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Background: Reconstruction and the Lost Cause

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Background: Reconstruction and the Lost Cause Unit 4: Reconstruction and the Lost Cause Classroom Resources Background: Reconstruction and the Lost Cause Pressing questions faced the country after the Civil War. How would former Confederate states be brought back into the Union? What were the rights of former slaves, now freedmen? How were those rights to be protected and guaranteed? How was the nation to move beyond war and occupation, to unity and stability? As Washington leaders argued over whether to require former Confederate states to accept the 14th Amendment before being readmitted as full members of the Union, Southern resistance to rights for freedmen hardened. Conflict arose in Mississippi, South Carolina, and other states. Bitter divisions exploded in New Orleans in the summer of 1866. In 1864, New Orleans had been Union territory, and under President Lincoln’s order, it had held a convention to draft a new state constitution based on the abolition of slavery. Two years later, as former Confederate politicians returned to power and brought white supremacist positions to the city and state, a group consisting of freedmen, black Union soldiers, local black leaders, and relocated anti-slavery whites (the hated carpetbaggers) decided to continue the 1864 convention and to add voting rights for blacks to the state constitution. The date for reconvening was set for July 30, 1866. They had the support of Governor Wells, the Republicans, and the U.S. Congress. They were opposed by the New Orleans Mayor and by the city police and state legislature, which were both dominated by former Confederates. The organizers of the state convention were also opposed by President Andrew Johnson, who did not support black suffrage or any requirements for former Confederate states re-entering the Union. He argued that the states should be restored to their former positions in the Union simply by his executive order. Congress disagreed vigorously. This conflict put the Army in New Orleans in an uncertain role, made more tenuous by the absence of commanding officer General Philip Sheridan, who was in Texas. The 1866 riot, the focus of documents in this unit, was the first round in an ongoing conflict over political control of Louisiana. Today, it reads as a case study in the failed transition from war and occupation to a peacetime civilian society. This unit looks at the New Orleans riots as one example of Southern efforts to restrict rights for freedmen, but it brings in a second issue to introduce students more generally to Southern thinking after the war. The Lost Cause movement was a campaign to write the history of the Civil War in terms favorable to the South. The phrase referred to the failed dream of an independent Confederate nation. The term first appeared as the title of a book by Edward A. Pollard in 1866. But the movement itself developed after the 1870 death of Robert E. Lee, and was shaped largely by former Confederate General Jubal Early. The Lost Cause created a much-larger-than-life hero in Robert E. Lee, who was exonerated of any blame for the South’s defeat. It held that Lee had been perfect as a man and a general, beyond reproach, and something close to a god. It blamed the defeat of the Confederacy on the Union’s larger armies and on fatal mistakes made by a few Confederate generals under Lee’s command, especially James Longstreet at the Battle of Gettysburg. It reframed the reason for the war, arguing that slavery was the North’s convenient excuse for hostilities between two parties that had become each other’s opposites and rivals. It held that the people of the South were better than those of the North. Southerners were gallant, gentle, and honorable. Northerners were Unit 4: Reconstruction and the Lost Cause Classroom Resources brutal, crude, and – a reference to the many European immigrants among the Union’s troops – alien. One Southern general claimed that the bodies of fallen Confederate soldiers had decomposed much more beautifully than those of the Union. Now widely discredited by historians, the Lost Cause held a powerful and lasting grip on memory in the old Confederacy, and its attitudes are visible today in both the North and the South. It recast Lee, Longstreet, and slavery itself to give the South a story it could live with. Unit 4: Reconstruction and the Lost Cause Classroom Resources Resource 1: The Reconstruction Amendments to the U.S. Constitution (Excerpts) The 13th Amendment Passed by Congress January 31, 1865. Ratified December 6, 1865. