seechart)
A–Analysis(thisshowsthat…thismeansthat…‐doesfromchart)
E–Evidence(seechart)
A–Analysis(thisshowsthat…thismeansthat…‐doesfromchart)
E–Evidence(seechart)
T–claim/topic/thesis–answersIQ
IQParagraphDirections‐RespondtotheIQinaparagraphofatleasteightsentences.FollowtheT+3EA+Cformat,usingevidence
fromthechartyoucompletedinclass.RemembertoexplaintowhatextentchangeoccurredforAfricanAmericans–seeyourscaleto
helpyoucreateyourclaim.
IQ: To what extent did the Civil War bring about real change for African Americans in the quarter century after the war? Name: ___________________________________ Date: _____________ Period:____
Guided Essay – Rough Draft Reconstruction Essay
Essay Question: To what extent did the Civil War bring about real change for African Americans in the quarter
century after the war?
Introductory Paragraph:
Topic Sentence/Hook to Essay: 1- 2 sentences (pose a question, use a quote, make a statement that sparks the reader’s interest)
________________________________________________________________________________________
________________________________________________________________________________________
Background: 2-3 sent. (sets the stage for the reader about the time period to which the essay relates – when, where, why, what, who)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Thesis Statement: 2 sentences (need a claim and preview of evidence)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Body Paragraph #1
Topic Sentence: 1 sentence (transition from introduction by introducing paragraph topic - introduce document)
________________________________________________________________________________________
________________________________________________________________________________________
Evidence: (must cite)
________________________________________________________________________________________
________________________________________________________________________________________
Analysis: (explain evidence)
________________________________________________________________________________________
________________________________________________________________________________________
Relevance to Thesis: (explain how evidence is relevant; how it relates to your thesis)
________________________________________________________________________________________
________________________________________________________________________________________
Additional Evidence: (must cite)
________________________________________________________________________________________
________________________________________________________________________________________
Analysis: (explain evidence)
________________________________________________________________________________________
________________________________________________________________________________________
Relevance to Thesis: (explain how evidence is relevant; how it relates to your thesis)
________________________________________________________________________________________
________________________________________________________________________________________
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Name: ___________________________________ Date: _____________ Period:____
Body Paragraph #2
Topic Sentence: (make sure to use transition phrase)
________________________________________________________________________________________
________________________________________________________________________________________
Evidence: (must cite)
________________________________________________________________________________________
________________________________________________________________________________________
Analysis: (explain evidence)
________________________________________________________________________________________
________________________________________________________________________________________
Relevance to Thesis: (explain how evidence is relevant; how it relates to your thesis)
________________________________________________________________________________________
________________________________________________________________________________________
Additional Evidence: (must cite)
________________________________________________________________________________________
________________________________________________________________________________________
Analysis: (explain evidence)
________________________________________________________________________________________
________________________________________________________________________________________
Relevance to Thesis: (explain how evidence is relevant; how it relates to your thesis)
________________________________________________________________________________________
________________________________________________________________________________________
Body Paragraph #3
Topic Sentence:
________________________________________________________________________________________
________________________________________________________________________________________
Evidence: (must cite)
________________________________________________________________________________________
________________________________________________________________________________________
Analysis: (explain evidence)
________________________________________________________________________________________
________________________________________________________________________________________
Relevance to Thesis: (explain how evidence is relevant; how it relates to your thesis)
________________________________________________________________________________________
________________________________________________________________________________________
Additional Evidence: (must cite)
________________________________________________________________________________________
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Name: ___________________________________ Date: _____________ Period:____
Analysis: (explain evidence)
________________________________________________________________________________________
________________________________________________________________________________________
Relevance to Thesis: (explain how evidence is relevant; how it relates to your thesis)
________________________________________________________________________________________
________________________________________________________________________________________
Concluding Paragraph:
Restate your thesis: (Sum it all up with a transitional phrase and do not use key words from original thesis)
________________________________________________________________________________________
________________________________________________________________________________________
Explain your analysis and the importance of your main points:
________________________________________________________________________________________
________________________________________________________________________________________
Relate your topic to a larger historical topic – drive your main point home! Make your reader know why your
essay matters!
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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Analyzing Evidence: Evidence Analysis Relevance (EAR)
Thesis Statement: Answers the question or prompt and makes a claim about an issue.
Evidence: Details about the topic; can be quotes or paraphrased (definitions, examples, dates,
names)
Analysis: This answers the question, “So What?” or “Why is this significant or important?”
