Chapter 10: Reconstruction, 1865-1877

Chapter Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners

Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess FOCUS

BL OL AL ELL Daily Focus Skills Transparencies 10-1 10-2 10-3 TEACH BL OL ELL Reading Essentials and Note-Taking Guide* p. 111 p. 114 p. 117 OL Historical Analysis Skills Activity, URB p. 86 BL OL ELL Guided Reading Activities, URB* p. 112 p. 113 p. 114 ✓ BL OL AL ELL Content Vocabulary Activity, URB* p. 91 BL OL AL ELL Academic Vocabulary Activity, URB p. 93 OL AL Critical Thinking Skills Activity, URB p. 96 BL OL ELL Reading Skills Activity, URB p. 85 BL ELL English Learner Activity, URB p. 89 OL AL Reinforcing Skills Activity, URB p. 95 BL OL AL ELL Differentiated Instruction Activity, URB p. 87 BL OL ELL Time Line Activity, URB p. 97 OL Linking Past and Present Activity, URB p. 98 BL OL AL ELL American Art and Music Activity, URB p. 103 BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 105 AL Enrichment Activity, URB p. 109 BL OL AL ELL American Biographies ✓✓ BL OL AL ELL Primary Source Reading, URB p. 99 p. 101 BL OL AL ELL The Living Constitution* ✓ ✓✓✓✓ OL AL American History Primary Source Documents Library ✓ ✓✓✓✓

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓✓✓✓

Differentiated Instruction for the American History BL OL AL ELL ✓ ✓✓✓✓ Classroom BL OL AL ELL StudentWorks™ Plus ✓ ✓✓✓✓ BL OL AL ELL American Music Hits Through History CD ✓ ✓✓✓✓ BL OL AL ELL Unit Time Line Transparencies and Activities ✓ ✓✓✓✓ Note: Please refer to the Unit 3 Resource Book for this chapter’s URB materials. * Also available in Spanish

354A Planning Guide Chapter

Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess TEACH (continued) Cause and Effect Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓ Activities Why It Matters Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓ Activities BL OL AL ELL American Issues ✓ ✓✓✓✓ American Art and Architecture Transparencies, OL AL ELL ✓ ✓✓✓✓ Strategies, and Activities BL OL AL High School American History Literature Library ✓ ✓✓✓✓ BL OL AL ELL The American Vision Video Program ✓ ✓✓✓✓ Strategies for Success ✓ ✓✓✓✓ Teacher Success with English Learner ✓ ✓✓✓✓ Resources Reading Strategies and Activities for the Social ✓ ✓✓✓✓ Studies Classroom Presentation Plus! with MindJogger CheckPoint ✓ ✓✓✓✓ ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 133 p. 134 p. 135 p. 137 BL OL AL ELL Authentic Assessment With Rubrics p. 25 BL OL AL ELL Standardized Test Practice Workbook p. 20 BL OL AL ELL ExamView® Assessment Suite 10-1 10-2 10-3 CH. 10 CLOSE BL ELL Reteaching Activity, URB p. 107 BL OL ELL Reading and Study Skills Foldables™ p. 57 ✓ Chapter- or unit-based activities applicable to all sections in this chapter.

354B Chapter Integrating Technology

Using Section Audio Teach With Technology

What is Section Audio? Section Audio is a recording of each section of the textbook and helps students learn the content in the textbook. How can Section Audio help my students? Section Audio allows students to: • read and listen simultaneously to improve content comprehension • practice reading skills • review important concepts for struggling readers • improve listening comprehension

Visit glencoe.com to access the Media Library, and enter a ™ code to go to Section Audio recordings.

You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill TAV9399c10T for Chapter 10 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ●● • Spanish Audio Summaries ●● • Section Spotlight Videos ●●● The American Vision Online Learning Center (Web Site) • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In Motion Animations ●●● • Study Central™ ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ●●● • Historical Thinking Activities ● • Beyond the Textbook ●●●

354C Additional Chapter Resources Chapter

• Timed Readings Plus in Social Studies helps The following videotape programs are available from students increase their reading rate and fluency while Glencoe as supplements to this chapter: maintaining comprehension. The 400-word passages are similar to those found on state and national • Ku Klux Klan: A Secret History (ISBN 0-76-700878-2) assessments. • Frederick Douglass (ISBN 0-76-700120-6) • Reading in the Content Area: Social Studies To order, call Glencoe at 1-800-334-7344. To find classroom concentrates on six essential reading skills that help resources to accompany many of these videos, check the students better comprehend what they read. The following home pages: book includes 75 high-interest nonfiction passages A&E Television: www.aetv.com written at increasing levels of difficulty. The History Channel: www.historychannel.com • Reading Social Studies includes strategic reading instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com Reading List Generator CD-ROM

Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest. • The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections. • A brief summary of each selection is included.

Leveled reading suggestions for this chapter: For students at a Grade 8 reading level: • Tancy, by Belinda Hurmence Index to National Geographic Magazine: For students at a Grade 9 reading level: • Voices—and Stories—From the Past, The following articles relate to this chapter: by Kathryn Satterfield “Lost Gold: Bounty From a Civil War Ship” By Priit J. Vesilind For students at a Grade 10 reading level: National Geographic Society Products To order the • Ulysses S. Grant: 18th President of the United States, following, call National Geographic at 1-800-368-2728: by Lucille Falkof • ZipZapMap! USA (ZipZapMap!) For students at a Grade 11 reading level: Access National Geographic’s new dynamic MapMachine • Up from Slavery, by Booker T. Washington Web site and other geography resources at: For students at a Grade 12 reading level: www.nationalgeographic.com • Andrew Johnson: 17th President of the United States, www.nationalgeographic.com/maps by Rita Stevens

354D Introducing Chapter Chapter Focus Reconstruction 1865 –1877 MAKING CONNECTIONS How Do Nations Recover From War? SECTION 1 The Debate Over Reconstruction Ask students to suggest issues SECTION 2 Republican Rule that must be settled after a war. SECTION 3 Reconstruction Collapses Activate their prior knowledge by asking them to discuss what had to be done after the American Revolution. Remind them of the need to form state governments and reconcile people who fought on different sides, as well as physi- cal issues such as rebuilding infra- structure, replenishing food supplies, and so forth. OL Teach

The Big Ideas Richmond, Virginia, lies in ruins after the city falls to Union troops in April 1865. As students study the chapter, remind them to consider the section-based Big Ideas included in each section’s Guide to Reading. The Essential Questions in the 1865 1866 1867 1871 activities below tie in to the Big A. Johnson • Congress • Radical Grant 1870 • Congress • Freedmen’s Bureau 1865–1869 1869–1877 Ideas and help students think is founded passes the Republicans • Fifteenth passes the • Lincoln is assassinated Fourteenth take control Amendment Ku Klux about and understand important Amendment of Congress ratified Klan Act chapter concepts. In addition, the U.S. PRESIDENTS U.S. EVENTS Hands-on Chapter Projects with 1865 1867 1869 1871 their culminating activities relate WORLD EVENTS 1869 1871 the content from each section to 1866 1868 • First ships • Germany is unified; • Transatlantic cable • Meiji Restoration begins the Big Ideas. These activities pass through German Empire is is completed Japanese modernization build on each other as students Suez Canal proclaimed progress through the chapter. Section activities culminate in the 354 Chapter 10 Reconstruction wrap-up activity on the Visual Summary page. Section 1 Section 2 The Debate Over Reconstruction Republican Rule Essential Question: What key issues caused Essential Question: How did the politics of disagreements about how Reconstruction Reconstruction affect African Americans? should take place? (Under what conditions (Corruption; influx of Northerners; community Southern states could organize state govern- prominence of African American churches; rise of ments; oaths of loyalty; amnesty for high-ranking African American politicians; Ku Klux Klan) Tell Confederates; protection of formerly enslaved students that in this section they will learn African Americans’ rights.) Tell students that in about the role African Americans played in this section they will learn about three plans Reconstruction. OL for handling these issues, over which there was much debate. OL 354 Introducing Chapter Chapter Audio

MAKING CONNECTIONS How Do Nations Recover More About the From War? Photo After war devastates a country, it needs to feed and house refugees, repair damage, create jobs, and get the Visual Literacy Many pan- economy growing again. The United States faced all of these problems after the Civil War, but it also had to ﬁ nd a oramic photos were taken of way to reconcile Northerners and Southerners and protect Richmond in 1865. Instead of the rights of the formerly enslaved. today’s panoramic technique of • What did the United States do to reconstruct the South? rotating the camera to take a con- • Considering both the short term and the long tinuous image, these photos were term, was Reconstruction a success or a failure? taken by exposing one plate, moving the camera, then taking another plate. The plates were physically joined in the studio.

Dinah Zike’s Foldables Dinah Zike’s Foldables are three-dimensional, interactive graphic organizers that help students practice basic writing skills, review vocabulary terms, and identify main ideas. Instructions for creating and using Foldables can Contrasting Before and After Collect be found in the Appendix at information about life in the South before and after the Civil War. List the most important facts the end of this book and in 1877 in a Two-Tab Foldable. Include information about the Dinah Zike’s Reading and Hayes • Compromise all levels of Southern society—rich and poor, 1877–1881 Study Skills Foldables booklet. 1875 of 1877 ends white and African American, native-born and • “Whiskey Ring” Reconstruction immigrant—and how scandal breaks efforts conditions changed for each group. 1873 1875 1877

1874 Visit glencoe.com and • First Impressionist art Visit glencoe.com enter code

exhibit opens in Paris and enter code TAV9846c10 for TAV9399c10T for Chapter 10 Chapter 10 resources. resources, including a Chapter Chapter 10 Reconstruction 355 Overview, Study Central™, Study-to-Go, Student Web Activity, Self-Check Quiz, and Section 3 other materials. Reconstruction Collapses Essential Question: What problems hindered rebuilding of the Southern economy? (Political scandals and corruption; terrorist groups; Panic of 1873; lack of industry) Tell students that in this section they will learn about the problems that besieged the Grant and Hayes administrations and the attempts to create a “New South.” OL

355 Chapter 10 • Section 1 Section 1 Section Audio Spotlight Video Focus The Debate Over Reconstruction

Bellringer n the months after the Civil War ended, the nation Guide to Reading began to rebuild and reunite. Almost immediately, Daily Focus Transparency 10-1 I

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: C Big Ideas fierce struggles began over how long it should take to Teacher Tip: Tell the students to look at the illustration UNIT and its caption and then choose the most appropriate 3 DAILY FOCUS SKILLS answer. Chapter 10 TRANSPARENCY 10-1 Group Action Northerners disagreed Making Inferences restore the Southern states to the Union and how puni-

Directions: Answer the following FREEDMEN’S BUREAU 1865–1872 question based on the illustration. about which policies would best rebuild The aim of the Freedmen’s Bureau was to provide tive Reconstruction should be. assistance to newly emancipated African Americans the South and safeguard the rights of and to poor whites after the Civil War. Which of the Freedmen’s Bureau’s responsibilities would be African Americans. most important to the people shown in the illustration?

