Voices of Change

Overview

This three-day lesson plan focuses on a crucial period in US History: post-Reconstruction America. Students will examine history through diverse perspectives, analyze key events, and engage in discussions about how different groups experienced and influenced the era. This plan adheres to the National Curriculum Standards for Social Studies themes such as "Time, Continuity, and Change", and "Power, Authority, and Governance."

Curriculum Focus:

• SS.6.A.5.5: Identify significant events, people, and issues within Reconstruction and post-Reconstruction periods.
• CCSS.ELA-LITERACY.RH.6-8.6: Identify aspects of a text that reveal an author's point of view or purpose.
• D2.His.4.6-8: Analyze historical experiences of diverse groups to understand continuity and change.

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Day 1: Life After Reconstruction

Objective:

Students will explore the challenges and opportunities faced by different groups of people after the Reconstruction Era, particularly African Americans, Native Americans, and immigrants.

Materials:

• Notebook or journal for reflective writing.
• YouTube video: "The African American Journey: Life After Reconstruction."
• Excerpts from primary sources (e.g., Freedmen's Bureau records, 19th-century immigrant letters).

Class Plan:

1. Introduction (5 mins):
   Begin with a discussion prompt: "What rights and freedoms do you think are essential for having a fair chance in life?" Write responses on a whiteboard.

2. Video and Discussion (7 mins):
   Watch "The African American Journey: Life After Reconstruction," which paints a broad picture of the post-Reconstruction period.
   Discussion: "What challenges did African Americans face after the Civil War? What opportunities were available to immigrants or Native Americans during this time? How were these groups treated differently?"

3. Activity – Primary Source Exploration (8 mins):
   Break down excerpts from a Freedmen’s Bureau report or 19th-century letters from immigrants about their experiences. Discuss questions like:

   • What emotions are expressed in these writings?
   • What does this tell us about their hopes and struggles?

4. Homework:
   Journal one-page answering: "If you were alive during post-Reconstruction America, which group would you want to interview and why?"

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Day 2: Industrialization and Growth

Objective:

Students will investigate how industrialization transformed the US and impacted the lives of factory workers, immigrants, and young people.

Materials:

• YouTube video: "The Rise of Industry in America."
• Image set of child laborers and factory workers (such as Lewis Hine photography).
• Lined paper for “Perspective Exercise.”

Class Plan:

1. Warm-up (3 mins):
   Display an image from the industrial era (e.g., child laborers in a textile factory). Ask: "What do you notice about this picture? What do you wonder?"

2. Video and Discussion (7 mins):
   Watch "The Rise of Industry in America," which outlines the rapid growth in factories, cities, and migration. Discuss:

   • How did machines change the way people lived and worked?
   • Was this growth positive for everyone? Why or why not?

3. Activity – Perspective Exercise (10 mins):
   Students will choose to write as one of the following:

   • A 12-year-old factory worker.
   • An immigrant working in a steel mill.
   • A labor union leader protesting unfair practices.
     Write a short diary entry: "What is your day like? How do you feel about your life and opportunities?" Review entries together to share perspectives.

4. Homework:
   Research a famous person who led industrial reform (e.g., Jane Addams, Samuel Gompers, Lewis Hine). Be prepared to share one fact about their work tomorrow.

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Day 3: Diverse Voices of Reform

Objective:

Students will explore how individuals and communities pushed for social and legislative change during the late 19th and early 20th centuries.

Materials:

• YouTube video: "Women, Workers, and Change in the Gilded Age."
• Excerpt from Susan B. Anthony’s speech or another primary source advocating for change.
• Chart paper for group activity.

Class Plan:

1. Warm-up (3 mins):
   Write the word “reform” on the board. Ask: "What does this word mean to you? Why do people stand up for reform?"

2. Video and Discussion (8 mins):
   Watch "Women, Workers, and Change in the Gilded Age," which focuses on reform movements, including women’s suffrage, child labor laws, and workers’ rights. Discuss:

   • What were some of the key issues reformers wanted to improve?
   • What obstacles did they face?

3. Activity – Group Chart (9 mins):
   Create a chart with three columns:

   1. Issues faced (e.g., lack of voting rights, unfair wages, inequality).
   2. Actions taken by reformers (e.g., organizing marches, writing petitions).
   3. Changes made (e.g., 19th Amendment, labor laws).
      Work together to brainstorm examples for each column, filling in what has already been learned in class.

4. Homework:
   Reflect in your journal: "What would you want to reform in today’s world? Why? What steps can you take to enact change?"

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Assessment Strategies

• Day 1: Evaluate journal responses for thoughtfulness and historical understanding.
• Day 2: Assess diary entries for empathy and incorporation of historical details.
• Day 3: Check students' contributions to the chart for engagement and understanding of reform processes.

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Diverse Perspectives

This lesson plan prioritizes voices from historically marginalized communities, including African Americans, child laborers, women reformers, and immigrants. Students will use analytical skills to empathize with diverse groups and understand how individuals have shaped US history.