Use iPad

• Mr. O resources–7th grade–Top document “Reconstruction

readings”•Scroll to Day 6 “cycle of debt”

• A. Write down important things you see or read.• B. Explain how the document/picture tells you about

life in the United States at the time it was written/taken.• C. What evidence in the document/picture helps you

know why it was written/taken? Quote from the document.

• D. Who would this be made for? Explain your reasoning. • E. Write a question to the author/artist that is left

unanswered by the document/picture

5 Stations Picture Analysis

Share out• 1 person from each group

present your findings

Discuss

1. Why would they make this?2. How does it connect to the cycle

of debt?3. How does it connect to

today/your life?

4 sided debate

• Strongly Agree-Chalkboard• Agree-Window• Disagree-Whiteboard• Strongly Disagree-Sink

1. Things would be different today if each ex-slave had been given a horse and 40 acres of land

2. Things would be different today if each ex-slave had been given access to education

3. Things would be different today if the South had been punished more severely

4. Things would be different today if the Black Codes were illegal

5. Things would be different today if the KKK had been policed better

6. Things would be different today if John Wilkes Booth had missed his target

Reconstruction Viewpoints• CONTENT. Describe what is drawn in the source (without

referring to the labels). What is depicted/What is happening?• CONTEXT. Consider the timing. What is happening in national

events at the time of the source? • LABELS. Read each label; look for labels that easily viable at first,

and for other written content in the source. • SYMBOLS. Name the symbols in the source: What do they

mean?• TITLE. Study the title. How does it enhance the artists/author’s

point?• TONE. Identify the tone of the cartoon. Is it satirical, comic,

tragic, ironic, or condemning? What adjective describes the feeling of the cartoon?

• POINT. Put it all together. What is the cartoonist’s point?

“One Must Be Extinguished”

Test Grade: create a poem or rap

• How did the 13th-15th amendments shape people’s identities and relationships in America during Reconstruction?

B. B King Interview (start at 4:30) “B.B King on life and the blues”

• http://www.npr.org/templates/story/story.php?storyId=94558581

1. How does B.B. King see his life as a sharecropper?

2. Why is his viewpoint similar or different than the contract we read?

Example

What is this a picture of? Why do you think that?

Sharecroppers

Sharecropping

• Yearly labor contracts

RAFT Letters

•Would anyone share their letter?

Reconstruction Video

• https://www.youtube.com/watch?v=aOJch5C8aEg

Do you ever feel trapped (like you cannot get out of something)?

Recap

• https://www.youtube.com/watch?v=0GAv0NVp-3k

1. When and where was this contract written? 2. What did the sharecropper have to do in order to

use the plantation owner’s land, farming tools, and mules?

3. Do you think this is a fair contract? Why or Why not?

4. What parts of this contract do you think caused the sharecroppers to be in debt to plantation owners? Explain by citing evidence.

5. Does this contract seem more or less extreme than the impression you had of sharecropping after you read the textbook? Explain by citing evidence.

RAFT Writing• Pretend you are someone during the

Reconstruction Era• 10 sentence letter to the Freedmen’s

Bureau asking them for help.–2 pieces of evidence from internethttp://www.fivay.org/freedmen.html–1 piece of evidence from letter–Peer edit a peer’s paper

Freedmen’s Bureau• .

Freedmen’s Bureau • Tried to settle former slaves on

lands confiscated or abandoned during the war.

• 40 Acres and a Mule.

Port Royal Experiment

1. What positive changes did Freedmen experience with the introduction of the Freedmen's Bureau?

2. Who do you think wrote the document and why? 3. Who is the document created for (who would

read it)?4. What is the overall message of the document?

Quote from the document.5. What other fiction or nonfiction works does this

document remind you of?6. Write a question you still have about this

document.

Recap

• https://www.youtube.com/watch?v=W5-xTRhw-Zw

Chromebook setup• https://www.educreations.com/less

on/view/chromebook-nwea/31700417/?s=CiidUm• Type chrome://version into your

browser to view your current Google Chrome version on the top line (need 29 or higher)• Look for an icon in the task row

indicating an update is available

Username and password

•NWEAMcPh3@cps.edu•Nwolcot*3

Day 3-Bell ringer

• If you were a slave who was just freed what would be the first 3 things you would do?

