S2 IQ 1.2
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School
University of Texas *
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Course
315L
Subject
History
Date
Feb 20, 2024
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Pages
3
Uploaded by DeaconApePerson861
U.S. History 315L | 1 TEAM MEMBERS: ______________________________________________
In-class Question Sheet 1.2: The Sentiments of Reconstruction Unit 1, Lesson 1.2 Historians are trained professionals who critically examine primary and secondary sources to build narratives about what happened in the past. Your team will examine multiple primary and secondary sources related to the plan for Reconstruction. Based on your team’s analysis of these sources, you will create your own historical argument answering the following inquiry question: To what extent was the “Radical Republican Plan” for Reconstruction radical
? Remember, for this lesson, we will use this definition for radical
: the beliefs or actions of people who advocate complete or extreme political or social reform
. Republicans had different beliefs about how to move forward after the Civil War, including how to hold the Confederate states that attempted secession accountable for treason. Some people saw the Republican Plan for Reconstruction as radical or extreme, and other people thought it was not radical or extreme enough. PART I TEAM DISCUSSION: Directions: Share your answer to question #8 from your Before Class video notes. Choose a teammate to lead the discussion, ensuring that every teammate shares their answer before moving on to PART II. Video Notes Guiding Question #9
: Considering the narrator and au
thor Dr. Clint Smith’s claim that “the U.S. could have gone in a different direction” after the Civil War, do you agree or disagree with his viewpoint? Explain specifically what you agree or disagree with about Dr. Smith’s assessment.
PART II DOCUMENT EXAMINATION: Directions: Remember to practice thinking with a historical perspective by sourcing and closely reading Documents A - D in the 1.2 Primary Source Documents. Then, answer the corresponding questions below. BEST PRACTICES: Start by reading a document silently or as a group, then select a team member to read the questions to the group. Discuss your ideas freely with your team and take time to interpret the meaning behind certain phrases. Be sure to select a different person to read questions for each document to the team.
U.S. History 315L | 2 TEAM MEMBERS: ______________________________________________
SOURCING ITEMS AND QUESTIONS: Find and discuss the following items on Documents A-D with your team. It is helpful to use a highlighter to identify these items on the documents. •
What is the title of the document?
•
Who is the author? •
When was it created? •
Why was it created?
Document A Highlight words or phrases that need to be understood and explain what you think the author meant with your team members. Thinking of the main ideas of this document with your team members, why is it significant? According to the document, what were the policies that the Radical Republicans proposed for Reconstruction? Considering the context of the time, why might Democrats have conflicting plans? Documents B & C Highlight words or phrases that need to be understood and explain what you think the author meant with your team members. Thinking of the main ideas of these documents with your team members, why is it significant? What reasons did Andrew Johnson give for opposing funding to help freed African Americans? What reasons did he give for opposing their right to vote?
U.S. History 315L | 3 TEAM MEMBERS: ______________________________________________
Document D Write down one fact from the data presented in the table. Then, share with your teammates what you wrote. What is the relationship between the data in the table and the expansion of citizenship and voting rights during Reconstruction? Discuss with your team:
Considering the several laws and amendments passed by Republicans in Congress during Reconstruction including the Civil Rights Act of 1866, the Fourteenth Amendment, and the Reconstruction Acts of 1867. What impact do you think these laws had? Part III ARTICULATE YOUR OWN ARGUMENT With your team, thoughtfully construct a response to the Essential Question
. Your team’s answer should include evidence from any of the primary sources you analyzed in today’s lesson, the Before Class assigned video, and/or prior knowledge from the previous lessons. The response should be written in as many complete sentences as needed. Essential Question: To what extent was the “Radical Republican” plan for Reconstruction radical?
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