Relevance: How does this evidence support your thesis?
Essay Question: To what extent did the Civil War bring about real change for African Americans in
the quarter century after the war?
Thesis (introduction): _____________________________________________________________
________________________________________________________________________________.
________________________________________________________________________________.
________________________________________________________________________________.
Topic Sentence (body paragraph #1):_________________________________________________
________________________________________________________________________________.
Evidence: facts, quotes (include
Analysis
Relevance to Thesis
document name and author)
This means that…
This shows that…
This proves that…
This is relevant because…
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Topic Sentence (body paragraph #2):_________________________________________________
________________________________________________________________________________.
Evidence: facts, quotes (include
document name and author)
Analysis
Relevance to Thesis
This means that…
This shows that…
This proves that…
This is relevant because…
Topic Sentence (body paragraph #3):_________________________________________________
________________________________________________________________________________.
Evidence: facts, quotes (include
Analysis
Relevance to Thesis
document name and author)
This means that…
This shows that…
This proves that…
This is relevant because…
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Historical Argument Rubric Introduction (Thesis & Historical Background) : A well developed thesis:  Addresses the prompt  Provides an explicit argument Evidence: Includes evidence which supports thesis with relevant, accurate, and specific information  Connects evidence to argument  Defines and clarifies essential terms  Includes Works Cited page Analysis: Effective analysis requires a student to:  Use reasonable inferences  Identify and prioritize significance of evidence  Connect evidence to thesis Conclusion: A conclusion will  Rephrase the thesis  Make a synthesis of the evidence  Guide the reader to think about the implications and importance of the thesis  Acknowledges and refutes counter claims Organization and Clarity: A well organized essay is coherent, grammatically correct, and contains a:  Introduction, body paragraphs, conclusion  Thesis statement/clear argument  Topic sentences, evidence, analysis, transitions, conclusion  Appropriate citation of evidence  Formal, academic voice used throughout essay Total Score __________ and comments: 4 Contains a well developed thesis and relevant historical background information 3 Contains a thesis and historical background information 2 Contains a limited and/or undeveloped thesis and little relevant historical background information 1 Contains no thesis or a thesis that does not address the question and irrelevant or no historical background information Supports thesis with substantial and relevant evidence and provides clarifying details Works cited page accurately lists all documents cited in essay. Analysis explains connection and relevance of evidence to the thesis Supports thesis with some evidence and details Works Cited page accurately lists all documents cited in essay, may have minor errors. Connects the evidence to the thesis statement Contains little evidence that is accurate and relevant in support of the thesis. Works Cited page is inaccurate or formatted incorrectly. Contains no evidence to support thesis Does not explain how evidence supports thesis Rephrases the argument and supporting evidence. States the implications and importance of the thesis. Makes connections to broader issues. Addresses evidence in support of counter claims and refutes counter claims Restates the argument and supporting evidence. Simply states the implications and importance of the thesis. Addresses evidence in support of counter claims and attempts to refute counter claims Does not explain connection or relevance between the evidence and the thesis or provides an unreasonable explanation Mentions the argument and supporting evidence. May address counter claims, but does not refute successfully Is clearly organized, following all guidelines to the left Appropriate citation free of grammar and spelling errors Formal, Academic voice (no first or second person pronouns) Shows acceptable organization Some spelling/grammar errors May use first or second person pronouns Is poorly organized Many spelling/grammar errors Widespread use of first or second person pronouns Does not include a Works Cited page. Contains little mention of the thesis or the evidence. Does not address counter claims Organization is so poor that it inhibits understanding Historical Argument Rubric Introduction (Thesis & Historical Background) : A well developed thesis:  Addresses the prompt  Provides an explicit argument Evidence: Includes evidence which supports thesis with relevant, accurate, and specific information  Connects evidence to argument  Defines and clarifies essential terms  Includes Works Cited page Analysis: Effective analysis requires a student to:  Use reasonable inferences  Identify and prioritize significance of evidence  Connect evidence to thesis Conclusion: A conclusion will  Rephrase the thesis  Make a synthesis of the evidence  Guide the reader to think about the implications and importance of the thesis  Acknowledges and refutes counter claims Organization and Clarity: A well organized essay is coherent, grammatically correct, and contains a:  Introduction, body paragraphs, conclusion  Thesis statement/clear argument  Topic sentences, evidence, analysis, transitions, conclusion  Appropriate citation of evidence  Formal, academic voice used throughout essay Total Score __________ and comments: 4 Contains a well developed thesis and relevant historical background information 3 Contains