A regulation of wages and working conditions B establishment and mainte- Content Vocabulary nance of schools C the furnishing of food and medical supplies The Reconstruction Battle Begins Newly freed African Americans line up for rations at a • amnesty (p. 356) Freedmen’s Bureau in the South. D control and distribution of confiscated lands • pocket veto (p. 358) MAIN Idea Presidents Lincoln and Johnson, as well as Radical Republicans • black codes (p. 360) in Congress, put forward different plans for reconstructing the Union. • impeach (p. 363) HISTORY AND YOU Think of another war that you have studied. What Guide to Reading were the peace terms, and who benefited? Read on to learn about different Academic Vocabulary plans for peace following the American Civil War. Answers: • requirement (p. 362) • precedent (p. 363) Legislation Effect By 1865, large areas of the former Confederacy lay in ruins, and black codes Severely limited African People and Events to Identify the South’s economy was in a state of collapse. The value of land Americans’ rights • Radical Republicans (p. 357) had fallen significantly. Confederate money was worthless. Roughly • Wade-Davis Bill (p. 358) two-thirds of the transportation system no longer functioned, with Civil Rights Act Granted citizenship; • Freedmen’s Bureau (p. 358) dozens of bridges destroyed and miles of railroad twisted and ren- of 1866 allowed African • Civil Rights Act of 1866 (p. 361) dered useless. Most dramatically of all, the emancipation of African Americans to own • Fourteenth Amendment (p. 361) Americans had thrown the agricultural system into chaos. Until the property and to sue • Fifteenth Amendment (p. 363) South developed a new system to replace enslaved labor, it could not maintain its agricultural output. Fourteenth Granted equal protection/ Reading Strategy While some Southerners felt bitter over the Union’s military vic- Amendment due process Organizing Complete a graphic tory, for many the more important struggle was rebuilding their land Fifteenth suffrage organizer similar to the one below to and their lives. Meanwhile, the president and Congress grappled explain how each listed piece of legisla- Amendment with the difficult task of Reconstruction, or rebuilding after the war. tion affected African Americans.

Legislation Effect black codes Lincoln’s Plan Civil Rights Act of 1866 In December 1863 President Lincoln offered a general amnesty, or Fourteenth Amendment pardon, to all Southerners who took an oath of loyalty to the United Fifteenth Amendment States and accepted the Union’s proclamations concerning slavery. To generate interest and provide a When 10 percent of a state’s voters in the 1860 presidential election springboard for class discussion, had taken this oath, they could organize a new state government. access the Chapter 10, Section 1 Certain people, such as officials, Confederate government, and military officers could not take the oath or be pardoned. In March video at glencoe.com or on the 1865, in his Second Inaugural Address, President Lincoln spoke of video DVD. ending the war “with malice toward none, with charity for all.” Therefore, President Lincoln wanted a moderate policy to reconcile the South with the Union, instead of punishing it for treason. Resource Manager

356 Chapter 10 Reconstruction

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Additional Resources Teacher Edition Teacher Edition • Organizing, p. 358 • Contrasting, p. 357 • English Learner Act., • Persuasive Writing, • Reading Maps, p. 362 • Outlining, p. 360 • Drawing Conclusions., URB p. 89 p. 357 • Questioning, p. 363 pp. 359, 361 Additional Resources • Analyzing, p. 362 Additional Resources • Reading Skills, URB Additional Resources • Academic Vocab. Act., p. 85 • Content Vocab. Act, Additional Resources URB p. 93 • Reinforcing Skills, URB URB p. 91 • Hist. Analysis Skills Act., p. 95 • Guided Read. Act., URB URB p. 86 • Time Line Act., URB p. 112 • Quizzes/Tests, p. 133 p. 97 • Prim. Source Read., URB • Linking Past/Present • Read. Essen., p. 111 p. 99 Act., URB p. 98 Chapter 10 • Section 1 C Three Plans for Reconstruction 2. Congressional Reconstruction • Passed the Fourteenth After the Civil War, three plans were proposed to and Fifteenth restore the South to the Union. The political struggle Amendments that resulted revealed that sectional tensions had • Military Reconstruction Teach not ended with the Civil War. Act divided the South into five military districts Writing Support 1. Lincoln’s Plan for • New state constitutions W Reconstruction required to guarantee ▲ Thaddeus Persuasive Writing Have stu- voting rights Stevens dents assume the role of a former • Amnesty to all but a few • Military rule protected voting Southerners who took rights for African Americans Confederate officer and write a an oath of loyalty to the • Empowered African letter to the president requesting United States and Americans in government accepted its proclama- and supported their a pardon. Remind students that tions concerning slavery education those receiving amnesty must • When 10 percent of a state’s voters in the ▲ Charles Sumner sign a loyalty oath. OL 1860 presidential election had taken the oath, they could organize a new state government C Critical Thinking • Members of the former Confederate government, officers of the Confederate army, and former federal 3. Johnson’s Plan Contrasting Have students judges, members of Congress, and military officers review the three plans for who had left their posts to help the Confederacy for Reconstruction Reconstruction. Ask: How do would not receive amnesty • Amnesty for those taking an oath of loyalty to the United the three plans differ? (Answers States; excluded high-ranking may include: amnesty eligibility, Confederates and those with W voting rights, requirements for Analyzing VISUALS property over $20,000, but they could apply for pardons forming state governments, 1. Identifying Which plan made the most provisions individually abolition) for formerly enslaved African Americans? • Required states to ratify the 2. Specifying Which plan was most forgiving of Thirteenth Amendment abol- former Confederate political and military leaders? ishing slavery Analyzing VISUALS

Answers: The Radical Republicans federal government to help African Americans 1. the Congressional plan achieve political equality by guaranteeing their Resistance to Lincoln’s plan surfaced at right to vote in the South. 2. Johnson’s plan once among the more radical Republicans in Republicans knew that, once the South was Congress. Led by Representative Thaddeus restored to the Union, it would gain about Stevens of Pennsylvania and Senator Charles 15 seats in the House of Representatives. Before Sumner of Massachusetts, the radicals did not the Civil War, the number of Southern seats in want to reconcile with the South. They wanted, the House was based on the Three-Fifths in Stevens’s words, to “revolutionize Southern Compromise in the Constitution. According institutions, habits, and manners.” to this compromise, only three-fifths of the The Radical Republicans had three main enslaved population counted toward repre- goals. First, they wanted to prevent the leaders sentation. The abolition of slavery entitled the of the Confederacy from returning to power South to more seats in the House. This would after the war. Second, they wanted the endanger Republican control of Congress, Republican Party to become a powerful insti- unless Republicans could find a way to protect tution in the South. Third, they wanted the African Americans’ voting rights. Hands-On

Chapter 10 Reconstruction 357 Chapter Project Step 1 Reconstruction of the Military Reconstruction Act passed Correspondence by Congress. Analyzing Instruct groups to analyze Step 1: Understanding Reconstruction the information and decide whether from a Northern Point of View Working they support or oppose the Military in small groups, students will study the differ- Reconstruction Act. Have them assume the ent approaches toward Reconstruction role of a Northerner during Reconstruction addressed in Section 1. and write a letter to Congress expressing Directions Hold a class discussion in which their views. OL (Chapter Project continued on you discuss with students the different page 367) approaches toward Reconstruction in the South. On the board, write the components 357 Chapter 10 • Section 1 Although Radical Republicans knew that giving African American men in the South the Freedmen’s Bureau right to vote would help their party win elec- MAIN Idea The Freedmen’s Bureau helped tions, most were not acting cynically. Many newly freed African Americans obtain food, find R Reading Strategy had been abolitionists before the Civil War and work, and get an education. Organizing Have students had pushed Lincoln into making emancipa- HISTORY AND YOU Do you remember the slave tion a goal of the war. They believed in a right codes that denied African Americans basic rights, complete a graphic organizer like to political equality for all men, regardless of including an education? Read on to learn how the race. Senator Henry Wilson of Massachusetts Freedmen’s Bureau tried to help former slaves start the one below showing what the their new lives. Wade-Davis Bill would have summarized their position: required of Southern states. BL PRIMARY SOURCE After considering different approaches to “[Congress] must see to it that the man made free restoring the Southern states to the Union, Abolish by the Constitution . . . is a freeman indeed; that he Lincoln decided that harsh terms would only slavery can go where he pleases, work when and for whom alienate many whites in the South. The devas- he pleases . . . go into schools and educate himself tation of the war and the collapse of the econ- Reject Wade-Davis and his children; that the rights and guarantees of omy had left hundreds of thousands of people Confederate Bill debts the good old common law are his, and that he unemployed, homeless, and hungry. At the walks the earth, proud and erect in the conscious same time, the victorious Union armies had No suffrage dignity of a free man.” to contend with the thousands of African or offices —from the Congressional Globe, December 21, 1865 Americans who had fled to Union lines as the for former war progressed. As Sherman marched through Confederate Georgia and South Carolina, thousands of officers or officials freed African Americans—now known as The Wade-Davis Bill freedmen—began following his troops, seek- Student Web Caught between Lincoln and the Radical ing food and shelter. Activity Visit Republicans were a large number of moderate To help the freedmen feed themselves, glencoe.com and Sherman reserved all abandoned plantation complete the activ- Republicans. The moderates thought Lincoln land within 30 miles of the coast from ity on Southern was too lenient but that the radicals were going Answer: Reconstruction. too far in supporting African Americans. Charleston, South Carolina, to Jacksonville, Lincoln wanted to reconcile By the summer of 1864, the moderates and Florida, for the use of freed African Americans. Over the next few months, Union troops set- Southerners with the Union radicals had agreed on an alternative plan to Lincoln’s and introduced it in Congress as the tled more than 40,000 African Americans on rather than punish them for Wade-Davis Bill. This bill required the major- roughly half a million acres of land in South treason. ity of the adult white males in a former Carolina and Georgia. Confederate state to take an oath of allegiance The refugee crisis prompted Congress to establish the Bureau of Refugees, Freedmen, R to the Union. The state could then hold a constitutional convention to create a new state and Abandoned Lands—better known as the government. Each state’s convention would Freedmen’s Bureau. It was given the task of then have to abolish slavery, reject all debts the feeding and clothing war refugees in the South state had acquired as part of the Confederacy, using surplus army supplies. Beginning in and deprive all former Confederate govern- September 1865, the bureau provided nearly ment officials and military officers of the right 30,000 rations a day for the next year and to vote or hold office. helped prevent mass starvation in the South. Although Congress passed the Wade-Davis The Bureau also helped formerly enslaved Bill, Lincoln blocked it with a pocket veto— people find work on plantations. It negotiated that is, he let the session of Congress expire labor contracts with planters, specifying the without signing the legislation. He thought amount of pay workers would receive and the that imposing a harsh peace would be counter- number of hours they had to work. It also productive. The president wanted “no perse- established special courts to deal with griev- cution, no bloody work.” ances between workers and planters. Although many Northerners backed the Summarizing Why did President Bureau, some argued that freedmen should Additional Lincoln favor a lenient policy toward the South? be given “forty acres and a mule” to support

