Proclamation of Amnesty and Reconstruciotn
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Reconstruction 1863–1877
11926_18_ch17_p458 11/18/10 12:45 PM Page 458 C h m a 17 p o c t . e Hear the Audio b r a 1 l 7 y a or t ist www.myh Reconstruction 1863–1877 CHAPTER OUTLINE American Communities 459 The Election of 1868 White Resistance and “Redemption” Hale County, Alabama: From Slavery to Woman Suffrage and Reconstruction King Cotton: Sharecroppers,Tenants,and the Southern Environment Freedom in a Black Belt Community The Meaning of Freedom 469 Moving About Reconstructing the North 482 The Politics of Reconstruction 461 African American Families, Churches, The Age of Capital The Defeated South and Schools Liberal Republicans and the Election Abraham Lincoln’s Plan Land and Labor After Slavery of 1872 Andrew Johnson and Presidential The Origins of African American Politics The Depression of 1873 Reconstruction The Electoral Crisis of 1876 Free Labor and the Radical Southern Politics and Society 476 RepublicanVision Southern Republicans Congressional Reconstruction and the Reconstructing the States:A Impeachment Crisis Mixed Record 11926_18_ch17_p459-489 11/18/10 12:45 PM Page 459 Theodor Kaufmann (1814–1896), On to Liberty, 1867. Oil on canvas, 36 ϫ 56 in (91.4 ϫ 142.2 cm). Runaway slaves escaping through the woods. Art Resource/Metropolitan Museum of Art. Hale County, Alabama: From Slavery to Freedom in a Black Belt Community n a bright Saturday morning in May 1867, had recently been O4,000 former slaves streamed into the town of appointed a voter Greensboro, bustling seat of Hale County in west- registrar for the dis- central Alabama.They came to hear speeches from two trict. -
The Reconstruction Era And
Facing History and Ourselves is an international educational and professional development organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote the development of a more humane and informed citizenry. By studying the historical development of the Holocaust and other examples of genocide, students make the essential connection between history and the moral choices they confront in their own lives. For more information about Facing History and Ourselves, please visit our website at www.facinghistory.org. Copyright © 2015 by Facing History and Ourselves National Foundation, Inc. All rights reserved. Facing History and Ourselves® is a trademark registered in the US Patent & Trademark Office. The photograph used in the background of our front cover depicts the African American and Radical Republican members of the South Carolina legislature in the 1870s. South Carolina had the first state legislature with a black majority. This photo was created by opponents of Radical Reconstruction, and intended to scare the white population. See Lesson 8, “Interracial Democracy” for suggestions about how to use this image in the classroom. Photo credit: Library of Congress (1876). ISBN: 978-1-940457-10-9 Acknowledgments Primary writer: Daniel Sigward This publication was made possible by the support of the Richard and Susan Smith Family Foundation. Developing this guide was a collaborative effort that required the input and expertise of a variety of people. Many Facing History and Ourselves staff members made invaluable contributions. The guidance of Adam Strom was essential from start to finish. Jeremy Nesoff played a critical role through his partnership with Dan Sigward and, along with Denny Conklin and Jocelyn Stanton, helped to shape the curriculum by providing feedback on numerous drafts. -
King Cotton and Its Impact on Foreign Intervention in the War ❧ ❧ King Cotton