a thesis and historical background information 2 Contains a limited and/or undeveloped thesis and little relevant historical background information 1 Contains no thesis or a thesis that does not address the question and irrelevant or no historical background information Supports thesis with substantial and relevant evidence and provides clarifying details Works cited page accurately lists all documents cited in essay. Analysis explains connection and relevance of evidence to the thesis Supports thesis with some evidence and details Works Cited page accurately lists all documents cited in essay, may have minor errors. Connects the evidence to the thesis statement Contains little evidence that is accurate and relevant in support of the thesis. Works Cited page is inaccurate or formatted incorrectly. Contains no evidence to support thesis Does not explain how evidence supports thesis Rephrases the argument and supporting evidence. States the implications and importance of the thesis. Makes connections to broader issues. Addresses evidence in support of counter claims and refutes counter claims Restates the argument and supporting evidence. Simply states the implications and importance of the thesis. Addresses evidence in support of counter claims and attempts to refute counter claims Does not explain connection or relevance between the evidence and the thesis or provides an unreasonable explanation Mentions the argument and supporting evidence. May address counter claims, but does not refute successfully Is clearly organized, following all guidelines to the left Appropriate citation free of grammar and spelling errors Formal, Academic voice (no first or second person pronouns) Shows acceptable organization Some spelling/grammar errors May use first or second person pronouns Is poorly organized Many spelling/grammar errors Widespread use of first or second person pronouns Does not include a Works Cited page. Contains little mention of the thesis or the evidence. Does not address counter claims Organization is so poor that it inhibits understanding Copyright © 2015 UC Regents
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Document A
Source: Andrew Johnson, Excerpt from his “Third Annual Message”
(December 3, 1867)
Background Information: President Andrew Johnson denounces change
in his program of Reconstruction, 1867
…The subjugation of the states to negro domination would be worse that
the military despotism under which they are now suffering. It was believed
beforehand that the people endure any amount of military oppression for
any length of time rather than degrade themselves by subjection to the
negro race. Therefore they have been left without a choice. Negro suffrage
was established by act of congress and the military officers were
commanded to superintend the process of clothing the negro race with the
political privileges torn from white men…
Vocabulary
Subjugation: bringing under the control
Despotism: absolute authority or control
Degrade: to treat someone as if they are lower, less than
Suffrage: right to vote
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Document B
Source: Chart taken from https://www.gilderlehrman.org/history-byera/reconstruction/resources/reconstruction-amendments
Date
1869
1870
1871
1873
1874
1875
White Democrats Regain Control of Southern Legislatures
State
Virginia
North Carolina
Georgia
Texas
Alabama
Arkansas
Mississippi
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Document C
Source: Elias Hill, An African American Man, Recounts a Nighttime visit
from the Ku Klux Klan, 1871 (excerpt)
Report to the Joint Select Committee to Inquire into the Condition of Affairs
in the Late Insurrectionary States, 42nd Congress, December 4, 1871 –
June 10, 1872, Col. I, Serial 1483
Background Information: From 1868 through the early 1870s the Ku Klux
Klan (KKK) functioned as a loosely organized group of political and social
terrorists. The Klan's goals included political defeat of the Republican Party
and the maintenance of absolute white supremacy in response to newly
gained civil and political rights by southern blacks after the Civil War (186165). They were more successful in achieving their political goals than they
were with their social goals during the Reconstruction era
(http://www.georgiaencyclopedia.org/articles/history-archaeology/ku-klux-klan-reconstruction-era).
…As I had often laid awake listening for such persons, for they had been all
through the neighborhood, and disturbed all men and many women, I
supposed that it was them….Some one then hit my door. It flew open.
One ran in the house, and stopping about the middle of the house, which is
a small cabin, he turned around as it seemed to me as I lay there awake,
and said, “Who’s here?” Then I knew they would take me and I answered,
“I am here.” He shouted for joy, as it seemed, “Here he is! Here he is! We
have found him!” and he threw the bedclothes off of me and caught me by
one arm, while another man took me by the other and they carried me into
the yard between the houses, my brother’s and mine, and put me on the
ground beside a boy…Then they hit me with their fists…They went on
asking me didn’t I tell the black men to ravish all the white women. No, I
answered them. They struck me again with their fists on my breast, and
then they went on…They said I had no honor, and hit me again….some six
men I counted as I lay there. Said one, “Didn’t you preach again the Klu
Klux”…
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Document D
Source: From the PBS documentary: Slavery by Another Name;
http://www.pbs.org/tpt/slavery-by-another-name/themes/peonage/
Slavery v. Peonage
Peonage, also called debt slavery or debt servitude, is a system where an
employer compels a worker to pay off a debt with work. Legally, peonage
was outlawed by Congress in 1867. However, after Reconstruction, many
Southern black men were swept into peonage though different methods,
and the system was not completely eradicated until the 1940s.