Support 358 Chapter 10 Reconstruction

Activity: Collaborative Learning

Reading Support Immediately after students terms include: Reconstruction, amnesty, Radical read this section, lead a discussion about the Republicans, and pocket veto. Then ask students various Reconstruction plans. Tell students that to work with a partner to write a brief summary you will be using some important terms from the of the plans for Reconstruction using the terms text. Have students write down each term they they listed. OL ELL hear that also appeared in the text. Suggested

358 themselves. These people urged the federal Chapter 10 • Section 1 government to seize Confederate land and Johnson Takes Office distribute it to emancipated slaves. To others, MAIN Idea President Johnson wanted to read- however, taking land from plantation owners mit Southern states on generous terms; meanwhile, was wrong because it violated individual prop- Southern states passed laws restricting the rights of C Critical Thinking erty rights. Ultimately, Congress rejected land African Americans. confiscation. HISTORY AND YOU Have you ever had a dispute Drawing Conclusions The Freedmen’s Bureau made an important with a longtime friend? After it was over, did the Ask: Why do you think planta- contribution in the field of education. The situation improve? Read to learn how Southern states passed laws to limit African Americans’ tion owners in the South did not Bureau worked closely with Northern chari- rights. want enslaved African Americans ties to educate formerly enslaved African Americans. It provided buildings for schools, to be educated? What did the Lincoln’s assassination drastically changed paid teachers, and helped to establish col- government do about it? the politics of Reconstruction. Lincoln’s vice leges for training African American teachers. president, Andrew Johnson, now became pres- (Students should note that the Morehouse College, originally known as ident. Johnson had been a Southern Democrat Augusta Institute, was founded in 1867. It plantation owners wanted to before the Civil War. A resident of Tennessee, benefited from these educational efforts and maintain the status quo of slavery. he had served as a mayor and state legislator has graduated figures such as Martin Luther before being elected to the United States Through the Freedmen’s Bureau, the King, Jr., and filmmaker Spike Lee. Senate. When Tennessee seceded, Johnson government provided educational Explaining What were the pur- remained loyal and stayed in the Senate, mak- services.) OL poses of the Freedmen’s Bureau? ing him a hero in the North.

Analyzing VISUALS The Freedmen’s Bureau in Action

The Freedmen’s Bureau was established by the Union to Answers: help formerly enslaved people make new lives for them- 1. education, food, land, work, selves. Headed by Union General Oliver Otis Howard, the labor courts Bureau provided food, clothing, and medical care. It also helped African Americans to build and manage many 2. They had not been allowed schools, such as those pictured here, throughout the South. education while enslaved and would need it to find better jobs.

▲ Schools funded by the Freedmen’s Answer: Bureau, such as the one above, led to a Its purpose was to help newly dramatic increase in literacy among C African Americans. By 1870, more than freed African Americans obtain 1,000 new schools had been established. food, find work, and get an education. Analyzing VISUALS 1. Specifying Aside from basic relief efforts, ▲ Formerly enslaved African what other services did the Freedmen’s Americans await the distribution of Bureau provide? food at office of the Freedmen’s Bureau in South Carolina in 1865. 2. Explaining Why do you think education was a priority for formerly enslaved people? Additional

Chapter 10 Reconstruction 359 Support (r)Cook Collection/Valentine Museum

Activity: Technology Connection

Analyzing Information Have interested should bring in historical photos, if available. students work in groups to research African Students descriptions should answer the fol- American colleges founded in the nineteenth lowing questions. Who founded the school? century. Students should use Internet resources What is its history, in brief, including any illustri- to conduct their research. Groups should then ous alumni? How many students does it cur- prepare a one-page description of each rently have and does it have an educational school—including current and historical infor- focus? What other information about the school mation—for presentation to the class. They also is important? OL AL

359 Chapter 10 • Section 1 As Union troops advanced into Tennessee Black Codes in 1862, Lincoln appointed Johnson military governor of the state. The president then The election of former Confederate leaders approved Johnson’s nomination as vice presi- to Congress was not the only development dent in 1864, hoping to convince some that angered congressional Republicans. The Democrats to vote Republican. Johnson was new Southern state legislatures also passed a hot-tempered and stubborn at times, but, like series of laws known as black codes, which Lincoln, he believed that a moderate policy severely limited African Americans’ rights. Answer: was needed to bring the South back into the The black codes varied from state to state, The Fourteenth Amendment Union and to win Southern loyalty. but they all seemed intended to keep African Americans in a condition similar to slavery. expanded federal power over the African Americans were generally required to states; its equal protection clause R Johnson’s Plan enter into annual labor contracts. Their chil- has been used to extend civil dren had to accept apprenticeships in some rights. In the summer of 1865, with Congress in states and could be whipped or beaten while recess, Johnson initiated what he called his serving in these apprenticeships. Several state restoration program, which closely resembled codes set specific work hours for African Lincoln’s plan. In late May 1865, he issued an Americans and required them to get licenses R Reading Strategy amnesty proclamation to supplement the one to work in nonagricultural jobs. Outlining Have students out- Lincoln had issued earlier. Johnson offered to The black codes enraged many Northerners. line the section “Johnson’s Plan,” pardon all former citizens of the Confederacy Gideon Welles, the secretary of the navy, who took an oath of loyalty to the Union and warned, “The entire South seem to be stupid using the paragraph indents as to return their property. He excluded from the and vindictive, know not their friends, and are keys to organizing the outline. pardon former Confederate officers and offi- pursuing just the course which their oppo- BL cials, as well as former Confederates who nents, the Radicals, desire.” owned property worth more than $20,000. Summarizing Whom did These were the people—the rich planter President Johnson blame for the Civil War? elite—who Johnson believed had caused the Civil War. Those who were excluded could apply individually for a pardon. Answer: On the same day that he issued the pardon, He blamed the rich planter elite Johnson issued another proclamation for in the South. North Carolina. This became a model of how he wanted to restore the South to the Union. The Fourteenth Under it, each former Confederate state had to call a constitutional convention to revoke its Amendment ordinance of secession, ratify the Thirteenth The passage of the Fourteenth Amendment was Amendment, and reject all Civil War debts. a turning point in American political and legal his- The former Confederate states, for the most tory. Since its ratification, the amendment has part, met Johnson’s conditions. While they been used to expand federal power over the states and to extend civil rights through its equal protec- organized their new governments and elected tion clause. It also provided the foundation for the members to Congress, Johnson began grant- doctrine of incorporation—the concept that the ing pardons to thousands of Southerners. rights and protections in the Bill of Rights apply to By the time Congress gathered for its next the states. This doctrine was first upheld by the session in December 1865, Johnson’s plan was Supreme Court in Gitlow v. New York in 1925. In well under way. Many members of Congress the 1950s and 1960s, the Warren Court used the were astonished and angered when they real- clause extensively to extend civil rights in cases ized that Southern voters had elected to such as Brown v. Board of Education, Gideon v. Congress many former Confederate officers Wainwright, and Reynolds v. Sims, among others. and political leaders, including Alexander ANALYZING HISTORY What is significant Stephens, the former vice president of the about the ratification of the Fourteenth Confederacy. Many Republicans found this Amendment? Write a brief essay to explain unacceptable and voted to reject the new your answer. Additional Southern members of Congress.

Support 360 Chapter 10 Reconstruction

Activity: Interdisciplinary Connection

Political Science Have students use library laws. Encourage students to share their com- and Internet resources to research the harsh pleted cartoons with the class and have others restrictions placed on African Americans by interpret their meaning. Ask students to find the black codes. Then ask students to work in present-day political cartoons that represent pairs, using their research to create a political their feelings on a social issue. Have students cartoon that expresses their reaction to these share these cartoons with the class. OL ELL

360 in court. It also gave the federal government Chapter 10 • Section 1 Radical Republicans the power to sue people who violated those Take Control rights. Worried that the Supreme Court might MAIN Idea Radical Republicans, angered by overturn the Civil Rights Act, the Republicans C Critical Thinking President Johnson’s actions, designed their own pol- then introduced the Fourteenth Amendment icies to reconstruct the South. to the Constitution. This amendment granted Drawing Conclusions Have HISTORY AND YOU If you disagree with a political citizenship to all persons born or naturalized students review the Turning Point decision, what can you do to change it? Read how in the United States and declared that no state feature on the Fourteenth Republicans responded to Johnson’s plan. could deprive any person of life, liberty, or Amendment. Ask: On what part property “without due process of law.” It also The election of former Confederate leaders declared that no state could deny any person of the Fourteenth Amendment to Congress and the introduction of the black “equal protection of the laws.” did the Supreme Court base the codes convinced many moderate Republicans Increasing violence in the South convinced Brown v. Board of Education to join the Radicals. In late 1865, House and moderates to support the amendment. The Senate Republicans created a Joint Committee most dramatic incident occurred in Memphis, decision? (the equal protection on Reconstruction. Their goal was to develop Tennessee, in May 1866, when white mobs clause) OL their own program for rebuilding the Union. killed 46 African Americans and burned hundreds of their homes, churches, and schools. Congress passed the amendment in June and The Fourteenth Amendment sent it to the states for ratification. In an effort to override the black codes, President Johnson attacked the amendment Congress passed the Civil Rights Act of 1866. and made it the major issue of the 1866 con- The act granted citizenship to all persons born gressional elections. He hoped voters would in the United States except Native Americans. reject the Radical Republicans and elect a new It allowed African Americans to own property majority in Congress that would support his and stated that they were to be treated equally plan for Reconstruction instead.

