Summary
Reconstruction was both a success and a failure depending upon one’s point of view. The basic goal of reconstruction, returning the South to the Union was achieved, however efforts towards creating equality, and maintaining civil rights for African-Americans while initially successful, proved to be difficult to achieve. Students within a 7th grade US History class were challenged to reflect on the previous instruction of the reconstruction period after the Civil War and then make an argument as to how reconstruction could be considered a success or a failure. Students were provided a resource library and required to evaluate each source before including the information into their paper. As a pair, students create two persuasive paragraphs using the research collected. One paragraph focused on the pros of reconstruction while the second paragraph focused on the cons of reconstruction. Students were given a research task sheet to assist in evaluating sources, and were required to cite sources in MLA format, using the citationmachine.net if needed. Rubrics were available to guide students in accomplishing the task. Students use Google docs to collaboratively complete the research task sheets along with constructing the final persuasive paragraphs.
TIPC Ratings
The teacher modeled how to evaluate sources using the research task sheet along with the importance of developing questions to guide their investigation. The resources provided to students included blogs, primary documents, study notes, and wikis which allowed students to evaluate sources without spending extra time searching for the sources. This technique allows teachers and students to scaffold research skills as students learn to become independent researchers throughout the school year. Once students collected all the information needed, they used it to create their persuasive essay about reconstruction. Students were also expected to individually reflect on how they evaluated each source and how this will help them in the future. They were also asked to reflect on the skills needed to complete this assignment along with why those skills are important.
Students worked in teacher assigned pairs to research the success or failure of the reconstruction period, complete the research task sheets, and develop their persuasive paragraphs. The teacher was also able to highlight student work through out the process, regarding appropriate facts, MLA formatting, and creative arguments around reconstructions success or failure since all of the student’s work was originally shared with the teacher. Students were given structures and expectations to allow for purposeful communication and collaboration using Google Docs to complete the class assignment. Students will reflect on theses skills within their individual reflections.
Students were asked to think critically about reconstruction to investigate different perspectives regarding its outcomes. The teacher challenged students to question their own initial response to whether reconstruction was a success or failure and to find reasons why others may have felt differently. Having students question their own beliefs not only to elaborate on their own thinking but on why others may have thought a certain way requires high level of critical thinking skills. Writing a persuasive paragraph requires students to evaluate how their audience will be affected by the information included and how the information can be manipulated to elicit a different response from the reader.
Students questioned, summarized and made predictions regarding the success or failure of the Reconstruction period, using existing knowledge and a bank of internet resources to research for more information on current ideas. The teacher provided an assignment which allowed students to research, communicate and think critically about the outcomes and perspectives of the reconstruction period. Students could have used this investigation to decide on how the United States may address a more current situation which has similarities to the Civil War based on what they know about the success or failure of reconstruction would increase this lesson’s TIPC rating in this category.
Student Artifact