King Cotton and its impact on foreign intervention in the War ❧ ❧ King Cotton ❧ The phrase was commonly used by Southern politicians and authors. ❧ Saying “king” cotton instead of just “cotton” showed the political and economic importance of cotton production. ❧ In 1793 the cotton gin was invented. ❧ After the invention, cotton exceeded tobacco as the dominant cash crop in the South. King Cotton ❧ This compromised more than half of the U.S. exports. ❧ Southerners argued the importance of cotton in the international marketplace ❧ They believed the industrial powers of Europe could not long afford to allow the northern navy to enforce its blockade. The importance of the Trent Affair of 1861 ❧ ❧ Trent Affair of 1861 ❧ The Trent Affair reflected the uneasy state of international relations created by the war. ❧ The Confederacy hoped that England or France, even both, would come to its aid. ❧ The Trent affair was settled through diplomatic evasion and maneuvering, but the international situation remained tense throughout the war. Trent Affair of 1861 ❧ Leaders of both the north and the south could imagine situations in which England or France would intervene with the weapons and supplies ❧ Foreign intervention loomed as an intense hope for the confederacy and a great fear of the north. ❧ Anger over the Trent Affair was balanced by resentment of southern assumptions about British dependence on cotton. Battle of Antietam ❧ ❧ Battle of Antietam ❧ September 17, 1862 ❧ The bloodiest single day of the Civil War ❧ Four times more soldiers killed and wounded than in the campaign’s other fights combined Approximate Numbers Union Confederate Total Killed 2,100 1,550 3,650 Wounded 9,550 7,750 17,300 Missing/Captured 750 1,020 1,770 Total 12,400 10,320 22,720 Battle of Antietam ❧ Most well-known of the battles in Lee’s first invasion of the North, has the most battlefield land preserved and attracts the most battlefield visitors. -
The Reconstruction Era
Name Date Class CHAPTER 18 The Reconstruction Era CHAPTER Chapter Overview BENCHMARKS SS.8.A.1.2 Analyze charts, graphs, After the Civil War, the federal government faced the maps, photographs and time lines; difficult task of putting the nation back together again. analyze political cartoons; determine Eleven states had tried and failed to break away from cause and effect. SS.8.A.1.7 View historic events the United States. Now, in defeat, they had to rejoin that through the eyes of those who were Union. The war had left the South in ruins. Finding a there as shown in their art, writings, music, and artifacts. plan to reunite the nation and rebuild the war-torn SS.8.A.4.3 Examine the experiences South would spark intense political conflicts. and perspectives of significant individuals and groups during this era Bitter conflicts also would surround the role of the of American History. newly freed African Americans. African Americans soon SS.8.A.5.7 Examine key events and peoples in Florida history as each gained the rights of citizenship, and African American impacts this era of American history. men gained the right to vote. But as the nation began to SS.8.A.5.8 Explain and evaluate the rebuild, those rights would be taken away by violence policies, practices, and consequences of Reconstruction (presidential and and intimidation, and African Americans in the South congressional reconstruction, Johnson’s impeachment, Civil Rights would be forced to continue the long struggle for Act of 1866, the 13th, 14th, and 15th equality. -
A House Divided: Reconstruction
A House Divided: Reconstruction Essential Question: How might history have been different if alternate plans for the Reconstruction of the South had been put into practice? Brief Introduction: Political leaders and parties in the tense time after the Civil War proposed various plans for Reconstruction. By observing artwork of this period, students will learn how these plans affected the South (and North) and relationships between people of different races and geographic regions. Primary Subject and Grade Level: U.S. History, 8th and 11th grades National Standards: National History Standard Era 5: Civil War and Reconstruction (1850--1877) Standard 5-3: How various Reconstruction plans succeeded or failed Components: • Lesson Plan • Images • Student Activity Materials: • American Art Museum Reconstruction images: Lee Surrendering to Grant at Appomattox by Alonzo Chappel http://americanart.si.edu/images/1981/1981.139_1a.jpg Taking the Oath and Drawing Rations by John Rogers http://americanart.si.edu/images/1882/1882.1.1_1a.jpg A Visit from the Old Mistress by Winslow Homer http://americanart.si.edu/images/1909/1909.7.28_1a.jpg • Handout on Reconstruction Plans Keywords: Civil War, Reconstruction, Abraham Lincoln, Andrew Johnson, Republican, Congress, radical, composition, pose, and body language Procedure: Visual Analysis Exercise Use the images from the American Art Museum’s collection listed above. 