recon deep dives

Discussion of students' feelings regarding the escape room activity.
- Comparison to previous activities; considered slightly easier in terms of time efficiency.
- Ability to work on two tasks simultaneously was highlighted as beneficial.
Mid-course feedback survey introduced.
- Location: reconstruction module.
- Content:
- Favorite and least favorite aspects of the course.
- Suggestions for improvement.
- Opinions on course recaps and activities (e.g., crosswords, comics).
- Group work reflections: preferred group members and dynamics.
- An optional check-in for those uncomfortable sharing.
Announcement on grading.
- Instructor acknowledges being behind on grading.
- Changes made based on previous student feedback causing grading delays.
- Encouragement for students to comment on grading frustrations.
- Assurance that efforts are ongoing to catch up, especially during fall break.
Additional notes on accommodating student feedback regarding groups while highlighting challenges.
- Must balance individual requests with class-wide dynamics.
- Not all requests can be guaranteed.

Questions and discussion on the reconstruction lecture and the Ulysses S. Grant case study.
Inquiry about Grant's rise despite issues with alcoholism.
- Historical context: circumstances were different 150 years ago.
- Grant's successes in the Western Front contrasted with failures of generals in the East under Lincoln's command.
- Lack of effective leaders led to Grant's advancement despite his personal issues.
Context of Lincoln's assassination and its impact on reconstruction efforts.
- Lincoln's presidency defined by the Civil War; he never fully enacted his postwar plans due to assassination.
- Vice President's leniency towards Southern racist laws contributed to ongoing tensions.

Background information on John Wilkes Booth:
- Born on May 10, 1838, in Maryland, from an immigrant family.
- Became a successful actor, studied Shakespeare, toured nationally by 1860.
- Parallel drawn between Booth's fame and modern celebrities potentially acting against a president.
Political activism:
- Joined the Know Nothing Party, anti-immigrant stance.
- Strong supporter of slavery; involved in John Brown's execution.
Attempts to assassinate Lincoln:
- Booth's initial 1864 plan to kidnap Lincoln did not succeed due to last-minute changes.
- Assassination on April 14, 1865, in Ford's Theatre.
- Booth's coordinated plan included assassinations of other government figures, most of which failed.
- Booth was ultimately located, captured, and killed after hiding in a barn.
Fallout from the assassination:
- Ended Lincoln's plans for integration and support of freed people.

Discussion of the missed opportunity during Reconstruction to reshape the country.
- Immediate abolition of slavery followed by labor source issues, leading to sharecropping.
- Grant's presidency attempts to heal the North-South divide faced continuous challenges due to entrenched racist policies.
Lincoln's assassination's long-term impact on Reconstruction policies and tensions in the South.
- Johnson's presidency viewed as a regression by allowing Southern states to maintain oppressive policies.

Introduction to Blanche K. Bruce:
- Born March 1, 1841, in Virginia, son of a slave mother and white father.
- Post-war career in Mississippi included roles in various political positions.
Significance as a politician:
- Became the first African American senator elected to a full term from 1875 to 1881.
- Advocated for the rights and treatment of African Americans.
- His later roles included the register of the treasury and trustee of Howard University.
- Died March 17, 1898, at age 57.

Examples of racial violence during Reconstruction:
- The New Orleans Race Riot (July 1866):
- Triggered by a political meeting at the Mechanics Institute; aimed to oppose radical changes towards black rights.
- Outcomes included deaths and injuries of numerous African Americans; strategic failures in government responses.
Wider implications of the event:
- Led to increased federal intervention and the eventual imposition of martial law.
- Reflected the lack of Southern willingness to integrate freedmen.

Discussion of the testing and grading philosophy.
- Highlight that the purpose was to discuss the arbitrary nature of assessments.
- Examination of how performance on impractical tests reflects historical voting restrictions (e.g., literacy tests).
- Feedback encouraged to address frustrations with course materials and testing styles.
Upcoming deadlines and assignments scheduled:
- Notification on changes in reflection assignments and check-in activities.
- Reminder for students about continuations into deeper course themes and discussions.

Remarks on student interactions with course materials and participation.
- Observation: Students benefiting from personal notes and contributions tend to perform better than those relying solely on transcripts.
Advice on strategic group work initiatives identified and potential successful methods shared for approaching assignments.
Closing review and opening remarks for upcoming discussions.