Objective(s):
-- Describe the response of southern whites to new freedoms/rights for African-Americans Activitie(s): -- Reviewed KKK -- Reviewed black codes -- Showed article with examples about Jim Crow Independent Learning: -- None Notes/Handouts/Material covered in class: -- Jim Crow: -- Forced segregation in such areas as: hospitals, railroads, street cars, schools, playgrounds, cemetaries, swimming pools, water fountains, bathrooms, hotels, restaurants, entrances, buses, movie theaters, laundromats, prisons, etc. -- Behavior codes for the interactions between whites and blacks
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Objective(s):
-- Describe the response of southern whites to the new freedoms and rights for African-Americans. Activities: -- (If you have not yet turned in Electoral College worksheet, turn it in now.) -- Read p. 557 about the KKK, viewed sources under the document camera about the KKK today, where it exists, and current events related to the KKK -- Analyzed cartoon related to the KKK and White League -- Read top of p. 557 about weaknesses in the 15th amendment -- Analyzed cartoon related to African-Americans voting -- Discussed how the obstacles to voting and fear of the KKK and White League caused African-Americans to lose power Independent Learning: -- None Notes/Handouts/Material covered in class: These are the credits for the poitical cartoons shown below: http://blackhistory.harpweek.com/7Illustrations/Reconstruction/EverythingPointsTo.htm https://www.google.com/searchq=worse+than+slavery+nasat&safe=strict&espv=2&biw=920&bih=520&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjcuvyNg6zQAhVmq1QKHUhDCa8Q_AUIBigB#safe=strict&tbm=isch&q=worse+than+slavery+thomas+nast&imgrc=UN09VQAf2ai1PM%3A Objective(s): -- Explain the process of impeachment Activities: -- Turned in Electoral College worksheet or a paper explaining why you didn't have it -- Review antagonism between Radical Republicans & President Johnson -- Discuss what led up to impeachment vote -- Took notes in note-taker on impeachment and 15th amendment -- Analyzed political cartoon about Johnson impeachment Independent Learning: -- None Notes/Handouts/Material covered in class:
Objective(s): -- Describe the outcomes of the Radical Republican's paln Activities: -- Watched John Green's "Crash Course" on Reconstruction -- Read textbook pages 553-554 on Radical Republicans and advances for Freedmen. -- Added vocabulary words with definitions and illustrations to note-taker: scalawag, carpetbagger, black codes Independent Learning: -- Electoral College worksheet due Monday Notes/Handouts/Material covered in class: Objective(s): -- Explain the plans considered to deal with reconstructing the Union -- Describe the events of Lincoln's assassination Activities: -- Briefly discuss the results of the election, including the historic difference between the popular and electoral votes -- Complete writing in note-taker about the major plans of Reconstruction -- Write in note-taker about the 13th and 14th amendments -- Write in note-taker the major facts of Lincoln's assassination (use p. 549 in textbook) -- Receive Electoral College worksheet Independent Learning: -- Electoral College worksheet due Monday Notes/Handouts/Material covered in class: Lincoln's assassination key facts: -- April 14, 1865 -- Ford's Theater, Washington, DC -- by John Wilkes Booth, a confederate sympathizer -- John Wilkes Booth was killed by pursuers -- Andrew Johnson became president
Objective(s):
-- Describe the voting process at a polling place Activities: -- Discuss Election Day briefly (popular v. electoral vote, etc.) -- Visit polling place at Orange Grove (MPR) -- Listen to talk by Elections Inspector about procedures -- Answered further questions re: voting Independent Learning: -- None Notes/Handouts/Material covered in class: -- None Objective(s): -- Describe the various plans considered to deal with the aftermath of the Civil War Activities: -- With partner, discuss what you would do if you were president or a member of Congress to "mend" the country after the Civil War. What would you do about: 1. who should be able to vote? 2. preventing another attempt at secession 3. people in the north who wanted the south punished 4. treating people differently based on whether they were civilians, soldiers, or generals 5. the 4,000,000 freed slaves -- Use note-taker to capture notes on the major plans of Reconstruction Independent Learning: -- None Notes/Handouts/Material covered in class:
Objective(s): -- Desribe factors the US had to cope with after the Civil War (what had to be "reconstructed") Activities: -- Title pages in note-taker -- Take notes on "Issues and Problems" Independent Learning: -- Write in planner: ogms.cfsd16.org (new Orange Grove website) -- Weekly Weekend Work -- Check OG email -- Check StudentVUE (use new OG website) -- Do any missing assignments -- Clean out & organize backpack -- Restock supplies Notes/Handouts/Material covered in class:
Objective(s):
-- Construct a multiple page way to contain notes on Reconstruction Activities: -- Make a notetaker Independent Learning: -- Write in planner: ogms.cfsd16.org (new Orange Grove website link) Notes/Handouts/Material covered in class: -- None (I will provide a notetaker to anyone who is absent) |
AuthorCarol Schaedler has been with CFSD for 30 years. She loves teaching the kids in the middle. Archives
May 2017
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