1. Review key differences in plans for Reconstruction proposed by Abraham Lincoln, the Radical Republicans, and Andrew Johnson. 2. Display one image at a time. Ask students to “read” each one as they would a written story then analyze it as an interpretation of history. 3. Ask the students which Reconstruction plan each image most closely represents, especially in terms of mood and the physical relationship between the figures. -
AND the CIVIL RIGHTS GASES of 188B3 in PARTIAL FULFILLMENT
GEORGIA'S REACTION TO THE CIVIL RIGHTS ACT OF 1875 AND THE CIVIL RIGHTS GASES of 188B3 A THESIS SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS BY CAROLYN IONA WHITE DEPARTMENT OF HISTORY ATLANTA, GEORGIA JULY 1971 \ V TABLE OF CONTENTS Page INTRODUCTION 1 Chapter I. THE PASSAGE OP THE CIVIL RIGHTS ACT OF 1875 7 II. GEORGIA'S REACTION TO THE PASSAGE OF THE CIVIL RIGHTS ACT OF 1875 18 III. GEORGIA'S REACTION TO THE CIVIL RIGHTS CASES OF 1883 25 CONCLUSION 35 APPENDICES 37 BIBLIOGRAPHY 41 ii INTRODUCTION The era beginning with the end of the Civil War and lasting until 1883 marks a very distinctive period in the history of blacks in America. "It opened with the collapse of the slave system, and closed with a Su preme Court decision that killed federal legislation designed to confer upon a lately emancipated people the political, civil, and social status that only free whites had hitherto enjoyed." The problem of reconstruction began immediately after the first shot of the Civil War was fired. No one in the North, from the President 2 on down, had any doubt that the South would eventually be defeated. Abraham Lincoln had one of his first opportunities to test his ideas on reconstruction with New Orleans, which fell into the hands of the Union army early in the war. By 1863 Lincoln felt that the war had progressed far enough for him to issue a Proclamation of Amnesty for ex-Confederates who would pledge their allegiance to the federal government. -
Chapter 17: Reconstruction and Its Aftermath, 1865-1896
Reconstruction and Its Aftermath 1865–1896 Why It Matters We had survived our worst war, but the end of the Civil War left Americans to deal with a set of pressing issues. The status of some 3.5 million former enslaved people had yet to be decided. Nor had the terms by which the former Confederate states would rejoin the union been decided. How Americans would handle these issues would shape the future of our country. The Impact Today Debate over the rightful power of the federal government and the states continues to this day. Americans continue to wrestle with the problem of providing civil rights and equal opportunity to all citizens. The American Republic to 1877 Video The chapter 17 video, “Life After the War,” tells the story of Reconstruction through the eyes of writers and artists of the period. 1870 • Fifteenth Amendment ratified 1867 • First Reconstruction 1877 Act passed • Reconstruction ends Lincoln A. Johnson Grant Hayes Garfield 1861–1865 1865–1869 1869–1877 1877–1881 1881 1860 1870 1880 1868 1871 1874 • Meiji era begins • Bismarck unifies • First major exhibit of in Japan Germany impressionist art in Paris 498 CHAPTER 17 Reconstruction and Its Aftermath Comparison Study Foldable Make this foldable to help you compare and contrast Reconstruction in the Northern and Southern states. Step 1 Mark the midpoint of the side edge of a sheet of paper. Draw a mark at the midpoint. Step 2 Turn the paper and fold the edges in to touch at the midpoint. Step 3 Turn and label your foldable as shown. -
A Medley of Cultures: Louisiana History at the Cabildo
