Unit Name/ Topic: Post Civil War Era/Reconstruction

Anticipated Time Allotted for Unit:

15 days

Key Vocabulary: Reconstruction, Emancipation, Segregation, Immigrant, Discrimination, Assimilation, Jim Crow Era, Plessy v Ferguson, Radical Republican,

NYS Learning Standards:

11.4 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. (Standards: 1, 4, 5; Themes: ID, TCC, CIV, ECO)

Write arguments focused on discipline-specific content.

Write informative/explanatory texts, including the narration of historical events or technical

Processes.

Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying

a new approach, focusing on addressing what is most significant for a specific purpose and

audience.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s cap

Conduct short as well as more sustained research projects to answer a question (including a

self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the usefulness of each source in answering the

research question; integrate information into the text selectively to maintain the flow of

ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from informational texts to support analysis, reflection, andresearch

Content/ Skills Taught:

Reconstruction, Radical Policies, Democrats, Political Violence, Emancipation, Freedmen’s Bureau, Sharecropping, Black Codes, Citizenship, Carpetbaggers, Legacy of Reconstruction.

Areas for Differentiated Instruction:

Use of textbook, close readings, historical videos, primary sources, make charts, notes and DBQ’s.

SEQ Essays, Civic Literacy Essays

Learning Activities:

Notes, analysis of historical documents, analysis of various historical perspectives, Civic Literacy essay, primary source analysis.

Assessments:

Regents-Style Test Questions, written and Multiple Choice, CL Essay, SEQ Essay

Resources:

Castle Learning, Prior Regents Exams, New Visions