Reacting to Freedom: Diverse Opinions in Reconstruction Era Maryland

by  Maryland Center for History and Culture

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During this live, interactive distance learning program, students will examine the spectrum of
public reactions to the end of slavery in Maryland, with perspectives from
freedmen, famed abolitionists like Frederick Douglass, as well as former
slaveholders and politicians.
Students will analyze this difficult
transition in the post-Civil War period with contemporary speeches, newspaper articles, oral history interviews, and government document. By the end of the program, participants will understand the complexity of Maryland's (and the nation's) post-Civil War atmosphere, particularly related to the rights of African Americans. 

Program Rating

   based on 1 evaluation(s).

About This Program


Point to Point: $125.00
Point to Point Premium: $125.00


50-60 minutes

Target Audience

Education: Grade(s) 8, 9, 10, 11, 12, Adult Learners

Minimum participants:


Maximum participants:


Primary Disciplines

Gifted & Talented, Language Arts/English, Literacy, Reading, Social Studies/History

Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)

Booking Information

Programs are offered Tuesday through Friday.

Sorry, this program is not currently available. To inquire about future availability, please contact Maryland Center for History and Culture

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For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 24 hours notice.

About This Provider

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Maryland Center for History and Culture

Baltimore, MD
United States

The Maryland Center for History and Culture offers dynamic, interactive programs on topics in United States history for K-12, collegiate, and adult audiences. By exploring and discussing original historical evidence, including documents, images, artifacts, and audio and video clips, participants draw conclusions about important compelling questions about our nation's past.

Tyler Osborne

Program Details


1. The program begins with a review of Maryland's role and perspectives during the Civil War.
2. We use historical prints, maps and statistical data to establish the "border state" characteristics.
3. We then discuss the usage of various types of primary sources and the historical inquiry methods, as strategies to learn historical content.
4. As a whole class, students practice reading a two contemporary speeches, in order to understand the extreme ends of public opinion at the time.
5. Students are then divided 4 groups and each given a primary source to analyze for perspective and evidence.
6. Each group selects a representative to share out information on their given source.
7. The whole class discusses the reason why sources differ, based on specific evidence found in each.
8. To finish, we analyze the choices that African Americans might make in this complex social landscape, using evidence uncovered throughout the program.
9.Time is allowed for questions and answers.


The participant will:
Engage in a discussion about how border states were still extremely divided after the war
Analyze the diverse perspectives of local political leaders and regular citizens during the Reconstruction era, as well as the difficult choices that African Americans had to make at that time.
Synthesize information from a variety of sources
Construct and present an argument
Evaluate and compare the arguments presented by their classmates

Standards Alignment

National Standards

CCSS.ELA-LITERACY.9-10.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.9-10.RI.1 -- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.9-10.RI.5 -- Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CCSS.ELA-LITERACY.9-10.RI.6 -- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-LITERACY.9-10.SL.1d -- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics.
D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past
D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
D4.1.9-12. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
D4.2.9-12. Construct explanations using sound reasoning, correct sequence (linear or non-linear), examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose

State Standards

2.C.1.d Describe how cultural, economic and political differences contributed to sectionalism
3.A.1.a Use thematic maps to locate places and describe the human and physical characteristics, such as settlement patterns, migration, population density, transportation, and communication networks
3.A.1.c Analyze thematic maps to determine demographic and economic information about a region
4.A.4.a Describe how differences between the agrarian South and the industrial North heightened tensions
5.C.4.a Describe pro-slavery and anti-slavery positions and explain how debates over slavery influenced politics and sectionalism.
5.B.5.a Explain the goals and policies of the various Reconstruction plans.
5.B.5.b Explain how the 13th, 14th, and 15th Amendments addressed the issue of civil rights through abolition, the granting of citizenship, and the right to vote.
5.B.5.c. Identify the legal and illegal actions used to deny African-Americans civil rights.
5.B.5.d. Evaluate the social and economic impact of sharecropping, tenant farming and the Freedman's Bureau in the post Civil War South.