ALEX Lesson Plan

     

An African American Represents Alabama during Reconstruction

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  This lesson provided by:  
Author:Alabama Department of Archives and Hist
System: Informal Education Partner
School: Informal Education Partner
The event this resource created for:Alabama History Education Initiative
  General Lesson Information  
Lesson Plan ID: 33745

Title:

An African American Represents Alabama during Reconstruction

Overview/Annotation:

This lesson engages students in research on a prominent African American and his role in politics during Reconstruction in Alabama. Photographic primary sources are used in this lesson.

This lesson was created as a part of the Alabama History Education Initiative, funded by a generous grant from the Malone Family Foundation in 2009.

Author Information: Rebecca Campbell (Cohort 2: 2010-2011); Uniontown Elementary School; Perry County School System; Uniontown, AL

 Associated Standards and Objectives 
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 4
Alabama Studies
9 ) Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups.

Examples: political—military rule, presence of Freedmen's Bureau, Alabama's readmittance to the Union

economic—sharecropping, tenant farming, scarcity of goods and money

•  Interpreting the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
•  Identifying African Americans who had an impact on Alabama during Reconstruction in Alabama
•  Identifying major political parties in Alabama during Reconstruction
Insight Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: Alabama Studies (Alabama)
Evidence Of Student Attainment:
Students:
  • Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups.
  • Interpret the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States.
  • Identify the achievements of African Americans who had an impact on Alabama during Reconstruction in Alabama.
  • Analyze the impact of major political parties in Alabama during Reconstruction.
Teacher Vocabulary:
  • Reconstruction
  • political parties
  • "Redeemer" Democrats
  • Radical Republicans
  • military rule
  • readmittance
  • restoration
  • Union
  • scarcity
Knowledge:
Students know:
  • Alabama faced many political issues during Reconstruction including military rule, presence of Freedmen's Bureau, and Alabama's readmittance to the Union.
  • Alabama faced many economic issues during Reconstruction including sharecropping, tenant farming, scarcity of goods and money.
  • Many African Americans, including James Rapier, Benjamin Turner, William Savery, and Jeremiah Haralson, had an impact on Alabama during Reconstruction.
  • The major political parties in Alabama, including Radical Republicans, Bourbon Democrats, and Populists.
Skills:
Students are able to:
  • Identify political issues facing Alabama during Reconstruction including military rule, presence of Freedmen's Bureau, and Alabama's readmittance to the Union.
  • Identify economic issues facing Alabama during Reconstruction including sharecropping, tenant farming, scarcity of goods and money.
  • Summarize the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States.
  • Recall African Americans who had an impact on Alabama during Reconstruction in Alabama.
  • Identify major political parties in Alabama during Reconstruction.
Understanding:
Students understand that:
  • Reconstruction was the rebuilding of Alabama's government and economy after the Civil War.
  • Alabama had to meet several specific criteria before being granted re-admittance to the Union and that the criteria was see as controversial by some people in the state.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.4.9- Identify changes in Alabama during and after Reconstruction.
SS.AAS.4.9a- Identify the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States.
SS.AAS.4.9b- Describe the life of African Americans in Alabama during and after Reconstruction in Alabama.


Local/National Standards:

National Standards for History, 1996 Standards in History for Grades 5-12 (p.101) Era 5, Standard 3 – How various Reconstruction plans succeeded or failed 3C – The student understands the successes and failures of Reconstruction in the South, North, and West. 

National Curriculum Standards for Social Studies, (Bulletin 111, 2010) Standard 5 – Individuals, Groups, and Institutions (p. 78) Social studies programs should include

Primary Learning Objective(s):

Students will research and analyze primary sources to identify an African American (Benjamin Sterling Turner) who had an impact on Alabama during Reconstruction in Alabama.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

• Photos of Benjamin Sterling Turner

o Benjamin Sterling Turner, Congressman

• Web Research Assignment sheet for students or printed information from the Web sites (attached) Benjamin Sterling Turner

• Rubric for assessment of student-written biographies (attached)

• List of African American Reconstruction politicians if extension is completed (attached)

Technology Resources Needed:

• Computer with internet access

• Document camera, projector

 

Background/Preparation:

The teacher needs an understanding of the events leading up to and during Reconstruction in Alabama, and of the prominent people involved in Reconstruction in Alabama. The Encyclopedia of Alabama has some articles that may be helpful. They are:

Reconstruction in Alabama

Presidential Reconstruction in Alabama

Congressional Reconstruction in Alabama

The following links will provide information about Benjamin Sterling Turner:

http://history.house.gov/People/Detail?id=23140&cid=38165&cs=1&ce=113&f=All#biography

http://www.virginiamemory.com/online_classroom/shaping_the_constitution/people/benjamin_sterling_turner

http://bioguide.congress.gov/scripts/biodisplay.pl?index=T000414 http://www.blackpast.org/?q=aah/turner-benjamin-sterling-1825-1894

http://www.encyclopediaofalabama.org/face/Article.jsp?id=h-3271

http://www.encyclopediaofalabama.org/face/Multimedia.jsp?id=m-4603

Composite photo of Africa American members of the United States Congress from 1869 to 1901

If students do not have computers with internet access, copy the materials needed to research Benjamin Sterling Turner.

 

  Procedures/Activities: 

Engagement/Motivation Activity:

Before: Ask the students to imagine that they are adult African American males living in Alabama during the period of Reconstruction (1865-1877). Remind them that because of the 14th and 15th Amendments, they have civil rights guaranteed by the Constitution and enforced by United States military presence in the former Confederacy. Ask the students the following questions:

• “What are civil rights?”

• “How would you exercise your newly granted civil rights?”

• “Will you vote? Why or why not?”

• “Will you run for public office?”

During:

Step 1 Show the composite image of African American members of the United States Congress from 1869 to 1901 from the Alabama Department of Archives and History, covering the title of the image. Ask the students:

• “Who do you think these men are?”

• “Why are they shown as a group?”

Uncover the title and identify the group. Point out the picture of Benjamin Sterling Turner.

Step 2 Show students the picture of Benjamin Sterling Turner found at http://history.house.gov/People/Detail?id=23140&cid=38165&cs=1&ce=113&f=All#biography

Ask the following questions, and allow time for discussion:

• “What is your first impression?”

• “Where do you think this photo was taken?”

• “What objects are in the photo?”

• “What kind of clothing is being worn?”

• “Why do you think this picture was taken?”

• “Who do you think the person is in the photo?”

Step 3 Tell the students that Benjamin Sterling Turner played a very important role in the Reconstruction of Alabama and today they are going to research him on the internet, collect five facts about him, and write a biography about him.

Step 4 Either take students to the computer lab or pass out the information that you printed from the Web sites. Guide them to the above-listed Web sites to gather facts necessary to write the biography.

Step 5 When students are finished collecting information, divide them into groups of three to four students, and allow them to discuss their findings. Ask one person from each group to share with the class five facts that he/she learned.  You may want to make an informational chart on the board to record significant findings from each group.

After:

Step 6 Tell students to use the information that they collected from the internet, from their group, and from class discussion to write a biography of Benjamin Sterling Turner. Collect their writings when they are finished.



Attachments:
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  Assessment  

Assessment Strategies

The student’s writing should be assessed using the Writing Rubric. (attached)

Acceleration:

• Students may research other African American Reconstruction era political figures.

• Students may create a poster of Benjamin Sterling Turner with the facts and pictures that they found.

• Students may create a PhotoStory or slide show presentation to present to the class.

Intervention:

• Student may be given additional time to complete the assessment.

• Student may be given one-on-one teacher time to review the lesson.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.