Choice Menus in High School: Reconstruction

By Nina Kendall                      
                   Choice  boards a strategy employed well at the elementary school level. They are used with less frequency or success in high schools. Below is one example of how this strategy can be used at the high school level if you are interested in incorporating more student choice and voice in class.

The plan for students to learn about Reconstruction is detailed below based on US History Georgia Performance Standard 10. In this standard students are to identify legal, political, and social dimensions of Reconstruction. Each section of the work is based on a stand in the standard. This was designed for students to build on their learning style and provide them with choices to encourage engagement. The rubric is simple and focuses on the depth of knowledge demonstrated in the work. As this would not be the first unit, students would have already had practice with analyzing documents and using subject area vocabulary as part of the coursework.

Reconstruction: Creating a New America Student Sheet

Standard: SSUSH10- The student will identify legal, political, and social dimensions of Reconstruction.

Directions: Complete at least one activity from each of the rows. You should do at least one activity that reflects your dominant intelligence. Activities in row 2 and 3 can be done individually or with a partner.

1	Analyze 1 cartoon about presidential reconstruction using the requirements provided.
	Use a Venn Diagram to Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction and write a summary paragraph.
	Create a chart that lists the major components of each of the plans for Reconstruction.
2	Go To: http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5b.html What did former slaves work and hope for in this period?
	How did the Freedman’s Bureau both help and hurt the efforts to Reconstruct the South? Express using I-statements.
	Investigate the growth of African American music of this period. How does it represent both progress and challenges in this period?
	Go To: http://www.digitalhistory.uh.edu/historyonline/us21.cfm Explain the ups and downs African Americans experienced based on the primary sources and data provided. What other data would help you illustrate progress?
3	Analyze the History Tunes Reconstruction Song. Create annotations that show the economic, economic, and legal domains of Reconstruction.
	Go To: http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html Create 3 faces that express reaction to these amendments. Use speech bubbles to explain what each amendment allows and the person’s reaction. Label the person as representative of a major group in this period.
	GO TO: http://highered.mcgraw-hill.com/sites/0078777186/student_view0/unit1/chapter3/student_web_activities.html Complete the activity and explain how the acts described are representative of one of the Civil War Amendments.
4	Analyze cartoon 4 with at least 5 annotations. What does this cartoon suggest about America’s commitment to its founding ideals in this period?
	Go To: http://www.digitalhistory.uh.edu/historyonline/us22.cfm What laws helped and hurt the various groups in the South? Discuss with your partner.
5	What did Thaddeus Stevens and Andrew Johnson argue about? What does this show about support for reconstruction in the North?
	Who would “wave the bloody shirt?” How did this impact the progress of Reconstruction? Write your response as a short stump speech and deliver it as closing for class one day.
6	Go To: http://memory.loc.gov/ammem/aap/timeline.html Use this information to explain how politics ends reconstruction. Your explanation can be: ·         written as a paragraph ·         completed as a cause and effect diagram ·         expressed on a winners/losers score report.

The rubric below will be used to assess all 6 rows. Students must earn at least a 12 to proceed to the final activity.

Rubric
Does the work demonstrate knowledge?	1	2	3	4
Does the work illustrate the student’s internalized understanding?	1	2	3	4
Are multiple perspectives reflected in the body of the work?	1	2	3	4
Is the work historically accurate?	1	2	3	4

Recommendations for Improvement

	Follow standard English language and grammar conventions.		Make original choices to express yourself.
	Organize your thoughts before writing.		Complete all parts of the assignment.
	Use care when completing your work.		Proofread your work.

Final Activity (with a partner):

You will read Eric Foner’s discussion of Reconstruction. Was this truly America’s Second Revolution? Were the founding ideals forwarded?  Prepare for a debate regarding Foner’s work. Create position statements for both sides of the debate.  Use your work to support your position. Annotate your statements with what you have learned. Put the number of each row as the annotation. The rubric above will be used for your position statements that you will turn in after the debate.

You will be assigned a position the day of the debate and take directions from your position leader.

 The grade will be the result of individual notes and participation on the team.