Civil War Chronicles: Reconstructing Democracy!

11th Grade Project 2 weeks

Civil War Chronicles: Reconstructing Democracy!

Scooter Charles

HS.UH.CH.7

HS.C.CV.3

HS.UH.CE.1

Productive Collaborator

Critical Thinker

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Purpose

Students will engage in a project-based exploration of the Reconstruction era to understand its impact on democracy and civil rights in the United States. Through collaborative research and analysis of fundamental documents and speeches, students will critically evaluate the successes and failures of Reconstruction. By working in teams, students will develop skills in productive collaboration and critical thinking, while examining the broader social, economic, and political changes initiated during this period. This hands-on experience will enable students to connect historical events to contemporary issues, fostering a deeper understanding of the ongoing struggle for civil rights and liberties.

Learning goals

Students will collaboratively explore the Reconstruction era's influence on the United States' social, economic, and political systems, utilizing primary documents and speeches to critically analyze historical impacts and draw informed conclusions. They will engage in group discussions and projects that foster positive relationships, active listening, and empathy, while individually contributing to a collective understanding of the era. Through these activities, students will demonstrate mastery of historical analysis, develop critical thinking skills, and apply knowledge to evaluate the success and necessity of Reconstruction in shaping democracy and civil rights.

Standards

[Kentucky] HS.UH.CH.7 - Evaluate the impact of fundamental documents and speeches on the development of the United States from 1877 to present that shall include but are not limited to: (a) The September 18, 1895, Atlanta Exposition Address by Booker T. Washington (b) Of Booker T. Washington and Others by W.E.B. Du Bois (c) The United States Supreme Court opinion in Plessy v. Ferguson, 163 U.S. 537 (1896) (d) The August 31, 1910, New Nationalism speech by Theodore Roosevelt (e) The January 11, 1944, State of the Union Address by Franklin D. Roosevelt (f) The United States Supreme Court opinions in Brown v. Board of Education of Topeka, 347 U.S. 483 (1954) and Brown v. Board of Education of Topeka, 349 U.S. 294 (1955) (g) Letter from Birmingham Jail by Martin Luther King, Jr. (h) The August 28, 1963, I Have a Dream speech by Martin Luther King, Jr.; and (i) A Time for Choosing by Ronald Reagan.
[Kentucky] HS.C.CV.3 - Analyze the impact of the efforts of individuals and reform movements on the expansion of civil rights and liberties locally, nationally and internationally.
[Kentucky] HS.UH.CE.1 - Analyze the political, economic and social impacts of industrialization on the United States between 1877-1945.

Competencies

Productive Collaborator - Engages with others to achieve a common goal through building positive relationships, actively listening, showing empathy, and making individual contributions to a larger group.
Critical Thinker - Thinks deeply and makes informed decisions to create solutions or new understanding supported by relevant and reliable evidence.
Empowered Learner - Demonstrates mastery and application of academic competencies. Develops the skills and dispositions to persist through difficulties and plan for a future of self-improvement.

Products

Students will collaboratively create a multimedia presentation that analyzes the impact of Reconstruction on democracy in the United States, incorporating primary sources and fundamental documents. They will develop a timeline that outlines key events, causes, and consequences of the Civil War and Reconstruction, highlighting significant reforms and their effects on civil rights. Additionally, students will produce a reflective essay that critically evaluates the successes and failures of Reconstruction, using evidence from speeches and Supreme Court opinions to support their analysis.

Launch

Students will begin the unit by engaging in a role-play activity where they assume the identities of key figures from the Reconstruction era, such as politicians, freed slaves, and Southern landowners. They will participate in a simulated town hall meeting to discuss the challenges and opportunities of rebuilding the nation post-Civil War. This will set the stage for exploring the essential question and encourage students to actively listen, collaborate, and critically think about the diverse perspectives and impacts of Reconstruction on democracy in the United States.

Exhibition

Students will collaboratively create a multimedia presentation or digital exhibit that explores the impact of Reconstruction on democracy in the United States. They will incorporate analysis of key historical documents and speeches, such as Booker T. Washington's Atlanta Exposition Address and Martin Luther King Jr.'s "I Have a Dream" speech, to illustrate the evolution of civil rights and liberties. The exhibit will be shared with peers, teachers, and community members during a classroom showcase, allowing students to engage in dialogue and reflect on the historical significance and contemporary relevance of their findings.

Plan

Week 1	Day 1	Day 2
Activities	Role-Play Town Hall - Students assume identities of key figures from the Reconstruction era and participate in a simulated town hall meeting to discuss rebuilding the nation post-Civil War, fostering collaboration and critical thinking (45 min)	Document Analysis Workshop - Students collaboratively analyze fundamental documents and speeches related to Reconstruction, identifying key themes and historical impacts on democracy (25 min) Group Reflection Circle - Students share emotional responses and connect historical events to current socio-political issues, developing empathy and critical thinking (20 min)
Deliverables	1. Group presentation on a key event, figure, or policy of the Reconstruction era. 2. Draft timeline highlighting significant events and reforms of the Reconstruction era.
Preparation	1. Gather primary source documents and speeches relevant to the Reconstruction era for student analysis. 2. Prepare role-play materials and character profiles for the town hall meeting activity. 3. Organize research materials and digital tools for students to create their presentations and timelines.

Week 2	Day 1	Day 2
Activities	Podcast Script Finalization - Students finalize their scripts for the 'Voices from the Past Podcast Series,' incorporating historical analysis and ensuring clear connections between Reconstruction policies and modern civil rights issues (25 min) Podcast Recording Session - Students record their podcast episodes, focusing on effective communication and collaboration to express their insights and analyses of key Reconstruction figures and events (20 min)	Documentary Film Production - Students work on editing and finalizing their short documentary films, integrating visuals and narratives that link Reconstruction policies with current civil rights challenges (30 min) Group Reflection and Feedback - Students participate in a reflection circle to share their experiences and provide constructive feedback on each other's podcast episodes and documentaries, enhancing critical thinking and empathy (15 min)
Deliverables	1. Podcast episode featuring interviews, narratives, and analyses of key figures and events from Reconstruction. 2. Edited version of the podcast episode ready for the listening party. 3. Short documentary film exploring connections between Reconstruction policies and current civil rights issues. 4. Group discussion reflection notes connecting historical events to contemporary issues.
Preparation	1. Prep Task 1: Arrange for audio recording equipment and software to facilitate podcast production. 2. Prep Task 2: Secure video editing software and allocate time for students to learn basic editing skills. 3. Prep Task 3: Organize a venue for the listening party and ensure availability of necessary audio-visual equipment. 4. Prep Task 4: Provide access to a library of primary source documents and historical footage for student research. 5. Prep Task 5: Prepare guidelines for peer review and feedback sessions to ensure constructive and meaningful critiques.