▲ Clarence The Fourteenth Amendment Gideon “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 deny to any person within its jurisdiction

the equal protection of the laws.” ▲ ▲ In 1964, in Reynolds v. Sims, the Court Ernesto used the Fourteenth Amendment’s equal Miranda protection clause to ensure that state ▲ voting districts were of equal size. In two major cases, Gideon v. C Wainwright in 1963 and Miranda ▲ In 1925, in Gitlow v. Arizona in 1966, the Court v. New York, the clarified that the Fifth and Sixth Supreme Court Amendments of the Bill of Rights began using the had to be upheld by the states. Fourteenth Amendment to apply the Bill of Rights to the states. In this case, it held that

▲ In 1954 the Supreme Court based its state laws had decision ending school segregation, to protect free Brown v. Board of Education, on the speech. Fourteenth Amendment’s equal ▲ Benjamin Gitlow protection clause. Additional

Chapter 10 Reconstruction 361 Support

Activity: Collaborative Learning p choose Suggesting that one grou Explaining Divide the class into three group should be divided into two teams— the presidential election of 2000 groups. Have each group research a one for each side of the argument. Each of as an example for the activity Supreme Court case based on the the members should present one point for may produce an interesting class Fourteenth Amendment. They may use one or against the plaintiff’s case. After the pre- discussion of contemporary of the cases mentioned on page 361 or any sentations, the class should render a deci- application of the Fourteenth other case they find. Students will assume sion for each case. OL Amendment. the role of attorneys arguing the case before the Court—in this case, the rest of the class. One member of the group should present a brief background of the case. The rest of the 361 Chapter 10 • Section 1 Military Reconstruction, 1867

What Are the Provisions of the Military Districts and Commanders Pa. N.J. Reconstruction Amendments? 1 General John Schoﬁeld Ill. Indiana Ohio Md. Del. The 13th Amendment (1865) 2 General Daniel Sickles C Critical Thinking 1 • Slavery is illegal. 3 General John Pope West 4 General Edward Ord Virginia Virginia Analyzing After students read 1870 The 14th Amendment (1868) 5 General Philip Sheridan • All people born or naturalized in the United Kentucky the “Military Reconstruction” sec- 1868 Date of readmission to Union States are citizens. North Carolina tion, have them consider the rea- • The states may not deny anyone the equal pro- Tennessee 1866 2 1868 Indian (not part of a tection of the laws. military district) sons behind Southern resistance Territory • Leaders of the ConfederacyNew cannot Mexico serve in the Arkansas South to the Fourteenth Amendment Territory 1868 Carolina U.S. government or military without a two-thirds 1868 4 3 and to African American vote by Congress. Alabama Georgia Mississippi 1868 ATLANTIC suffrage. Ask: Why did so many The 15th Amendment (1870) 1870 1870 • The rights of citizens to vote shall not be denied Texas OCEAN Louisiana Southern states resist ratifying S on account of race, color, or previous condition 1870 30°N 5 1868 the Fourteenth Amendment and of servitude. N Florida suffrage for all men? (Students 1868 E W MEXICO Gulf of should note that the Southern 90°W S states had large populations of Mexico African Americans, who with voting Analyzing GEOGRAPHY 0 300 kilometers rights, could be a powerful 1. Location Which former Confederate state was not part 0 300 miles influence.) OL of a military district? Albers Equal-Area projection 80°W 2. Movement How many years after the war ended was the last Southern state readmitted to the United States? S Skill Practice See StudentWorksTM Plus or Reading Maps Ask: Which glencoe.com. state was readmitted to the Union first? (Tennessee) ELL As the election campaign got under way, In the meantime, each former Confederate more violence erupted in the South. In July state had to hold another constitutional con- 1866, a white mob attacked delegates to a convention. The new state constitutions had to Analyzing GEOGRAPHY vention in New Orleans that supported African give the right to vote to all adult male citizens, American voting rights. As Johnson attacked regardless of their race. After a state had rati- Answers: Radical Republicans, Republicans responded by fied its new constitution, it had to ratify the 1. Tennessee accusing Democrats of being traitors and start- Fourteenth Amendment before it would be ing the Civil War. When the votes were counted, C allowed to elect members to Congress. 2. Five years after the end of the the Republicans had won a roughly three-to- With military officers supervising voter reg- war, the last Southern state one majority in Congress. The Fourteenth istration, the Southern states began holding was readmitted to the Union. Amendment was ratified by the states in 1868. elections and organizing constitutional conventions. By the end of 1868, six former Military Reconstruction Confederate states—North Carolina, South Carolina, Florida, Alabama, Louisiana, and In March 1867 congressional Republicans Arkansas—had met all the requirements and passed the Military Reconstruction Act, which were readmitted to the Union. C essentially wiped out Johnson’s programs. The act divided the former Confederacy, except for Johnson Is Impeached The Republicans Tennessee—which had ratified the Fourteenth knew that they had the votes to override any Amendment in 1866—into five military dis- veto of their policies, but they also knew that tricts. A Union general was placed in charge of President Johnson could interfere with their Additional each district. plans by refusing to enforce the laws they

Support 362 Chapter 10 Reconstruction

Activity: Collaborative Learning

Defending Divide the class into four groups group should prepare an argument for presen- and have them use library and Internet sources tation to the class defending the views of one of to research the attitudes of various groups these constituents: educated white suffragists, toward the exclusion of women from the suf- such as Elizabeth Cady Stanton; uneducated, frage granted to African American men by the formerly enslaved African American women; Fifteenth Amendment. Remind students that educated white men; uneducated African education of African Americans had been illegal American men. Once groups have presented under slavery, so newly enfranchised African their arguments, have a class discussion to com- American men had little or no education. Each pare and contrast arguments. OL AL

362 passed. Although they distrusted Johnson, Republicans in Congress Chapter 10 • Section 1 knew that Secretary of War Edwin M. Stanton agreed with their REVIEW program and would enforce it. They also trusted General Ulysses S. Section 1 Grant, the head of the army, to support their policies. To prevent Johnson from bypassing Grant or firing Stanton, R Reading Strategy Congress passed the Command of the Army Act and the Tenure Vocabulary Questioning Ask: For what of Office Act. The Command of the Army Act required all orders 1. Explain the significance of: amnesty, from the president to go through the headquarters of the general Radical Republicans, Wade-Davis Bill, offenses do you think a presi- of the army—Grant’s headquarters. The Tenure of Office Act pocket veto, Freedmen’s Bureau, black dent should be impeached? required the Senate to approve the removal of any government codes, Civil Rights Act of 1866, Fourteenth (Students should support their official whose appointment had required the Senate’s consent. Amendment, impeach, Fifteenth opinions.) OL Determined to challenge the Tenure of Office Act, Johnson Amendment. fired Stanton on February 21, 1868. Stanton barricaded himself inside his office and refused to leave. Three days later, the House Main Ideas of Representatives voted to impeach Johnson, meaning that they R 2. Identifying What were the three main charged him with “high crimes and misdemeanors” in office. The goals of the Radical Republicans? Answer: main charge against Johnson was that he had broken the law by the Command of the Army Act refusing to uphold the Tenure of Office Act. 3. Specifying In what area did the As provided in the Constitution, the Senate put the president Freedmen’s Bureau have the most impact? and the Tenure of Office Act on trial. If two-thirds of the senators found the president guilty, 4. Explaining Under what circumstances he would be removed from office. On May 16, 1868, the Senate did Andrew Johnson become president? voted 35 to 19 that Johnson was guilty—one vote short of convic- tion. Seven Republicans joined the Democrats in refusing to con- 5. Listing What were the main provisions vict Johnson. These senators believed that it would set a dangerous of the Military Reconstruction Act? Assess precedent to impeach a president simply because he did not agree with congressional policies. Critical Thinking Although Johnson remained in office, he finished his term qui- 6. Big Ideas What services did the etly and did not run for reelection in 1868. That year the Republicans Freedmen’s Bureau provide? nominated General Grant to run for president. During the cam- Study Central provides 7. Listing Use a graphic organizer to list paign, ongoing violence in the South convinced many Northern summaries, interactive games, voters that the Southern states could not be trusted to reorganize the effects of the Civil War on the South. their governments without military supervision. At the same time, and online graphic organizers to I. Johnson Takes Office the presence of Union troops in the South enabled African A. help students review content. B. Americans to vote in large numbers. As a result, Grant won six C. Southern states and most of the Northern states. The Republicans II. A. retained large majorities in both houses of Congress. B. Close C. The Fifteenth Amendment With their majority secure and a Summarizing Ask: What were 8. Analyzing Visuals Review the images trusted president in office, Republicans moved to expand their the successes and the failures Reconstruction program. Realizing the importance of African on page 361. How has the Fourteenth American voters, Congress passed the Fifteenth Amendment to Amendment changed over time? that occurred at the end of the Constitution. This amendment declared that the right to vote Reconstruction? (Answers will Writing About History “shall not be denied . . . on account of race, color, or previous vary. Students may note that the 9. Descriptive Writing Take on the role of condition of servitude.” By March 1870, enough states had rati- rights granted to African Americans fied the amendment to make it part of the Constitution. a Southerner after the Civil War. Write a Radical Reconstruction had a dramatic impact on the South, journal entry describing the postwar South were successes and states were particularly in the short term. It changed Southern politics by and what you hope the future will hold for readmitted to the Union. Failures bringing hundreds of thousands of African Americans into the the region. may include the violence and anger political process for the first time. It also began to change Southern society. This angered many white Southerners, who began to that erupted in the South.) OL fight back against the federal government’s policies. Study Central™ To review this section, go Identifying What two laws did the Radical to glencoe.com and click on Study Central. Republicans pass to reduce presidential power? Section 1 REVIEW 363