In some cases, employers advanced workers some pay or initial
transportation costs, and workers willingly agreed to work without pay in
order to pay it off. Sometimes those debts were quickly paid off, and a fair
wage worker/employer relationship established.
In many more cases, however, workers became indebted to planters
(through sharecropping loans), merchants (through credit), or company
stores (through living expenses). Workers were often unable to re-pay the
debt, and found themselves in a continuous work-without-pay cycle.
But the most corrupt and abusive peonage occurred in concert with
southern state and county government. In the south, many black men were
picked up for minor crimes or on trumped-up charges, and, when faced
with staggering fines and court fees, forced to work for a local employer
would who pay their fines for them. Southern states also leased their
convicts en mass to local industrialists. The paperwork and debt record of
individual prisoners was often lost, and these men found themselves
trapped in inescapable situations.
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Document E
Source: unknown
Found on http://pbs.bento.storage.s3.amazonaws.com/hostedbentoprod/filer_public/SBAN/Historic%20Documents/Negroes_Held_in_Servitude.pdf from the PBS
documentary series Slavery by Another Name
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Document F
Source: From the PBS documentary: Slavery by Another Name;
http://www.pbs.org/tpt/slavery-by-another-name/themes/sharecropping/
Sharecropping
After the Civil War, former slaves sought jobs, and planters sought
laborers. The absence of cash or an independent credit system led to the
creation of sharecropping.
Sharecropping is a system where the landlord/planter allows a tenant to
use the land in exchange for a share of the crop. This encouraged tenants
to work to produce the biggest harvest that they could, and ensured they
would remain tied to the land and unlikely to leave for other opportunities.
In the South, after the Civil War, many black families rented land from white
owners and raised cash crops such as cotton, tobacco, and rice. In many
cases, the landlords or nearby merchants would lease equipment to the
renters, and offer seed, fertilizer, food, and other items on credit until the
harvest season. At that time, the tenant and landlord or merchant would
settle up, figuring out who owed whom and how much
High interest rates, unpredictable harvests, and unscrupulous landlords
and merchants often kept tenant farm families severely indebted, requiring
the debt to be carried over until the next year or the next. Laws favoring
landowners made it difficult or even illegal for sharecroppers to sell their
crops to others besides their landlord, or prevented sharecroppers from
moving if they were indebted to their landlord.
Approximately two-thirds of all sharecroppers were white, and one third
were black. Though both groups were at the bottom of the social ladder,
sharecroppers began to organize for better working rights, and the
integrated Southern Tenant Farmers Union began to gain power in the
1930s. The Great Depression, mechanization, and other factors lead
sharecropping to fade away in the 1940s.
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Document G
Source: Louisiana Black Codes, 1865 from Condition of the South, Senate
Executive Department
Background: taken from the PBS documentary: Slavery by Another Name,
http://www.pbs.org/tpt/slavery-by-another-name/themes/black-codes/
Black Codes and Pig Laws
Immediately after the Civil War ended, Southern states enacted "black codes" that
allowed African Americans certain rights, such as legalized marriage, ownership of
property, and limited access to the courts, but denied them the rights to testify against
whites, to serve on juries or in state militias, vote, or start a job without the approval of
the previous employer. These codes were all repealed in 1866 when Reconstruction
began.
But after the failure of Reconstruction in 1877, and the removal of black men from
political offices, Southern states again enacted a series of laws intended to circumscribe
the lives of African Americans.
