Reconstruction Times: A Newspaper Project

Created byPrabir Vora

1 views0 downloads

Reconstruction Times: A Newspaper Project

College/UniversityHistorySocial Studies3 days

This project immerses students in the Reconstruction era by having them create a historical newspaper. Students analyze primary sources like telegrams and adopt diverse perspectives to write editorials and news articles. By exploring the successes, failures, and lasting impact of Reconstruction, students gain a deeper understanding of this pivotal period in American history. The project culminates in a comprehensive newspaper reflecting the complexities and challenges of Reconstruction.

Reconstruction EraAmerican HistoryHistorical NewspapersPrimary SourcesPerspective-TakingSocial StudiesPolitical Analysis

Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.

📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How did the varying perspectives on the goals, policies, and consequences of Reconstruction shape the evolution of American society during this transformative period?

Essential Questions

Supporting questions that break down major concepts.

What were the primary goals of Reconstruction, and how did these goals evolve over time?
How did different groups (e.g., formerly enslaved people, Southern whites, Radical Republicans) experience and respond to Reconstruction policies?
What were the key successes and failures of Reconstruction, and what were the long-term consequences of this period for American society?
What role did economic, social, and political factors play in shaping the course of Reconstruction?
How did Reconstruction-era legislation and constitutional amendments (e.g., the 13th, 14th, and 15th Amendments) impact the lives of African Americans and the nation as a whole?
What were the main arguments for and against federal intervention in the South during Reconstruction?
How did the legacy of slavery continue to influence American society and politics after the Civil War?
What lessons can be learned from the Reconstruction era about the challenges of social and political change?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to analyze primary and secondary sources to understand the diverse perspectives of the Reconstruction era.
Students will be able to evaluate the successes and failures of Reconstruction policies and their impact on different groups.
Students will be able to explain the long-term consequences of Reconstruction for American society, including its impact on race relations, politics, and economics.
Students will be able to create a historical newspaper that accurately reflects the events, issues, and perspectives of the Reconstruction period.

Teacher-Provided Standards

teacher-provided-standard-0

Primary

Finding the Cause and Effect of Reconstruction EraReason: This standard directly aligns with the project's focus on understanding the causes and effects of Reconstruction policies and their impact on American society.

Entry Events

Events that will be used to introduce the project to students

Breaking News Telegrams

Students receive 'telegrams' detailing breaking news from 1866 about the clash between President Johnson and Congress over Reconstruction policy, prompting them to investigate the context and consequences of these events.

📚

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Deciphering the Dispatch

Students analyze telegrams detailing breaking news from 1866, focusing on the clash between President Johnson and Congress. They then research the historical context of these events and their immediate consequences.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Read and annotate the provided telegrams, highlighting key people, events, and reactions.

2. Research the historical context surrounding the telegrams, including the political climate of 1866 and the key players involved.

3. Write a short summary of the immediate impact of the events described in the telegrams.

Final Product

What students will submit as the final product of the activityAnnotated telegrams with contextual notes and a brief summary of the immediate impact of the events described.

Alignment

How this activity aligns with the learning objectives & standardsInvestigating primary sources like telegrams helps students understand the immediate reactions and context surrounding key events of Reconstruction, addressing the standard's focus on understanding causes and effects.

Activity 2

Editorial Perspectives

Students write editorials from different perspectives (e.g., a formerly enslaved person, a Southern planter, a Radical Republican) on a specific Reconstruction policy, such as the Freedmen's Bureau.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a specific Reconstruction policy to focus on.

2. Research the chosen policy and its impact on different groups.

3. Write an editorial from the perspective of a formerly enslaved person, expressing their views on the policy.

4. Write an editorial from the perspective of a Southern planter, expressing their views on the policy.

5. Write an editorial from the perspective of a Radical Republican, expressing their views on the policy.

Final Product

What students will submit as the final product of the activityA set of editorials representing diverse perspectives on a chosen Reconstruction policy.

Alignment

How this activity aligns with the learning objectives & standardsCreating editorials allows students to express diverse viewpoints on Reconstruction policies, demonstrating an understanding of their impact and contributing to the analysis of cause and effect.

Activity 3

Blueprinting the Broadside

Students design the layout of their Reconstruction-era newspaper, including sections for news articles, editorials, political cartoons, and advertisements. They choose which events and policies to feature and how to present them.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the events and policies of Reconstruction that you want to cover in your newspaper.

2. Sketch a layout for your newspaper, including sections for news articles, editorials, political cartoons, and advertisements.

3. Decide which specific events and policies will be featured in each section.

Final Product

What students will submit as the final product of the activityA newspaper layout plan with designated sections for different types of content.

Alignment

How this activity aligns with the learning objectives & standardsDesigning a newspaper layout requires students to synthesize information about various events and policies of Reconstruction, reflecting their understanding of the overall period and its complexities, thereby addressing the cause and effect of the era.

Activity 4

Headline History

Students write news articles reporting on key events and policies of Reconstruction, such as the impeachment of President Johnson or the passage of the 14th Amendment.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a key event or policy of Reconstruction to focus on.

2. Research the chosen event or policy, gathering facts and details from reliable sources.

3. Write a news article reporting on the event or policy, using accurate and objective language.

Final Product

What students will submit as the final product of the activityA collection of news articles covering key events and policies of Reconstruction.

