Reconstruction PSAMonday, July 15

Lesson Focus:What were the goals of

Reconstruction?

Part I: Hook

Historical Thinking Skills Questions

1. What type of primary source is this? (sourcing)2. When and where did it appear?

(contextualizing)3. Who is the artist? (sourcing)4. What figures/images stand out to you? (close

reading)5. What is the message of the text and image?

(sourcing)6. Who was the audience? (contextualizing)7. What were the major issues in the United

States at the time this image appeared? (contextualizing)

Part II: Section Image Analysis

1. Flip over your handouts and find what image you will be analyzing in groups.

1. Each group will be receiving a larger image to analyze.

Group A: 4 membersGroup B: 3 membersGroup C: 3 membersGroup D: 3 membersGroup E: 3 membersGroup F: 3 membersGroup G: 3 membersGroup H: 4 membersGroup I: 4 members

SECTION A

Section A

Section A

Section A

Historical Thinking Skills Questions

1. What images stand out to you? (close reading)

2. What text stands out to you? (close reading)

3. What is the artist’s message? (sourcing)

4. Who is the audience? (contextualizing)

SECTION B

Section B

Section B

Historical Thinking Skills Questions

1. What images stand out to you? (close reading)

2. What text stands out to you? (close reading)

3. What is the artist’s message? (sourcing)

4. Who is the audience? (contextualizing)

SECTION C

Section C

Section C

Historical Thinking Skills Questions

1. What images stand out to you? (close reading)

2. What text stands out to you? (close reading)

3. What is the artist’s message? (sourcing)

4. Who is the audience? (contextualizing)

SECTION D

Section D

Section D

Historical Thinking Skills Questions

1. What images stand out to you? (close reading)

2. What text stands out to you? (close reading)

3. What is the artist’s message? (sourcing)

4. Who is the audience? (contextualizing)

SECTION E

Section E

Section E

Historical Thinking Skills Questions

1. What images stand out to you? (close reading)

2. What text stands out to you? (close reading)

3. What is the artist’s message? (sourcing)

4. Who is the audience? (contextualizing)

SECTION F

Section F

Section F

Historical Thinking Skills Questions

1. What images stand out to you? (close reading)

2. What text stands out to you? (close reading)

3. What is the artist’s message? (sourcing)

4. Who is the audience? (contextualizing)

SECTION G

Section G

Section G

Historical Thinking Skills Questions

1. What images stand out to you? (close reading)

2. What text stands out to you? (close reading)

3. What is the artist’s message? (sourcing)

4. Who is the audience? (contextualizing)

SECTION H

Section H

Section H

Historical Thinking Skills Questions

1. What images stand out to you? (close reading)

2. What text stands out to you? (close reading)

3. What is the artist’s message? (sourcing)

4. Who is the audience? (contextualizing)

SECTION I

Section I

Section I

Section I

Section I

Historical Thinking Skills Questions

1. What images stand out to you? (close reading)

2. What text stands out to you? (close reading)

3. What is the artist’s message? (sourcing)

4. Who is the audience? (contextualizing)

Part III: Complete Image Analysis

As a whole class, put together your picture pieces to create a

complete image.

Title: Reconstruction / eng. by J.L. Giles, N.Y. ; printed by F[rancis] Ratellier, 171 Broadway, N.Y.Creator(s): Giles, J. L. (John Lawrence), lithographerDate Created/Published: [New York : s.n.], c1867.

Part III: Complete Image

1. Seeing the whole image complete,a. What images stand out to you? (close reading)

a. What is the artist’s message? (sourcing)

a. Who is the audience? (contextualizing)

– What was the objective of the artist in creating this image? (sourcing)

Part IV: Corroborating

Part IV: Corroborating

1. How do the two images provide evidence of Radical Reconstruction’s goals?

2. Were these goals achieved by Reconstruction? Why or why not?

Follow-up: Why did Reconstruction fail?

• Political cartoons from the era of Reconstruction can also provide us insights into why Radical Reconstruction failed to achieve its goals.

• With your group, examine the image provided to you and work together to identify:*What evidence does the cartoon provide for

Reconstruction’s failure? *What historical perspective does it

represent?

Whose perspective does this cartoon represent?

Links:

• “Uncle Sam’s Thanksgiving Dinner,” Harper’s Weekly, November 20, 1869. http://cartoons.osu.edu/nast/uncle_sam.htm

• Bateman’s “National Picture” Zoomable Image. http://www.knowla.org/image.php?rec=1027

• “Worse Than Slavery,” Harper’s Weekly, October 24, 1874. http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm

More Links:• “The ‘Strong’ Government & The ‘Weak’

Government,” Puck, 1880. http://primarysourcenexus.org/2011/11/featured-image-strong-weak-government/

• “For the Sunny South,” Puck, 1913. http://www.loc.gov/pictures/item/2002720354/

• “Murder of Louisiana Sacrificed on the Altar of Radicalism,” Harper’s Weekly, 1871. http://loc.harpweek.com/LCPoliticalCartoons/DisplayCartoonMedium.asp?MaxID=26&UniqueID=1&Year=1871&YearMark=1871