A Medley of Cultures: Louisiana History at the Cabildo Chapter 1 Introduction This book is the result of research conducted for an exhibition on Louisiana history prepared by the Louisiana State Museum and presented within the walls of the historic Spanish Cabildo, constructed in the 1790s. All the words written for the exhibition script would not fit on those walls, however, so these pages augment that text. The exhibition presents a chronological and thematic view of Louisiana history from early contact between American Indians and Europeans through the era of Reconstruction. One of the main themes is the long history of ethnic and racial diversity that shaped Louisiana. Thus, the exhibition—and this book—are heavily social and economic, rather than political, in their subject matter. They incorporate the findings of the "new" social history to examine the everyday lives of "common folk" rather than concentrate solely upon the historical markers of "great white men." In this work I chose a topical, rather than a chronological, approach to Louisiana's history. Each chapter focuses on a particular subject such as recreation and leisure, disease and death, ethnicity and race, or education. In addition, individual chapters look at three major events in Louisiana history: the Battle of New Orleans, the Civil War, and Reconstruction. Organization by topic allows the reader to peruse the entire work or look in depth only at subjects of special interest. For readers interested in learning even more about a particular topic, a list of additional readings follows each chapter. Before we journey into the social and economic past of Louisiana, let us look briefly at the state's political history. -
Reconstruction Report
RECONSTRUCTION IN AMERICA RECONSTRUCTION 122 Commerce Street Montgomery, Alabama 36104 334.269.1803 eji.org RECONSTRUCTION IN AMERICA Racial Violence after the Civil War, 1865-1876 © 2020 by Equal Justice Initiative. All rights reserved. No part of this publication may be reproduced, modified, or distributed in any form or by any electronic or mechanical means without express prior written permission of Equal Justice Initiative. RECONSTRUCTION IN AMERICA Racial Violence after the Civil War, 1865-1876 The Memorial at the EJI Legacy Pavilion in Montgomery, Alabama. (Mickey Welsh/Montgomery Advertiser) 5 CONTENTS INTRODUCTION 6 THE DANGER OF FREEDOM 56 Political Violence 58 Economic Intimidation 63 JOURNEY TO FREEDOM 8 Enforcing the Racial Social Order 68 Emancipation and Citizenship Organized Terror and Community Massacres 73 Inequality After Enslavement 11 Accusations of Crime 76 Emancipation by Proclamation—Then by Law 14 Arbitrary and Random Violence 78 FREEDOM TO FEAR 22 RECONSTRUCTION’S END 82 A Terrifying and Deadly Backlash Reconstruction vs. Southern Redemption 84 Black Political Mobilization and White Backlash 28 Judicial and Political Abandonment 86 Fighting for Education 32 Redemption Wins 89 Resisting Economic Exploitation 34 A Vanishing Hope 93 DOCUMENTING RECONSTRUCTION 42 A TRUTH THAT NEEDS TELLING 96 VIOLENCE Known and Unknown Horrors Notes 106 Acknowledgments 119 34 Documented Mass Lynchings During the Reconstruction Era 48 Racial Terror and Reconstruction: A State Snapshot 52 7 INTRODUCTION Thousands more were assaulted, raped, or in- jured in racial terror attacks between 1865 and 1876. The rate of documented racial terror lynchings during Reconstruction is nearly three In 1865, after two and a half centuries of brutal white mobs and individuals who were shielded It was during Reconstruction that a times greater than during the era we reported enslavement, Black Americans had great hope from arrest and prosecution. -
He Opposed Abolitionist Activism in the South and West
BUCHANAN, DRED SCOTT, AND THE ELECTION OF 1860 Buchanan tried to maintain the status quo He opposed abolitionist activism in the South and West The crisis over slavery escalated when the Supreme Court ruled in the Dred Scott case A former slave whose master had taken him to territories where slavery was illegal, declared himself a free man and sued for his freedom The case finally wound up in the Supreme Court, where Scott lost Chief Justice Roger Taney who wrote the majority decision Taney's proslavery decision declared that slaves were property, not citizens and further, that no black person could ever be a citizen of the United States Taney argued they could not sue in federal courts, as Scott had done Moreover, he ruled that Congress could not regulate slavery in the territories, as