Alignment

How this activity aligns with the learning objectives & standardsWriting news articles based on research helps students demonstrate their understanding of the factual details and impact of Reconstruction events and policies, addressing the standard's focus on cause and effect.

Activity 5

Cartoon Commentary

Students create political cartoons that satirize or comment on a specific aspect of Reconstruction, such as the Black Codes or the rise of the Ku Klux Klan.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a specific aspect of Reconstruction to focus on.

2. Brainstorm ideas for a political cartoon that satirizes or comments on the chosen aspect.

3. Create your political cartoon, using clear visuals and symbolism.

Final Product

What students will submit as the final product of the activityA collection of political cartoons related to Reconstruction.

Alignment

How this activity aligns with the learning objectives & standardsCreating political cartoons challenges students to analyze the complex issues of Reconstruction and express their understanding of the different perspectives and their impact in a visual format, demonstrating the cause and effect relationship of events and policies.

🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Reconstruction-Era Newspaper Portfolio Rubric

Category 1

Historical Understanding

Assesses students' grasp of historical facts, events, and contexts of the Reconstruction era.

Criterion 1

Primary Source Analysis

Evaluates students' ability to analyze primary sources, such as telegrams, for historical insight.

Exemplary

4 Points

Provides a sophisticated analysis of primary sources, identifying nuanced details and drawing insightful connections to historical events.

Proficient

3 Points

Offers thorough analysis of primary sources, recognizing important details and connecting them to historical events.

Developing

2 Points

Attempts to analyze primary sources, but analysis lacks depth, missing some key details and connections.

Beginning

1 Points

Struggles to analyze primary sources, missing important details and failing to connect to historical events.

Criterion 2

Understanding Historical Context

Measures students' understanding of the broader historical context surrounding Reconstruction events and policies.

Exemplary

4 Points

Demonstrates exceptional understanding of the historical context, integrating multiple perspectives and events into a cohesive narrative.

Proficient

3 Points

Shows clear understanding of the historical context, accurately relating multiple perspectives and events.

Developing

2 Points

Exhibits partial understanding of the historical context, with some inaccuracies in relating perspectives and events.

Beginning

1 Points

Displays limited understanding of the historical context, with considerable inaccuracies in perspectives and events.

Category 2

Perspective Diversity

Evaluates students' ability to present multiple viewpoints and analyze their significance within the Reconstruction period.

Criterion 1

Diverse Editorials

Assesses the creation of editorials from different Reconstruction-era perspectives.

Exemplary

4 Points

Crafts exemplary editorials that convincingly represent multiple perspectives with depth and authenticity.

Proficient

3 Points

Creates strong editorials that accurately represent multiple perspectives with good detail.

Developing

2 Points

Attempts to write editorials from multiple perspectives, but lacks depth and detail.

Beginning

1 Points

Struggles to represent multiple perspectives in editorials, lacking detail and authenticity.

Category 3

Creative Expression

Assesses students' ability to creatively express their understanding of Reconstruction through visual and written media.

Criterion 1

Newspaper Layout Design

Evaluates the creativity and effectiveness of the newspaper layout design.

Exemplary

4 Points

Creates an exceptionally creative and effective newspaper layout, enhancing narrative coherence and audience engagement.

Proficient

3 Points

Designs a clear and functional newspaper layout with effective placement of historical content.

Developing

2 Points

Produces a somewhat functional newspaper layout that may lack coherence or creative elements.

Beginning

1 Points

Struggles with newspaper layout design, leading to unclear presentation of content.

Criterion 2

Political Cartoon Creativity

Measures creativity and critical analysis in producing political cartoons related to Reconstruction.

Exemplary

4 Points

Creates highly creative political cartoons that cleverly satirize Reconstruction issues with clear visuals and symbolism.

Proficient

3 Points

Produces creative political cartoons with clear visuals and some symbolic commentary on Reconstruction issues.

Developing

2 Points

Attempts political cartoons with basic visuals and limited symbolic commentary.

Beginning

1 Points

Struggles to create political cartoons, with unclear visuals and minimal commentary.

Category 4

Analytical Writing

Assesses students' ability to write analytically about Reconstruction events and policies.

Criterion 1

News Article Quality

Evaluates the accuracy, objectivity, and analytical depth of news articles written about Reconstruction-era events.

Exemplary

4 Points

Writes news articles with exceptional accuracy, depth of analysis, and objectivity, providing a nuanced view of Reconstruction events.

Proficient

3 Points

Produces news articles with good accuracy and objectivity, effectively analyzing Reconstruction events.

Developing

2 Points

Writes news articles with some factual errors and limited analytical depth.

Beginning

1 Points

Produces news articles with frequent factual errors and minimal analysis.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the overall process of creating your Reconstruction-era newspaper. What were the most challenging aspects of this project, and how did you overcome them?

Text

Required

Question 2

How did your understanding of Reconstruction change or deepen as you worked on this project? What specific insights did you gain?

Text

Required

Question 3

How effective was your newspaper in conveying the complexities and challenges of the Reconstruction era?

Scale

Required

Question 4

Which activity in the project contributed the most to your learning, and why?

Multiple choice

Required

Options

Deciphering the Dispatch

Editorial Perspectives

Blueprinting the Broadside

Headline History

Cartoon Commentary

Question 5

If you were to continue working on this project, what aspects would you further explore or refine?

Text

Optional

Question 6

How did the driving question and essential questions guide your inquiry and shape your understanding of Reconstruction?

Text

Required