Answers

1. All definitions can be found in the section When Lincoln was assassinated, Johnson 6. It provided food, clothing, education, work, and the Glossary. then became president. and courts to resolve grievances between 2. They wanted to prevent Confederate lead- 5. divided the former Confederate states, workers and planters. ers from returning to power, to gain power except Tennessee, into five military districts 7. Students should list the following in their for the Republican Party in the South, and under command of a Union general; outlines: cities in ruins; transportation sys- to help African Americans achieve political required states to hold new constitutional tem destroyed; money worthless; agricul- equality via suffrage. convention to write a constitution that tural system in chaos. 3. education included voting rights for all adult males, 8. The Fourteenth Amendment has been 4. In 1862 Lincoln appointed Johnson military regardless of race; required states to ratify applied to a wide range of issues. governor of Tennessee and then in 1864 the new constitution and ratify the 9. Entries will vary, but should express the approved his nomination as vice president. Fourteenth Amendment to be readmitted view of a Southerner whose world has been to the Union. drastically changed. 363 ” ” former slave MARK TWAIN, ” FELIX HAYWOOD, ” Life on the Mississippi THADDEUS STEVENS, from ELIZABETH CADY STANTON, STANTON, ELIZABETH CADY . is elsewhere; they date is elsewhere; . the South during Reconstruction ” D VERBATIM arguing for land redistribution in arguing for land redistribution . A arguing for universal suffrage, 1867 We thought we was goin’ to be goin’ thought we was We If the South is ever to be If the South is [Civil] war the In the South, people did not we colored For freedom was As in the war, HOUSTON HARTSFIELD HOLLOWAY, from it. richer than the white folks, ’cause richer than the white folks, and knowed how to stronger we was and and the whites didn’t work, us to work for them have they didn’t turn out that But it didn’t anymore. soon found out that We way. folks proud freedom could make ’em rich. make but it didn’t made a safe Republic, let her her let Republic, made a safe lands the toil by be cultivated or the free labor of the owners, citizens. of intelligent what the white know how to be free and a to have people did not know how them. free colored person about freedman, on the problem of Reconstruction so now of victory, the keynote the keynote is universal suffrage of Reconstruction. “ “ “ “ “ OL PHOTOWORLD/FPG First tailor/president who made his own clothes Last not to attend successor’s inauguration Most vetoes overridden Father of the Homestead Act

from primary sources, artifacts, primaryfrom and drawings. sources, president students select one U.S. have Then facts and firsts a list of interesting and create or special accomplish- in office about his term the lists, Compile taking office. ments before beneath a placing them in sequential order and add them of each chosen president, photo time line. the to NOTEBOOK First to have never attended school First to be impeached First to be elected to the Senate both before and after being president First to host a queen at the White House

While he was neither “first in war, first in peace” nor “first in the heartsof his neither “first in war, While he was Johnson left his mark President Andrew on history:countrymen,” Cooperative Learning Activity Learning Cooperative PRESIDENTIAL SUPERLATIVES served as a bodyguard for President Andrew Organize the class into the class into Organize Reconstruction Andrew Johnson Chapter 10 Eyewitness the friends of the president were in the minority. Johnson was ordering some whiskey It was all over in a moment, and Mr. [President Johnson was not convicted.] from the cellar. WILLIAM H. CROOKE Ross during the Johnson and witnessed the decisive vote by Edmund May 16, 1868. Here, impeachment trial in the Senate on Saturday, Crooke recalls the scene: There was a weary number of names before that of The tension grew. Ross [senator from Ross was reached. When the clerk called it, and Kansas] stood forth, the crowd held its breath. called the senator from Kansas. It was like the babbling [sic] ‘Not guilty,’ been laboring with Ross over of a caldron. The Radical Senators, who had all over the house people only a short time before, turned to him in rage; The rest of the roll-call was listened to with lessened began to stir. and the result—35 to 19—was announced, interest. . . . When it was over, and disappointment, for there was a wild outburst, chiefly groans of anger BETTMANN/CORBIS 364 C be creative with the elements of the display and with the elements of the display be creative quotations as photos, include such items to Creating a Display a Display Creating select each group Have or five. of four groups periods: 1860–1865, one of the following each group 1866–1870, or 1871–1872. Have the period selected, to relating a display create students to Encourage including a time line. OL Divide the class into Divide the class into NOTEBOOK Support Additional Additional

Critical Thinking

C porary and historians. writers understanding of events is influ- understanding of events the opinions of contem- by enced paper. Distribute the sheets to the the sheets to Distribute paper. our discuss how a class, As class. sounds like the name of a news- “Publish” the editorials on photo- the editorials “Publish” sheets with a banner that copied using his vote for political favors. political favors. for using his vote to write editorials expressing the expressing editorials write to opinion that he was a scoundrel geous man. Assign the other half geous man. Assign write editorials expressing the expressing editorials write opinion that Ross was a coura- ment. Assign half the groups to to half the groups ment. Assign research Edmund Ross and his Edmund Ross research against impeach- vote decision to small groups and assign them to them to and assign small groups 364

Evaluating Evaluating Teach see him as politically expedient. see him as politically view him as courageous; others view him as courageous; deciding vote not to impeach impeach not to vote deciding Some Johnson. historians Andrew was the senator who cast the was the senator Tell students that Edmund Ross students that Edmund Tell Focus NOTEBOOK REBUILDING THE NATION: 1865–1877 Assess/Close (Re)inventing America NUMBERS Patents awarded to African American inventors $7,200,000 Summarizing Ask: What gen- during the Reconstruction period: Purchase price paid by U.S. to eral statement can you make ALEXANDER ASHBOURNE biscuit cutter Russia for Alaska in 1867 about the period? (Possible BETTMANN/CORBIS LANDROW BELL locomotive smokestack answers include: a time of change Price paid per acre LEWIS HOWARD LATIMER 2¢ water closets (toilets) for Alaska and recovery after a devastating for railway cars, electric lamp with cotton filament, civil war; a period of innovation dough kneader Refrigerators keep and growth.) THOMAS ELKINS $30 Boarding and tuition, refrigerator with cooling coils foods cool. per quarter in 1870, at Saint THOMAS J. MARTIN fire extinguisher Frances Academy, boarding school for African American girls in CRITICAL THINKING ELIJAH MCCOY automatic oil cup and 57 other devices and machine Baltimore, Maryland. Students Answers: parts, including an ironing board and lawn sprinkler come from states as distant as Florida and Missouri for an 1. Answers will vary. Students education “productive of the should defend their answers. Milestones happiest effects among individuals and in society.” 2. Although originally optimistic REEXAMINED, 1870. THE MPI/HULTON GETTY PICTURE LIBRARY/LIAISON ROMANTIC STORY OF freed slaves soon realized POCAHONTAS, based on the $5 Extra charge for that they still faced many instruction in embroidery written account of Captain John challenges. Smith. The London Spectator, reporting on the work of Mr. E. $25 Extra charge for Neils, debunks Smith’s tale of the instruction in making wax fruit Visit the TIME Web site at young Pocahontas flinging herself between him and her father’s club. www.time.com for up-to-date The young girl was captured and $3 Tuition, per quarter, news, weekly magazine articles, held prisoner on board a British for local “day scholars” ship and then forcibly married Pocahontas editorials, online polls, and an to Mr. John Rolfe. Comments EXTINGUISHED, 1871. THE 5,407 Number of pupils archive of past magazine and Appleton’s Journal in 1870: “All that PESHTIGO FOREST FIRE in in Mississippi Freedmen’s schools Web articles. is heroic, picturesque, or romantic Wisconsin. The conflagration in 1866 in history seems to be rapidly caused 2,682 deaths. The Peshtigo disappearing under the microscopic tragedy has been overshadowed by scrutiny of modern critics.” 50 Number of schools the Great Chicago Fire of the established for freed African FOUNDED, 1877. NICODEMUS, same year, which killed 300. Americans in Mississippi in 1866 KANSAS, by six African American PUBLISHED, 1865. DRUM TAPS, and two white Kansans. On the by Walt Whitman. Based on his Percentage of state high, arid plains of Graham County, 20% experiences as a hospital volunteer, income of Mississippi spent on the founders hope to establish a Whitman’s new poems chronicle artificial arms and legs for war community of homesteading the horrors of the Civil War. veterans in 1866 former slaves. TOPPED, 1875. THE ONE MILLION CRITICAL THINKING MARK FOR POPULATION, by New York City. New York is the 1. Theorizing Do you think the quote from Appleton’s Journal can be ninth city in the history of the world applied to events in America today? Explain your thinking. to achieve a population level of 2. Comparing What do the quotes by Felix Haywood and Houston more than one million. The first Hartsﬁ eld Holloway reveal about the views of African Americans during was Rome in 133 b.c. Reconstruction? Additional

Chapter 10 Reconstruction 365 Support

Extending the Content

Reconstruction Refugees Between some of the refugees succeeded there, and renew friendships. Interested students 1866 and 1885, approximately 4,000 many were driven back to the United States might want to research the topic and pre- Confederates fled the Deep South rather by drought, tropical diseases, and the sent their findings to the class. than live under Reconstruction. Unable to remoteness of their settlements. The largest accept the changes in their lives wrought settlement came to be called Americana. by the war and Reconstruction, they emi- Today, descendants of some of the grated to Brazil. They were drawn by prom- Reconstruction refugees are members of ises of cheap land, a booming cotton the Fraternity of American Descendants. industry, and the existence of slavery, which These descendants travel to Brazil several was tolerated in Brazil until 1888. Although times a year to remember their ancestors 365 Chapter 10 • Section 2 Section 2 Section Audio Spotlight Video Focus Republican Rule

Bellringer nder the Republican-controlled Congress, the Guide to Reading South began to rebuild. During this time, African Daily Focus Transparency 10-2 U

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: H Big Ideas Americans gained some new opportunities, particularly Teacher Tip: Tell students to read all of the items in the UNIT lists before determining their answer. 3 DAILY FOCUS SKILLS Chapter 10 TRANSPARENCY 10-2 Group Action Despite opposition, Comparing and Contrasting in politics, while some white Southerners organized to

Directions: Answer the following CARPETBAGGERS AND SCALAWAGS question based on the information at left. African Americans took active roles in CARPETBAGGERS What did the carpetbag- resist the changes that were occurring. • Northerners who moved South gers and scalawags have in • Given the name because they carried suitcases made of carpet common? politics during Reconstruction. • Many were elected or appointed to government positions in the South F Both were elected to govern- • Viewed by many Southerners as intruders ment positions. G Both were named after unfa- SCALAWAGS vorable Scotch-Irish terms. • Southerners who supported the H Both were disliked by Content Vocabulary Republican Reconstruction Southerners. • Given the name of an Old Scotch-Irish term meaning weak, underfed, and J Both groups were worthless animals Northerners who moved to • Many were former the South. • carpetbagger (p. 366) Democrat Whigs, Republican Rule in the South small farmers who did not want the wealthy to regain power, or business people who supported Reconstruction • scalawag (p. 366) • Despised by many Southerners MAIN Idea During Reconstruction, African Americans organized politically • graft (p. 368) and took part in governing the South. Academic Vocabulary HISTORY AND YOU What are the factors that help you decide to support a Guide to Reading • commissioner (p. 368) political party? Read on to learn why the Republican Party won the support of African Americans during Reconstruction. • comprehensive (p. 369) Answers: State convention delegates People and Events to Identify By late 1870, all the former Confederate states had rejoined the State legislators • Ku Klux Klan Act (p. 371) Union under the congressional Reconstruction plan. Throughout the South, the Republican Party took power and introduced major Reading Strategy Local officials reforms. Most white Southerners scorned the Republicans, how- Organizing Complete a graphic orga- Church leaders ever, partly because the party included Northerners and African nizer similar to the one below to iden- Americans. Southerners also believed that the Union Army had tify how African Americans helped to forced the new Republican governments on them. govern the South during Reconstruction. Church leaders Carpetbaggers and Scalawags African Americans’ As Reconstruction began, many Northerners moved to the South. To generate interest and provide a Political Roles Quite a few were eventually elected or appointed to positions in the springboard for class discussion, South’s new state governments. Southerners, particularly Democratic access the Chapter 10, Section 2 Party supporters, referred to these newcomers as carpetbaggers video at glencoe.com or on the because some arrived with suitcases made of carpet fabric. Many video DVD. local residents viewed the Northerners as intruders seeking to exploit the South. Some carpetbaggers did seek to take advantage of the war-torn region, and corruption plagued parts of the South. Others, however, hoped to find more opportunities than existed for them in the North or the West. Some simply wanted to help. Many Northern school- teachers, for example, moved south to help educate whites and African Americans. While many Southerners despised carpetbaggers, they also disliked white Southerners who worked with the Republicans and supported Reconstruction. They called these people scalawags—an old Scotch-Irish term for weak, underfed, worthless animals. The scalawags were a diverse group. Some were former Whigs who had grudgingly joined the Democratic Party before the war. Resource Manager Many were owners of small farms who did not want the wealthy