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction. The 14th Amendment Passed by Congress June 13, 1866. Ratified July 9, 1868 All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor to deny to any person within its jurisdiction the equal protection of the laws. The 15th Amendment Passed by Congress February 26, 1869. Ratified February 3, 1870. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude. The United States Constitution. Available online at http://www.gpoaccess.gov/constitution/index.html Unit 4: Reconstruction and the Lost Cause Classroom Resources Resource 1: Three landmark Reconstruction Amendments were passed after the Civil War, and with each one, Congress believed that the legal structure to end slavery and guarantee the rights of freedmen was in place. The 13th Amendment outlawed slavery and was ratified quickly. When the South instituted Black Codes to impose restrictions on freedmen, the 14th Amendment was passed to guarantee the rights of citizenship to former slaves. The 15th Amendment was meant to close the last loophole used to deny rights to former slaves and protect the voting rights of freed people, but new loopholes prevented most blacks from voting in the South until the Voting Rights Act was passed in 1965. Unit 4: Reconstruction and the Lost Cause Classroom Resources Resource 2: The Fifteenth Amendment Thomas Kelly, The Fifteenth Amendment, May 19, 1870. New-York Historical Society. Unit 4: Reconstruction and the Lost Cause Classroom Resources Resource 2: Several celebrations were held after the Fifteenth Amendment was ratified on February 3, 1870, but the biggest was in Baltimore, Maryland—one of the five slave states that had not seceded from the Union. The parade lasted five hours and drew 20,000 spectators. This lithograph, published soon after the event, shows the parade itself in the center, under a portrait of black leaders Martin Delaney, Frederick Douglass, and Hiram Rhodes Revels. President Ulysses S. Grant, Abraham Lincoln, Vice President Schuyler Colfax, and John Brown are represented in bust portraits. Surrounding the central image are a series of vignettes that capture the hopes the amendment raised for freedmen. Unit 4: Reconstruction and the Lost Cause Classroom Resources Resource 3: “Is This A Republican Form of Government?” Thomas Nast, “Is This A Republican Form of Government?” Harper’s Weekly , September 2, 1876. Library of Congress. Unit 4: Reconstruction and the Lost Cause Classroom Resources Resource 3: Thomas Nast (1840-1902) was the most famous political cartoonist of his time. Born in Germany and raised in New York, he published his work in Harper’s Weekly and other outlets. A strong supporter of the Union, Abraham Lincoln, Ulysses S. Grant, and rights for black people, he was often critical of the failed Reconstruction policies of President Andrew Johnson. Over the course of his career, Thomas Nast helped to define the political cartoon itself, using exaggerated physical traits to telegraph the identity and character of his subjects. He left a lasting mark on American politics when he chose to symbolize Democrats as donkeys and Republicans as elephants. Unit 4: Reconstruction and the Lost Cause Classroom Resources Resource 4-A: New Orleans Telegrams The following telegram, received 10.20 p.m. July 28, 1866, from New Orleans, Louisiana, July 28, 1866: Hon. EDWIN M. STANTON, Secretary of War. A convention has been called, with the sanction of Gov. Wells, to meet here on Monday. The lieutenant governor and city authorities think it unlawful, and propose to break it up by arresting the delegates. I have given no orders on the subject, but have warned the parties that I could not countenance or permit such action without instructions to that effect from the President. Please instruct me at once by telegraph. A. BAIRD, Brevet Major-General. New Orleans Riots. Message from the President of the United States, in answer to a resolution of the House of the 12 th ultimo, transmitting all papers relative to the New Orleans riots. January 29, 1867. U.S. Congressional Serial Set Vol. No. 1292, Session Vol. No.10, 39th Congress, 2nd Session, H.Exec.Doc. 68, p. 4-5, 9, 12-14. Unit 4: Reconstruction and the Lost Cause Classroom Resources Resource 4-A: Violence and turmoil gripped Louisiana in the summer of 1866 over the issue of voting rights for former slaves. A group consisting of black leaders in New Orleans, veterans of the U.S. Colored Troops, and supportive whites met to continue an earlier effort to draft a state constitution, this time including voting rights for blacks.
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