1.  What is a stereotype?

3.  What was life like for African Americans during Reconstruction? Was it better or worse than slavery?

4.  Something that is added to our Constitution (which lays out everything the government can and cannot do in the US)

5.  Effect of an activity on the social fabric (interactions between people) of the community and well being of the individuals and families.

6.  The effect of an activity on the political situation of a community

7. 13 th Amendment When: December 18, 1865 What: Ended all slavery, for everyone in every state Social Impact: Former slaves are able to run their lives, the old masters are upset and angry about losing their slaves Political impact: Former slaves now have more power, but they DON’T have the right to vote

8. 14 th Amendment When: July 9, 1868 What: gave every person born in this country (except Native Americans) the right to citizenship and equal protection Equal Protection means: c onstitutional guarantee that all persons shall receive the same protection of the laws as are afforded all other persons under the same circumstances Social Impact: Native Americans become very upset, African Americans are happy now that they are citizens, proud Political Impact: African Americans have more legal power, one step closer to voting

9. 15 th Amendment When: February 3, 1870 What: Allowed all African American MEN to vote (no woman of any race could vote for another 50 years) Social Impact: AA men happy, AA men get more respect Political Impact: Better presidents, more republicans, AA win elections

10.  Write your name on a piece of paper  Answer the following question on your paper:  Which amendment do you think is the most important? Why?  Make sure you say why!  Crumple it up and throw it into the box.

11.  Pick a ball of paper out of the box.  Read the opinion and reply to the opinion using accountable talk (i.e. I think…. I believe… I agree because… I disagree because….)  Write your name above your response  3 rounds

12.  Sharecropping- the system of farming in which former slaves worked on land they did not own in exchange for part of their crops  Tenant Farming- a system in which a person worked on land they did not own in exchange for paying the owner money or crops

13.  It was difficult for slaves to own land in the South due to continued mistreatment by whites  Former slaves did not have the money to buy land  Without their own land, they could not produce crops, which they would then sell for money

14. Tenant Farming is…  When a person (freed slave or poor white) would work a piece of land that they didn’t own  Planters would divide their land into small plots and rent them to freed slaves and poor whites  Rent could be paid in either money or crops. This was bad because the tenant (person renting the land) had to pay in crops. If there was nothing left after the rent was paid, the tenant would not make any money

15.  This was a form of tenant farming  Black and white landless farmers tried to earn money in order to buy land.  They rented land, grew crops, and the would sell them.  Rent on the land was paid in crops. They would SHARE the CROPS with the person who owned the land.

16.  Obviously, former slaves were not treated fairly in society.  They were still denied basic rights due to racism and other factors in society.  There needed to be some way that they could get things like: education, medical care, jobs, and other basic necessities.

17.  This was a government agency set up to help freed slaves “get on their feet”  It provided things like medical care, food, shelter, and education  It still did not address the lack of farm land, but it did become a place where former slaves could go if they needed help adjusting to their new role in society

18.  Court case from 1892 that said “separate but equal” is allowed.

20.  Plessy v. Ferguson allowed “Separate but Equal”  This allows segregation in all public places.  This is true until the case of Brown v. Board of Education

26. Black Sharecroppers - made only enough to survive White brutal authority ran the South

29.  Believed African Americans should work together with Whites  Wanted African Americans to slowly adjust to lifestyles similar to the whites  Valued job education

30.  Believed a liberal arts education could help African Americans out of their situation  Believed liberal arts were more important than job training

32.  No Notes  No Talking  Was life for African Americans better during Reconstruction than as slaves? Why or why not? Answer this question in 1 paragraph

33.  Turn in your exit slips and your text analysis