it had in the Missouri Compromise Taney essentially told Republicans that their goal -freedom for slaves in the territories- was illegal. In the North, the Supreme Court decision was viciously denounced. Meanwhile, the Democratic party was dividing along regional lines, raising the possibility that the Republicans might soon control the national government When it came time for the Democrats to choose their 1860 presidential candidate, their convention split. Northern Democrats backed Stephen Douglas, Southerners backed John Breckinridge A new party centered in the Upper South, the Constitutional Union party, nominated John Bell The Republicans nominated Abraham Lincoln Lincoln attracted 40 percent of the vote and won the election in the House of H/O Political -
President Lincoln and His Vice-Presidents. Lincoln Era Essay
DOCUMENT RESUME ED 360 206 SO 022 835 AUTHOR Cagle, William, Ed. TITLE President Lincoln a-id His Vice-Presidents. Lincoln Era Essay Contest Eleventh Annual Winners-1992. INSTITUTION Indiana Univ., Bloomington. Lilly Library. PUB DATE 92 NOTE 181p. PUB TYPE Information Analyses (070) Collected Works General (020) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS High Schools; High School Students; Intermediate Grades; Junior High Schools; *Presidents of the United States; *Student Projects; Student Research; *United States History IDENTIFIERS Hamlin (Hannibal); Johnson (Andrew); *Lincoln (Abraham); Student Writing; *Vice Presidents; Writing Contests ABSTRACT Sponsored by an endowment to Indiana University, the Lincoln Era Essay Contest has been held since 1982.Students in grades 6 to 12 may submit essays that addresssome topic dealing with Abraham Lincoln's presidency. A new topic is choseneach year. Written by middle school/junior high and high schoolstudents, this year's 19 essays concern President Abraham Lincolnand his two vice-presidents: Hannibal Hamlin and Andrew Johnson.Some of the titles are: "Lincoln and His Vice-Presidents in Caricature"(E. Broxmeyer); "Lincoln, Hamlin, and Johnson" (S. Silver);and "President Lincoln's Two Great Mistakes" (J. Veverka).(DB) *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCA' Office of Educatoonal Research and Imi EDUCATIONAL RESOJRCES INFO CENTER (ERIC) lifis,Thm document has been reprc ceeved from the person or on ouginaung 0 Namur changes have been made reproduchon quality Points of view of opnons staled ,r ment do not necessarily reprew OERI posobon or mac,/ "PERMISSION TO REPRODUC MATERIAL HA, BEEN GRAN' K} V-. -
"What Shall We Do with the Negro?": Lincoln, White Racism, and Civil War America
Civil War Book Review Spring 2009 Article 22 Cwbr Author Interview: "What Shall We Do With The Negro?": Lincoln, White Racism, And Civil War America Paul D. Escott Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr Recommended Citation Escott, Paul D. (2009) "Cwbr Author Interview: "What Shall We Do With The Negro?": Lincoln, White Racism, And Civil War America," Civil War Book Review: Vol. 11 : Iss. 2 . Available at: https://digitalcommons.lsu.edu/cwbr/vol11/iss2/22 Escott: Cwbr Author Interview: "What Shall We Do With The Negro?": Lincol Interview CWBR AUTHOR INTERVIEW:"WHAT SHALL WE DO WITH THE NEGRO?": LINCOLN, WHITE RACISM, AND CIVIL WAR AMERICA Escott, Paul D. Spring 2009 Interview with Dr. Paul D. Escott, Reynolds Professor of History at Wake Forest University Interviewed by Christopher Childers Civil War Book Review (CWBR): Your latest book is titled "What Shall We Do with The Negro?": Lincoln, White Racism, and Civil War America. Now in this book, you attempt to revise what is really a celebratory depiction of Abraham Lincoln as the great emancipator by noting his reticence in many ways to ending the institution of slavery by force. How have historians, in your opinion, erred in chronicling Lincoln's record on the slavery issue? Paul D. Escott (PDE): There is a deep celebratory impulse in American popular culture in terms of the way we view our history. And historians have been emphasizing Lincoln's racial progressivism and racial egalitarianism, overemphasizing it I would say, quite a bit in recent decades. This has not always been the case.