366 Chapter 10 Reconstruction

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Additional Resources Teacher Edition Teacher Edition • Setting a Purpose, • Inferring, p. 367 • Differ. Instruction Act., • Expository Writing, • Problem Solving, p. 369 p. 368 • Drawing Conclusions, URB p. 87 p. 368 p. 369 • Enrichment Act., URB • Narrative Writing, p. 370 Additional Resources Additional Resources p. 109 • Read. Essen., p. 114 • Primary Source Additional Resources Reading, URB p. 101 • Interpret. Political • Guided Reading Act., Cartoons, URB p. 105 URB p. 113 • Quizzes/Tests, p. 134 Chapter 10 • Section 2 African Americans Enter Politics

Reconstruction provided African Americans with new opportunities to participate in politics. Many took part in the state constitutional Teach conventions and were elected to state legislatures—achieving a majority in South Carolina’s state assembly—and to local offices. C Critical Thinking Inferring Have students study the sketch on the left. Ask: What do you think the presence of women and children at this political meeting implies about the importance of politics to C Southern African Americans dur-

▲ This drawing from 1867 depicts the primary groups ing Reconstruction? (Answers that became political leaders of the South’s African may include that Southern African American community—artisans (shown with tools), the middle class, and Union soldiers. Americans saw it as so important that all people were included, even though only men could vote. Some students may note that the women,

▲ This sketch from 1868 shows African Americans campaigning. although included, were not at the African Americans were excited to participate in politics. The center of the conversation because sketch shows women and children as well, suggesting that the entire community regarded political issues as important, even they did not have the right to vote.) though only adult males could vote.

Analyzing VISUALS Analyzing VISUALS 1. Identifying Central Issues Why do you think African Americans were so enthusiastic about participating in politics? Answers: 2. Explaining What about the illustration above indicates the ▲ The sketch above from the 1870s shows South 1. Under slavery, they had had political position of women? Carolina’s legislature—the only state legislature with an African American majority during Reconstruction. no power to control their own lives. Voting and holding public office gave them political planters to regain power. Still others were At first, the leadership of the African power. business people who favored Republican plans American community came from among those for developing the South’s economy. individuals who had been educated before the 2. Women are either not present war. These included artisans, shopkeepers, and or are on the side or in back ministers. Many had lived in the North and of the men, showing that the African Americans in Politics fought in the Union Army. Aided by the The Fifteenth Amendment allowed many Republican Party, these leaders delivered political power belonged only freedmen to take part in governing the South. speeches to former plantation workers, draw- to the men. With the right to vote, African American men ing them into politics. Within a few remarkable could organize politically. “You never saw a years, many African Americans went from people more excited on the subject of politics enslaved laborers to legislators and admin- than are the [African Americans] of the South,” istrators working in nearly all levels of wrote one plantation manager. government. Hands-On

Chapter 10 Reconstruction 367 Chapter Project (l tr br)The Granger Collection, New York Step 2 Reconstruction Directions As a class discuss the reactions letter to a friend or family member express- Correspondence of white Southerners and former enslaved ing their view of Reconstruction. African Americans to the Military Summarizing Students will summarize Reconstruction Act. Have groups choose a Step 2: Understanding Reconstruction the positive and/or negative effects of role to take—either white Southerner or from a Southern Point of View Each Reconstruction on either white or African group should discuss the Southern reaction former enslaved African American—and American citizens in the South. OL research that group’s viewpoint using their to the Military Reconstruction Act discussed (Chapter Project continued on page 374) in Step 1. book, the Internet, and the library. The information gathered should be used to write a

367 Chapter 10 • Section 2 Hundreds of formerly enslaved men served The newly elected Republican governments as delegates to state constitutional conven- instituted a number of reforms. They repealed tions. They also won election to numerous the black codes and made many more state local offices, from mayor to police chief to offices elective. They established state hospi- W Writing Support school commissioner. Dozens of African tals and institutions for orphans, the mentally Americans served in Southern state legisla- ill, and the hearing and visually impaired. They Expository Writing Have tures, while 14 were elected to the U.S. House rebuilt roads, railways, and bridges, and funded interested students research of Representatives, and two, Hiram Revels and the construction of new railroads and indus- prominent leaders of African Blanche K. Bruce, were elected to the Senate. tries in the South. They also established a sys- American churches, either during tem of public schools. The Republican reforms did not come with- Reconstruction or at any time up R Republican Reforms out cost. Many state governments were forced to borrow money and to impose high property to the present. Ask them to write With formerly enslaved men making such taxes to pay for the repairs and new programs. a one-page biography of the per- political gains, many Southerners claimed that Many property owners, unable to pay these “Black Republicanism” ruled the South. Such son they choose and to read it to new taxes, lost their land. claims, however, were greatly exaggerated. No the class. AL Although many Republicans wanted to help African American was ever elected governor. the South, others were corrupt. One Republican In South Carolina, African Americans did gain governor accepted more than $40,000 in bribes. control of the legislature, but were able to hold Graft, or gaining money illegally through poli- R Reading Strategy power for only one term. tics, was common in the South, just as it was in The Republican Party took power in the Setting a Purpose Write two the North at the time, but it gave Democrats South because it also had the support of a large column heads on the board: another issue that would help them regain number of white Southerners. Poor white power in the 1870s. “Positive” and “Negative.” Ask stu- farmers, who resented the planters and the dents to review the section Democratic Party that dominated the South Summarizing Which groups “Republican Reforms” and then before the Civil War, often joined with African helped elect Republicans in the South during American voters to elect Republicans. Reconstruction? complete both lists. BL

1876 Answer: African American men, poor The African American Church white farmers, and other white Since colonial times, churches have been important to African Southerners Americans as both religious and social institutions. After Reconstruction ended, churches became the only institution that remained under their control once they lost voting rights and segregation was imposed. African American ministers were community leaders in places where political leaders did not exist. Later, during the civil rights struggles of the 1950s and 1960s, the churches and their ministers took W the lead in organizing the community for political action. For example, Martin Luther King, Jr., was one of a long line of pastors who worked to help protect and advance their communities. His Dexter Avenue Baptist Church in An African American congregation (above) listens as Montgomery, Alabama, became the their minister preaches in a Washington, D.C. church in 1876. Henry Turner (left) was a bishop of the African headquarters for the famous bus Methodist Episcopalian (AME) Church. He and others boycott in that city in 1955. helped make black churches places of social and Additional religious leadership.

Support 368 Chapter 10 Reconstruction (r)The Granger Collection, New York

Extending the Content

Henry McNeal Turner As a young boy, Eliza Ann Preacher, and moved to Baltimore. African American officials were ousted by Turner dreamed of becoming a teacher, but The couple eventually had 14 children, only the white legislators. Turning his back on it was illegal in his home state of South two of whom survived. Turner joined the the political process, Turner then became a Carolina to educate African Americans when lobbying effort to convince Lincoln to allow bishop in the American Methodist Episcopal Turner was a child. It was not until he worked freedmen to enlist in the Union army. In Church and focused on the political poten- as a janitor in a law firm at age 15 that he 1863, he became the army’s first African tial of the African American church. learned to read and write. Soon thereafter, American chaplain. After the war, he was he became a licensed preacher, married elected to the Georgia legislature, but all

368 frequently became the center of African Chapter 10 • Section 2 African American American communities, as they housed Communities schools and hosted social events and political gatherings. In rural areas, church picnics, MAIN Idea Reconstruction governments festivals, and other activities provided resi- C Critical Thinking expanded public education to all children, and dents with many of their recreational and African Americans built their own churches. social opportunities. In many communities, Drawing Conclusions Discuss how eagerly African Americans HISTORY AND YOU Do you remember how Horace churches acted as unofficial courts by pro- Mann started a movement for public education? moting social values, settling disputes among set about building schools during Read on to learn how new schools were built in the residents, and disciplining individuals for Reconstruction. Ask: What do South during Reconstruction. improper behavior. you think your life would be like In addition to entering politics, African if you had no opportunity to get Americans worked to improve their lives in A Desire to Learn an education? (Students may note other ways during Reconstruction. Many Once freed, many African Americans imme- that they may not be able to easily sought to establish their own thriving com- diately sought an education. In the first years munities and to gain an education. progress and could not get the of Reconstruction, the Freedmen’s Bureau, C with the help of Northern charities, established information they need to take schools for African Americans across the South. action if needed.) OL AL African American By 1870, some 4,000 schools and 9,000 teach- Churches ers—roughly half of them African American— taught 200,000 formerly enslaved people of all S Skill Practice Religion had long played a central role in ages. In the 1870s Reconstruction governments the lives of many African Americans, and built a comprehensive public school system S Problem Solving Have stu- with the shackles of slavery now gone, in the South, and by 1876, about 40 percent of dents pretend they are newly formerly enslaved people across the South all African American children (roughly 600,000 appointed school administrators began building their own churches. Churches students) attended school. in the South in 1867. Ask: What would be the first things you 2000s would do? List their answers on the board. Then have the class pri-

oritize the tasks. OL ▲ Churches played a key role in the struggle for civil rights MAKING CONNECTIONS and have produced many prominent African American leaders. They still play an Answers: important role in the African American community today. 1. Churches became the center of society. Schools, social events, and political gatherings were held at the church. 2. Churches still serve as center of life providing a center of communication, socializing, MAKING CONNECTIONS and education in modern life. 1. Describing What role did churches take in the lives of African Americans after Reconstruction? 2. Explaining How have African American churches expanded their role in modern times? Differentiated Instruction

