Sometimes the plans put in place by a government are successful and sometimes they are not. It will be up to you to decide if integrating slaves into southern society was successful or not. You will create a written and visual product that explains why you made your decision using information from primary source documents.
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Day 1- In your Social Studies classroom, you will brainstorm what you already know about Reconstruction and Reconstruction policies and decide whether you felt integration of slaves into southern society was successful or not. You can use specific items mentioned in class to help you make your decision.
Day 2 - With your librarian, begin exploring various resources for researching additional primary source documents. Head to the library or bring resources to the classroom. Use the resources in Steps 2 & 3 to begin your exploration. Then fill out the primary source note-taking sheet (step 4).
Day 3 - Continue your research and note-taking in your classroom or the library. Also, at the beginning of the class, be sure to include citations study and the best ways to show your teachers where you found your information!
Day 4 - In your social studies classroom or the library, begin working on your final project (see Step 5 of the Big6+ on the right).
This is your opportunity to defend your position and belief regarding integration of slaves into southern society.
Day 5 - In your social studies classroom, complete the self-evaluation for all steps in the Big6+ process.
See pages 3-4 in your Research Guide
Students will brainstorm what they already know about Reconstruction and Reconstruction policies (graphic organizer included for the following topics)
Students will research “Was American Reconstruction policy successful in integrating former slaves into southern society?”
Locate 3 primary source documents to support your argument (the political cartoon can be used as one of the primary sources).
Transfer information into a notes organizer. (Notes organizer is provided on page 6 in packets)
Now is your chance to create a product to illustrate what you've learned! Be sure to include your own personal perspective as well as information about your topic!
Written:
Students will compose a written explanation as to why they believe reconstruction was successful or not using at least 3 primary source documents as evidence. The political cartoon could be one of the 3 primary sources if so determined by the classroom teacher. The primary sources must be attached to the final submission.
The written component will include the following information
The written component could take the form of any of but is not limited to the following:
MRS. EDWARDS' STUDENTS: You will present your primary sources, written explanations, and citations in the form of a Children's Book for a 10 year old. See the link above to get to the template.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).
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