Tx history-ch-19.4

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Formation Actualités & Politique

Chapter 19: Reconstruction Section 4: Texas after Reconstruction

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Of the People McGerr, Lewis, Oakes, Cullather, Summers, Townsend, Dunak © 2018 Volume I To 1877 © 2018 Chapter 15 Reconstructing a Nation 1865—1877 © 2018 Terror in the South Chapter 15 American Portrait: John Dennett Visits a Freedmen’s Bureau Court Reporter for The Nation Elite Yankee Observed adjudication of labor disputes in Virginia Freedmen’s Bureau Interactions between events in the South, gov’t policy © 2018 Wartime Reconstruction © 2018 Chinese Laborers Building Railroad This 1877 picture of a Southern Pacific Railroad trestle shows the crude construction methods used to build the first line across the Sierra Nevada. Lincoln’s Ten Percent Plan Versus the Wade-Davis Bill Proclamation of Amnesty and Reconstruction Ten Per Cent Plan Required abolishing slavery Radical Unionists, free blacks expected equal rights Radical Republicans wanted new laws in southern states, not just military commanders’ decrees Wade-Davis Bill © 2018 The Meaning of Freedom Many African Americans left plantations and masters Some hunted for family members Men sought sharecropping contracts Women became “domestic dependents” Established new churches Education © 2018 Experiments with Free Labor Port Royal experiment Banks Plan Freed people wanted to own land Sherman’s Special Field Order No. 15 Bureau of Refugees, Freedmen, and Abandoned Lands Freedmen’s Savings Bank © 2018 Presidential Reconstruction, 1865—1867 © 2018 Freedmen’s Bureau Poster Led by President Andrew Johnson, attacks on the Freedmen’s Bureau became more and more openly racist in late 1865 and 1866. This Democratic Party broadside was circulated during the 1866 election. The Political Economy of Contract Labor Pardoned Confederates were reelected to prominent offices under Presidential Reconstruction Return of lands to former owners Black Codes Vagrancy laws Low pay, or none at all © 2018 Resistance to Presidential Reconstruction Violence underlay conservative control Former slaves were assaulted Black churches were burned Justice system supported perpetrators © 2018 Congress Clashes with the President Congress refused to readmit former Confederate states Joint Committee on Reconstruction Civil Rights bill Congress overrode Johnson’s vetoes © 2018 Origins of the Fourteenth Amendment Payment of the national debt, barred Confederate officials from public office Removed the three-fifths clause Guaranteed birthright citizenship Johnson’s National Union movement Riots in Memphis, New Orleans © 2018 © 2018 Congressional Reconstruction © 2018 Radical Members One of the greatest achievements of congressional Reconstruction was the election of a significant number of African Americans to public office. The South Remade Southern states who ratified the 14th amendment, were readmitted Conservatives rejected it Reconstruction Acts Provided for military oversight, transition to civilian government © 2018 The Impeachment and Trial of Andrew John.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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Tx history-ch-19.4

1. Chapter 19: Reconstruction Section 4: Texas after Reconstruction

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