Section 1: Be it therefore ordained by the board of police of the town of
Opelousas, That no negro or freedman shall be allowed to come within the
limits of the town of Opelousas without special permission from his
employers, specifying the object of his visit and the time necessary for the
accomplishment of the same…
Section 2: Be it further ordained, That every negro freedman who shall be
found on the streets of Opelousas after 10 o’ clock at night without a written
pass or permit from his employer shall be imprisoned and compelled to
work five days on the public streets, or pay a fine of five dollars…
Section 4. No negro or freedman shall reside within the limits of the town
of Opelousas who is not in the regular service of some white person or
former owner, who shall be held responsible for the conduct of said
freedman…
Section 6. No negro or freedman shall be permitted to preach, exhort, or
otherwise desclaim to congregations or colored people without a special
permission from the mayor or president of the board of police…
Section 7. No negro or freedman who is not in the military service shall he
allowed to carry firearms, or any kind of weapons, within the limits of the
town of Opelousas without the special permission of his employer…
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Document H
Source: Poem expressed during Interview with Felix Haywood, former
slave, c. 1865
Background: In his interview about his experience with newfound
freedom, he expressed the importance of the following song.
Union forever,
Hurrah, boys hurrah!
Although I may be poor
I’ll never be a slave –
Shouting the battle cry of freedom.
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RECONSTRUCTION DOCUMENT SET
Document I
Source: Houston H. Holloway, former slave, from his autobiography
published in 1945; Excerpt taken from Eric Foner’s Reconstruction:
America’s Unfinished Revolution, 1863 - 1877
Background: Holloway had been sold three times before he reached the
age of 25. The end of the Civil War brought his emancipation in 1865 and
he recalled his thoughts about that event in his autobiography.
“I felt like a bird out of a cage. Amen. Amen. Amen. I could hardly ask to
feel any better than I did that day…The week passed off in a blaze of
glory.” Six week later Holloway and his wife “received my free born son into
the world.”
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Document J
Source: Marshall Harvey Twitchell, Carpetbagger from Vermont: The Autobiography of
Marshall Harvey Twitchell.
Background: from the PBS documentary Reconstruction: The Second Civil War
http://www.pbs.org/wgbh/amex/reconstruction/carpetbagger/ps_twitchell.html
The son of a Vermont farmer, Marshall Harvey Twitchell enlisted in the
Union army when the Civil War broke out, and survived major battles
including Antietam, Fredericksburg, and the Wilderness.
At war's end, the battle-scarred Twitchell went to Red River Parish,
Louisiana, as an agent of the Freedmen's Bureau, to smooth the
transition from slavery. He settled there and became a landowner,
businessman and politician for a decade during Reconstruction, until
terrorist attacks forced him to flee.
My duty was to inform both black and white of their changed relations from
master and slave to employer and employee, giving them the additional
information that it was the order of the government that old master and old
slave should remain where they had been [and] work as usual in the
harvesting of the crop, at which time I would fix the pay of the ex-slave in
case he and his former master did not agree about the amount.
I expected all to obey and should not hesitate to enforce obedience from
both employer and employee. Corporal punishment must not be restored
by the planters, but all cases requiring extreme measures must be reported
to me for settlement.
As one of the youngest men of the convention, I took an active part only
upon the question that the school moneys of the state should be expended
for the education of the children and that the system heretofore practised,
of allowing the parents to deduct the school allowance from their taxes and
then educate their children or not, should be done away with. I was very
much surprised when I returned home to find that this act had made me
very unpopular with the white people, who rightly looked upon it as a
distinctly Northern idea.
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Document K
Source: Amendment 13, Passed by Congress January 31, 1865. Ratified
December 6, 1865.
AMENDMENT XIII
Section 1.
Neither slavery nor involuntary servitude, except as a punishment for crime
whereof the party shall have been duly convicted, shall exist within the
United States, or any place subject to their jurisdiction.
Section 2.
Congress shall have power to enforce this article by appropriate legislation.
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Document L
Source: Amendment 14 (excerpt), Passed by Congress June 13, 1866, and ratified July
9, 1868
Background: The 14th amendment extended liberties and rights granted by the Bill of
Rights to former slaves.
AMENDMENT XIV
Section 1.
All persons born or naturalized in the United States, and subject to the jurisdiction
thereof, are citizens of the United States and of the State wherein they reside. No State
shall make or enforce any law which shall abridge the privileges or immunities of
citizens of the United States; nor shall any State deprive any person of life, liberty, or
property, without due process of law; nor deny to any person within its jurisdiction the
equal protection of the laws.
Section 2.
Representatives shall be apportioned among the several States according to their
respective numbers, counting the whole number of persons in each State, excluding
Indians not taxed. But when the right to vote at any election for the choice of electors for
President and Vice-President of the United States, Representatives in Congress, the
Executive and Judicial officers of a State, or the members of the Legislature thereof, is
denied to any of the male inhabitants of such State, being twenty-one years of age, and
citizens of the United States, or in any way abridged, except for participation in
rebellion, or other crime, the basis of representation therein shall be reduced in the
proportion which the number of such male citizens shall bear to the whole number of
male citizens twenty-one years of age in such State.