Name Date Class

INTERPRETING POLITICAL CARTOONS Activity 10

Interpreting Political Cartoons THOMAS NAST: AMERICA’S GREATEST POLITICAL CARTOONIST

Thomas Nast is considered the greatest American political cartoonist. Born in Germany, Nast came to the United States when he was six years old. When the Civil War broke out, Nast joined the staff of the pro-Union Harper’s Weekly. His Civil War cartoons made him known throughout the country. Nast became world famous for his cartoons after the war, especially 10 those in which he attacked prejudice (see below) and political corruption. Objective: Interpret a political cartoon and a Differentiated Instruction Strategies Nast was an impassioned advocate for emancipation and the Union. Reconstruction brought another threat to African Americans, one that Nast opposed as vigorously as he did slavery. CHAPTER Directions: Study the cartoon below and the excerpt from Shakespeare that Shakespearean excerpt. BL Explain the cartoon title in your own accompanies it, and then answer the questions that follow. “THESE FEW PRECEPTS “TO THINE OWN SELF BE TRUE.” IN THY MEMORY” Beware of entrance to a quarrel: but, being in, Focus: Determine the message of the cartoon in terms words. Bear it that the opposer may beware of thee. Give every man thine ear, but few thy voice: Take each man’s censure, but reserve thy judgment. of civil rights. Costly thy habit as thy purse AL Name another situation in which the can buy, But not express’d in fancy; rich, not gaudy: For the apparel oft proclaims the man. Teach: Read the excerpt aloud, then discuss it and its advice given in the excerpt can be • • • • This above all,—To thine own self be true; And it must follow, as the night Harper’s Weekly the day, Thou canst not then be false to any man. relation to the cartoon. applied. Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, — SHAKESPEARE

(continued) Assess: Ask: What advice might Nast give to legislators ELL Work with a partner to together inter- 105 and those in authority? pret the cartoon. Interpreting Close: Ask: How might the message of the cartoon Political Cartoons, URB p. 105 relate to your life today? 369 Chapter 10 • Section 2 The White League and Ku Klux Klan

W Writing Support Narrative Writing Have interested students research a prominent graduate of an African American college or university and write a one-page biography of the person. OL

Analyzing VISUALS

Answers: 1. terrorism and intimidation 2. Answers may vary, but students should consider violence and voter intimidation.

▲ This cartoon from 1874 reads “Everything points to a Democratic victory this fall” and shows members of the White League—a group similar to the Ku Klux Klan—denying African Americans the right to vote.

Analyzing VISUALS Answer: ▲ Ku Klux Klansmen (top) disguised their 1. Summarizing What methods did the White League and the identities. The cartoon says that White Leagues Under slavery, it was illegal for Ku Klux Klan use to deny African Americans their civil rights? and the KKK made life worse for African Americans than it had been under slavery. African Americans to be edu- 2. Expressing Do you think the cartoon on the right is correct cated. During Reconstruction, in its assumption? Why or why not? thousands of schools and colleges were established to pro- Several African American academies were The Hampton Institute was started in 1868 vide basic and advanced established in the South. These academies in Virginia to teach African Americans a trade grew into an important network of African or agricultural techniques. In 1881, after education, as well as vocational American colleges and universities, including Reconstruction, Spelman College—the first training. Fisk University in Tennessee and Atlanta college for African American women—and the University and Morehouse College in Georgia. Tuskegee Institute, now Tuskegee University, The institution that would become Howard were founded. The first teacher at Tuskegee University was founded in 1867 in Washington, was Booker T. Washington, who later became W D.C., by a group of Congregationalists who an important African American leader. wanted to establish a seminary for African African Americans also established thou- American ministers. Soon the idea expanded sands of other organizations to support each to the creation of an entire university, named other. These organizations ranged from burial for one of the founders and head of the societies and debating clubs to drama societies Freedmen’s Bureau, General Oliver Howard. and trade associations. Howard University quickly expanded to include the first law school, established in 1869, Examining How did education Additional for African Americans. for African Americans change during Reconstruction?

Support 370 Chapter 10 Reconstruction (l br)The Granger Collection, New York

Activity: Collaborative Learning

Writing a Family History Tell students that lowing information for every family member for many families separated by slavery sought to whom it is available: name, birth date, marriage reunite after emancipation and the war’s end. date and to whom, death date. Discuss the diffi- African Americans used a family record to keep culties in trying to recreate this information track of births, deaths, and marriages after from memory. Students should discuss com- emancipation. Ask students to create a record pleted records. BL OL ELL of their own families. It should include the fol-

370 • Section 2 The Ku Klux Klan Forms Chapter 10 Section 2 REVIEW MAIN Idea Some Southerners hated the “Black Republican” governments and started groups such as the Ku Klux Klan that terrorized African Americans. Vocabulary HISTORY AND YOU Have you heard of recent activities of the Ku Klux Answer: Klan? Read on to learn when and why the organization was founded. 1. Explain the significance of: carpetbagger, scalawag, graft, Ku Klux Klan Act. The Enforcement Acts were At the same time as these changes were taking place, African passed to combat acts of vio- Americans faced intense resentment from many Southern whites. Main Ideas lence in the South. Many Southerners also despised the “Black Republican” govern- 2. Identifying In what state did African ments, which they believed vindictive Northerners had forced Americans gain control of the legislature upon them. for a time, and why did this occur? Unable to strike openly at the Republicans running their states, some Southerners organized secret societies. The largest of these 3. Specifying Where and when was the groups was the Ku Klux Klan. Started in 1866 by former first law school for African Americans Assess Confederate soldiers in Pulaski, Tennessee, the Klan grew rapidly established? throughout the South. Its goal was to drive out the carpetbaggers 4. Explaining What were the three main and intimidate African American voters so as to regain control of provisions of the Enforcement Acts? the South for the Democratic Party. Hooded, white-robed Klan members rode in bands at night, Critical Thinking Study Central provides terrorizing supporters of the Republican governments. They broke 5. Big Idea How did the establishment of summaries, interactive games, up Republican meetings, drove Freedmen’s Bureau officials out of schools, churches, and social organizations and online graphic organizers to their communities, burned African American homes, schools, and benefit African Americans during churches, and attempted to keep African Americans and white Reconstruction? help students review content. Republicans from voting. Some Republicans and African Americans formed their own 6. Categorizing Use a graphic organizer to militia groups and fought back. As the violence perpetrated by identify both the negative and positive Close both sides increased, one African American organization sent a aspects of carpetbagger rule. report to the federal government asking for help: Carpetbagger Rule Comparing Ask students how PRIMARY SOURCE Positives Negatives conditions changed for African “We believe you are not familiar with the description of the Ku Klux Klan’s Americans in the South from riding nightly over the country, going from county to county, and in the before the war to after county towns spreading terror wherever they go by robbing, whipping, Reconstruction. (They were free, ravishing, and killing our people without provocation, compelling colored 7. Analyzing Visuals Study the images on people to break the ice and bathe in the chilly waters of the Kentucky page 367. What do they suggest about the but rights gained at the beginning River. . . . We pray you will take some steps to remedy these evils.” African American community in the South of Reconstruction were lost at its —from a petition to Congress, March 25, 1871, National Archives after the Civil War? end.) OL

The Ku Klux Klan’s activities outraged President Ulysses S. Writing About History Grant and congressional Republicans. In 1870 and 1871, Congress 8. Descriptive Writing Suppose you are a passed three Enforcement Acts to combat the acts of violence in Northerner who has recently moved to the the South. The first act made it a federal crime to interfere with a Reconstruction South. Write a letter to a citizen’s right to vote. The second put federal elections under the friend describing your life in the South at supervision of federal marshals. The third act, also known as the this time. Ku Klux Klan Act, outlawed the activities of the Klan. Local authorities and federal agents, acting under the Enforcement Acts, arrested more than 3,000 Klan members throughout the South. Southern juries, however, convicted only about 600, and fewer still served any time in prison. Study Central™ To review this section, go Describing Why did Congress pass the Enforcement to glencoe.com and click on Study Central. Acts? Section 2 REVIEW 371

Answers

1. All definitions can be found in the section 5. Schools provided African Americans with an 7. Answers will vary, but should mention that and the Glossary. education so that they could lead richer African Americans took advantage of the 2. South Carolina; they made up the majority lives, take part in politics, and learn a trade opportunities Reconstruction provided for of the population. or profession to improve their financial sta- participation in government. 3. Washington, D.C. in 1869 (Howard tus. Churches served as community centers, 8. Letters should describe specific conditions University) political organizing centers, and unofficial of life in the South, such as resentment of courts. Social organizations helped African Northerners by white Southerners. 4. The first act made it a federal crime to inter- Americans to support one another. fere with a citizen’s right to vote. The second put federal elections under the supervision 6. positives: provided an influx of capital, edu- of federal marshals. The third (Ku Klux Klan cated whites and African Americans; nega- Act) outlawed the activities of the Klan. tives: exploited the South’s postwar turmoil for personal gain; some were corrupt 371 Chapter 10 • Section 3 Section 3 Section Audio Spotlight Video Focus Reconstruction Collapses

Bellringer s Reconstruction came to an end in the late 1870s, Guide to Reading the gains made by African Americans after the Daily Focus Transparency 10-3 A

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: A Big Ideas Civil War were steadily eroded by Southern whites as Teacher Tip: Tell students to consider all the information UNIT before making a choice. 3 DAILY FOCUS SKILLS Chapter 10 TRANSPARENCY 10-3 Economics and Society After Determining Cause and Effect they reclaimed control of state legislatures. In the