• Go north• Find your family• Send kids to school• Attack masters• Celebrate “Wild like horses”• Cry with joy• Go to all black churches

• Black codes allowed blacks to own property, marry, make contracts and testify in court

• Southerners lost clothing, homes, land, confederate currency and slaves.

Read then Compare

• Black Codes to laws today–Can use your iPad or compare

them to McPherson rules

Recap

• https://www.youtube.com/watch?v=aAUXdd-DAh0

Complete1. What was the purpose of the Black Codes?2. Which Black Code do you think is most

restrictive? Why?3. What groups during Reconstruction would

agree/disagree with the Black Codes? Why?4. What do these codes tell you about the

power of the state and federal government during Reconstruction?

End of war

• First income tax• First draft for soldiers• Slaves freed• 600,000 people died in combat• Lincoln assassinated• People head south to capitalize on poor

south• Federal govt> state governments• Start and rise of KKK

• RECONSTRUCTION refers to the period following the Civil War of rebuilding the United States from 1865-1877.

• During the Civil War Union’s tactics of total war destroyed southern crops, plantations and entire cities

• Radical northerners wanted to punish Southerners who wanted to preserve their way of life.

Lincoln’s plan Johnson’s plan

Denied pardons to officers and anyone who had killed African American war prisoners.

Each state to create a new constitution after 10 percent of voters took an oath of allegiance.

Offered pardons to Southerners who swore allegiance.

States could then hold elections and rejoin the Union.

Each state could create a new constitution without 10 percent requirement.

States had to void secession, abolish slavery, and not pay the Confederate debt.

Denied pardons to all Confederate leaders BUT Johnson often issued pardons to those who asked him personally.

Andrew Johnson

• Did not think that African-Americans deserved to vote or have complete equality

Lincoln and Johnson’s Plans

Lincoln’s plan Johnson’s plan

Denied pardons to officers and anyone who had killed African American war prisoners.

States have new constitution after 10 percent of voters took an oath of allegiance.

Offered pardons to Southerners who swore allegiance.

States could then hold elections and rejoin the Union.

No 10 percent requirement.

States had to abolish slavery, and not pay the Confederate debt.

Johnson often issued pardons to those who asked him personally.

• Radical Republicans against this plan–Led by Thaddeus Stevens–Want to punish South for their

“betrayal.”–Want TRUE equality for blacks

Thaddeus Stevens

• House of Reps Pennsylvania's 9th district• Leader of the Radical Republicans

Radical Republicans

• Wade-Davis Act (1864)–Ex-Confederate men take the Ironclad

oath to say that in the past they had never willingly taken arms against the Union.

Reconstruction Amendments• #13-15–Retweet theseEX) Slaves had to be returned to master. Totally unfair and ridiculous. #HARSH

Homework due today1. What problems did the USA face after the

Civil War?2. How did African Americans try to improve

their life during Reconstruction?3. How was Lincoln’s Plan different than

Johnson’s?4. How did the southern economy change

after the Civil War?

Reconstruction test Friday

• Radical Republicans -Wanted to punish South for their “betrayal.”–Wanted true equality for blacks

• Restrictive laws known as “black codes” were designed to restrict freed blacks’ activity

• The southern economy was in disarray after the abolition of slavery and the devastation of the Civil War

Cycle of Debt• Farmers did not have steady cash

flow so they relied on credit to buy what they needed.

• Sharecroppers did not receive payment, typically given as a share of the crops, until the crops were harvested and turned into the landowner.

• Stores normally run by white merchants. No competition so stores charged incredibly high interest rates or prices.

• Farmers had to give crops as a payment to the store owner instead of money which put them in debt.

• Most freedmen went into debt because of not being paid, being paid in unfair store credit, or store owners raising prices.

Tenant Farmers

• Tenant farmers were similar to sharecroppers because they did not own the land.

Tenant Farmers• Usually owned agricultural

equipment and farm animals.

Tenant Farmers

• Chose crops they planted, how much they wanted to work, higher status than sharecroppers

Solid South

• Democrats who opposed Republicans’ Reconstruction policies