Section 4.
…neither the United States nor any State shall assume or pay any debt or obligation
incurred in aid of insurrection or rebellion against the United States, or any claim for the
loss or emancipation of any slave; but all such debts, obligations and claims shall be
held illegal and void.
Section 5.
The Congress shall have the power to enforce, by appropriate legislation, the provisions
of this article.
Vocabulary:
Naturalized: become citizens
Abridge: violate or take away
due process of law: following the law
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Document M
Source: Amendment 15, Passed by Congress February 26, 1869, and
ratified February 3, 1870
Background: The 15th amendment granted African American men the
right to vote.
Article XV.
Section 1. The right of citizens of the United States to vote shall not be
denied or abridged by the United States or by any State on account of race,
color, or previous condition of servitude—
Section 2. The Congress shall have the power to enforce this article by
appropriate legislation.
Vocabulary:
Abridged: violated or taken away
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Document N
Source: Document created by the Stanford History Education Group,
http://sheg.stanford.edu/reconstruction; Portraits retrieved from the Library of Congress
website, http://www.loc.gov/index.html.
Background: During Reconstruction, thousands of African Americans were
elected to local and state governments throughout the Southern states. In
addition, 17 African Americans were elected to the United States Congress
from Southern states between 1870 and 1877. Here are photographs of 6
of these 17 elected officials.
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Document O
Source: Biography on Hiram Revels from the PBS
Series, Freedom: A History of US;
http://www.pbs.org/wnet/historyofus/web07/features/bio/B05.html
image from
http://www.pbs.org/wnet/historyofus/web07/features/bio/B05_2.html
Hiram Revels
Guess who filled the Senate seat formerly occupied by
Jefferson Davis, President of the Confederacy? A black
man! Hiram Revels was the first African-American member
of the United States Senate.
Revels devoted his life to improving the spiritual,
educational, and political lives of his fellow AfricanAmericans. He was born in North Carolina to free parents of
African and Croatan Indian heritage. Revels was apprenticed
to his brother, a barber, at age sixteen. But he left the
barbershop for the classroom. He attended several schools
before enrolling in Knox College.
He was ordained a minister of the African Methodist
Episcopal Church and traveled through several states
ministering to black churches. He settled in Baltimore in
1860. There he pastored a church, helped recruit two black
regiments, and helped lead a school for African-Americans.
He also helped establish a school for freedmen in St. Louis
before moving to Mississippi in 1866.
In Mississippi, he worked with the Freedmen's Bureau to
create schools for African American children. Both blacks
and whites respected Revels and elected him to important
jobs. He served as an alderman and state senator.
Legislators chose him to fill the unexpired term of former
Confederate president Jefferson Davis in the United States
Senate from 1870-1871. Revels later served as president of
Alcorn College, Mississippi's first college for AfricanAmerican students.
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Document P
Source: W.E.B. Dubois
Background: W.E.B. Du Bois (1868–1963) was born in Great Barrington,
Massachusetts. At fifteen, Du Bois became the local correspondent for
the New York Globe. Du Bois attended Fisk College in Nashville,
Tennessee, as well as Harvard University and the University of Berlin and
received a BA, MA, and PhD. He worked as a teacher, writer, and social
researcher. Considered the father of “social science,” he wrote the
groundbreaking book The Souls of Black Folk. He was involved with the
formation of the National Association for the Advancement of Colored
People (NAACP), which he served as the director of publications and
research and as editor-in-chief for the NAACP’s magazine, the Crisis. Du
Bois left the NAACP in 1933 due to clashes with the mainly white leaders of
the organization. He organized several Pan-African Congresses with
nations around the globe. (taken from https://www.gilderlehrman.org/history-by-era/jim-crowand-great-migration/timeline-terms/web-du-bois)
“In South Carolina, Mississippi and Louisiana, the proportion of Negroes
was so large, their leaders of sufficient power, and the Federal control so
effective that for the years l868-l874 the will of black labor was powerful;
and so far as it was intelligently led, and had definite goals, it took
perceptible steps toward public education, confiscation of large incomes,
betterment of labor conditions, universal suffrage, and in some cases
distribution of land to the peasant.”
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