Different Models of Reconstruction – Timeline Lesson Plan

Resources

Student Resources:

• Reconstruction Interactive Timeline

Teacher Resources:

• Unit 1: Thesis and Unit 7: Providing Evidence DBQ Mini-Lessons (If needed to support Assess and Reflect)

Facilitation Notes

• There is a digital timeline to use to complete this lesson. The timeline spans the course of the Reconstruction unit but this lesson needs only some of the entries.

Engage

• Tell students “Abraham Lincoln chose a new vice president when he ran for re-election in 1864. Andrew Johnson was a Democrat while Lincoln was a Republican, he was from Tennessee, a state that seceded, and his views were very different from Lincoln. What are some possible reasons why Lincoln might have made the decision to choose him?”
  • Answers might include Johnson’s connection to the South, being from a state that seceded but he remained loyal (stayed in his Senate seat), a message of reconciliation, and he provided insight into plans outside of those of the Republicans, to help Lincoln appeal to more voters.
• Then, tell students, “Lincoln was assassinated soon after taking office for his second term, leading Johnson to ascend to the office of president and lead the nation through Reconstruction as the Civil War ended in April of 1865. Why would it be important for the president and Congress to agree on matters of Reconstruction?”

Explore

Interactive Timeline Investigation:

• Introduce the Task: Tell students they will examine a timeline of events related to Reconstruction and sort the entries into three categories: Lincoln’s Reconstruction, Johnson’s Reconstruction, and Congressional Reconstruction.
• Transition: Provide students with access to the Reconstruction Interactive Timeline.
  • Have students read each entry on the timeline.
  • Instruct them to click on the information button for each entry to better understand the event.

Teacher note: Some timeline entries will not fit into any of the three categories-they should skim those and focus only on the ones that do.

• Sort the Events:
  • Ask students to sort relevant events into the three Reconstruction categories.
    • Lincoln’s Reconstruction
    • Johnson’s Reconstruction
    • Congressional Reconstruction
  • They can do this by creating a three-column list on a piece of paper or a digital tool.
• Summarize Each Approach:
  • After sorting, have students write a 1-2 sentence summary describing what Reconstruction ideally looked like from the perspective of each: Lincoln, Johnson, and Congress.

Assess & Reflect

1. 1. Thesis and Evidence:

• Ask students How did Lincoln and Johnson’s plans for Reconstruction differ from Congressional Reconstruction. Require a thesis (claim with reasoning) and one piece of evidence to support their claim from any of the timeline events looked at today.

AND/OR

1. Opinion and Justification:
   • Which event affected Reconstruction the most? Lincoln’s assassination, Johnson’s vetoes, Johnson’s impeachment, or something else? Why?