Directions: Answer the following PANIC OF 1873 question based on the illustration and the text. Reconstruction the South tried to build What decision did Jay meantime, Southerners were developing strategies for Vol. XXXIII....No. 10, 129. • September 19, 1873. Cooke make that brought about the Panic of 1873? a new economy but problems lingered. A FINANCIAL THUNDERBOLT! A Cooke falsified reports about the value of the land along SUSPENSION OF JAY COOKE & CO. his railroad. a rebirth of the region’s economy. A CRASH IN STOCKS. B Cooke sold his investment bank. Content Vocabulary New York financier Jay Cooke bought the Northern Pacific Railroad C Cooke bought the Northern with the intent of making a fortune selling the land along the Pacific Railroad. railroad line. The land was poor for farming, however. To attract D Cooke left New York to settle settlers, Cooke published false reports about the land’s value. in Europe. • “sin tax” (p. 372) When the deception was discovered, his business empire, which included one of the nation’s strongest investment banks, collapsed. The stock market plummeted and businesses went bankrupt. The country entered the worst economic depression it • tenant farmer (p. 377) had ever faced. • sharecropper (p. 377) The Grant Administration • crop lien (p. 377) MAIN Idea Political scandals and an economic depression tarnished Guide to Reading • debt peonage (p. 377) Grant’s presidency. HISTORY AND YOU Can you think of any recent political scandals? Read on Academic Vocabulary to learn how bribery and corruption hurt the Grant administration. Answers: • outcome (p. 375) III. The Grant Administration • circumstance (p. 377) As commander of the Union forces, Ulysses S. Grant had led the A. The Republicans Split People and Events to Identify North to victory in the Civil War. His reputation had then carried him B. Panic of 1873 • Horace Greeley (p. 373) into the White House in the election of 1868. Unfortunately, Grant C. Bribery scandals • “Whiskey Ring” (p. 373) had little experience in politics. He believed that the president’s III. Reconstruction Ends • Panic of 1873 (p. 374) role was to carry out the laws and leave the development of policy • Compromise of 1877 (p. 375) to Congress. This approach pleased the Radical Republicans in A. “Redeeming” the South • “New South” (p. 377) Congress, but it left the president weak and ineffective when dealing B. Compromise of 1877 with other issues. Eventually, Grant’s lack of political experience Reading Strategy III. A “New South” Arises helped to divide the Republican Party and to undermine public sup- Taking Notes Use the major headings port for Reconstruction. of Section 3 to create an outline listing the major events of the Grant administration and the end of Reconstruction. The Republicans Split III. A “New South” Arises During Grant’s first term in office, the Republican-controlled I. The Grant Administration A. Congress continued to enforce Reconstruction. At the same time, it To generate interest and provide a B. II. expanded the programs it had introduced during the Civil War to springboard for class discussion, A. promote commerce and industry. It kept tariffs high, tightened bank- access the Chapter 10, Section 3 ing regulations, promised to repay its debts with gold—not paper video at glencoe.com or on the money—and increased federal spending on railroads, port facilities, video DVD. and the national postal system. The Republican Congress also kept in place the taxes on alcohol and tobacco that had been introduced as emergency measures during the war. These taxes, nicknamed “sin taxes,” helped the government pay off the bonds that had been issued to pay for the Civil War. Democrats attacked these Republican economic policies, arguing that they benefited the wealthy, such as government bondholders, at the expense of the poor, who paid most of the sin taxes. They argued that wealthy Americans were gaining too much influence in Grant’s Resource Manager administration.

372 Chapter 10 Reconstruction

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Additional Resources Teacher Edition Additional Resources Teacher Edition Teacher Edition • Guided Reading Act., • Analyzing, p. 375 • Reteaching Act., URB • Expository Writing, • Debating, p. 374 URB p. 114 p. 107 pp. 373, 374 • Sequencing Additional Resources • Personal Writing, p. 376 Information, p. 375 • Critical Thinking Act., URB p. 96 Additional Resources • Authentic Assess., p. 25 • Read. Essen., p. 117 • Quizzes/Tests, p. 135 Chapter 10 • Section 3 The Scandals of the Grant Administration Teach

W Writing Support Expository Writing Have students make lists of some specific types of corruption that can

plague an administration. Some of ▲ This cartoonist shows the Grant the examples on their lists should administration be from the Grant administration; looking for those guilty of fraud in others may be more current. Then a whiskey barrel— symbol of the ask students to assume the role of “Whiskey Ring.” a television news anchor. Each student should choose one scandal, research it, and write a press release exposing the scandal to ▲ In this cartoon, Grant, the Civil War hero of Vicksburg and the public. Students should also Appomattox Courthouse, is “dogged” by the men in his administration who have been involved in various scandals. bring to class a relevant photo and read their press releases to Analyzing VISUALS the class as though they were 1. Interpreting What is Uncle Sam’s mood in the cartoon television news anchors. above, and why do you think he has this attitude? 2. Making Inferences In the cartoon on the right, how far does the cartoonist suggest that the corruption in government has spread? Analyzing VISUALS

Answers: Some Republicans, known as Liberal the split in his own party and Greeley’s pas- 1. He looks annoyed and Republicans, agreed with the Democrats. They sionate campaigning, Grant won the election dejected because the presi- were concerned that men who were in office easily. dent is not dealing with the to make money and sell influence were begin- During Grant’s second term, a series of ning to dominate the Republican Party. The scandals hurt the reputation of his administra- corruption perpetrated by his Liberal Republicans tried to prevent Grant’s tion. Grant’s secretary of war, William Belknap, appointees. renomination in 1872. When that failed, they had accepted bribes from merchants operating 2. Corruption has spread to all left the Republican Party and nominated their at army posts in the West. He was impeached W own candidate, Horace Greeley, the influen- but resigned before the Senate could try him. levels of government—from tial newspaper publisher. Then, in 1875, the “Whiskey Ring” scandal federal to city wards. To attract Southern support, the Liberal broke. A group of government officials and Republicans promised to pardon nearly all for- distillers in St. Louis, Missouri, cheated the mer Confederates and to remove Union troops government out of millions of dollars by filing from the South. As a result, the Democratic false tax reports. Reportedly, Orville E. Babcock, Party, believing that only a united effort would Grant’s private secretary, was involved, defeat Grant, also nominated Greeley. Despite although this was never proved. Differentiated

Chapter 10 Reconstruction 373 Instruction

Leveled Activities

BL Reading Skills Activity, OL Historical Analysis Skills AL Primary Source Reading, ELL Content Vocabulary URB p. 85 Activity, URB p. 86 URB p. 99 Activity, p. 91

Name Date Class Name Date Class Name Date Class Name Date Class

★ Reading Skills Activity 10 ★ Historical Analysis Skills Activity 10 Primary Source Reading 10-1 ★★★★★★ ★ Content Vocabulary Activity 10

Formulating Questions Sequencing Events Reconstruction, 1865–1877 Emancipation, Expectations, Reader’s Dictionary DIRECTIONS: Circle the term that best fits each description. Then answer the questions at the ★ ★ LEARNING THE SKILL LEARNING THE SKILL and Demands bottom of the page. to give up or give in To be an effective reader, you need to ask questions while you are reading. Think about Sequencing information involves placing events in the order in which they occurred. acquiesce: ★ purposely neglecting 1. To formally charge a public official with misconduct in office the things you would like to know about the topic. Authors usually try to provide answers Sequencing can help you process large amounts of information in an understandable way About the Selection dereliction: and can help you distinguish the relationships among events. To help you sequence informa- elective franchise: the right to vote A. depose B. impeach C. indict to typical questions in the text, so you will often find answers to your questions by continu- In the early days of Reconstruction, the tion: Read carefully and look for dates or cue words that provide you with a sense of chrono- invidious: causing resentment, discriminatory ing your reading. If, however, you have questions unanswered by the text, discuss the topic African Americans of many towns, cities, 2. Farmers who paid rent on the land they farmed by giving up a part of their crops. logical order: in 1865, later, meanwhile, since, then, first, next, after, finally, and so on. If needed with fellow class members or your teacher. If you think of questions as you are reading, you and states petitioned the government or to aid understanding, construct a time line of events or list them in sequential order on A. sharecroppers B. carpetbaggers C. crop liens will remember what you read and increase your understanding of the topic. issued general proclamations concerning CHAPTER separate lines. One good way to formulate questions about the text is to add a who, what, where, when, or their rights. These documents showed the 3. The acquisition of money in dishonest ways, such as in bribing a politician 10 expectations of the formerly enslaved peo- 10 10 why to text headings. For example, if a heading reads “The Debate Over Reconstruction,” ★ PRACTICING THE SKILL A. capital gain B. corrupt funding C. graft one question you might ask would be “What does ‘reconstruction’ mean?” ple and free African Americans in the DIRECTIONS: Read the excerpt below describing the Military Reconstruction of the South. emancipated South. On May 11, 1865, a 4. Southerner who supported Republican Reconstruction of the South GUIDED READING ★ PRACTICING THE SKILL 10 Then answer the questions that follow. dentist named Thomas Bayne chaired a A. Whig B. carpetbagger C. scalawag mass meeting of African Americans in As you read, list the demands and resolu- CHAPTER In March 1867, Congressional Republicans passed the Military Reconstruction Act, which essen- CHAPTER CHAPTER DIRECTIONS: The paragraphs below start with a heading that reads: “Freedman’s Bureau.” Norfolk, Virginia. The result was the tions of the Norfolk Negroes. Then answer 5. Laws passed in the South after the Civil War aimed at exploiting African Americans Examples of questions you might ask using the heading are: “What was the Freedmen’s tially wiped out Johnson’s program. The act divided the former Confederacy, except for Tennessee— Resolutions of Norfolk Negroes. the questions that follow. A. black codes B. freedmen codes C. black labor contracts Bureau?” “What did the Bureau do?” “Who did the Bureau benefit?” “When did the Bureau which had ratified the Fourteenth Amendment in 1866—into five military districts. A union general exist? “Why was the Freedmen’s Bureau important?“ Read the paragraphs below. Then note was placed in charge of each district. 6. Blocking the passage of a bill by letting a session of Congress expire without signing it the places in the text where these example questions are answered. In the meantime, each former Confederate state had to hold another Constitutional convention. ★★A. pocket veto B. passive veto C. block veto The refugee crisis prompted Congress to establish the Bureau of Refugees, Freedmen, and The new state constitutions had to give the right to vote to all adult male citizens regardless of race. 7. Federal tax on alcohol and tobacco Abandoned Lands–better known as the Freedmen’s Bureau. The Bureau was given the task of feed- After a state had ratified its new constitution, it had to ratify the Fourteenth Amendment before it Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 1st. Resolved, That the rights and interests of the colored citizens of ing and clothing war refugees in the South using surplus army supplies. Beginning in September would be allowed to elect people to Congress. Virginia are more directly, immediately and deeply affected in the restoration A. bond tax B. sales tax C. sin tax 1865, the Bureau issued nearly 30,000 rations a day for the next year. It helped prevent mass star- of the state to the Federal Union than any other class of citizens; and hence, With military officers supervising voter registration, the southern states began holding elections that we have peculiar claims to be heard in regard to the question of its 8. A person who has been freed from slavery vation in the South. and organizing constitutional conventions. By the end of 1868, six former Confederate states–North reconstruction, and that we cannot keep silent without dereliction of duty to A. carpetbagger B. freedman C. scalawag The Bureau also helped formerly enslaved people find work on plantations . . . Carolina, South Carolina, Florida, Alabama, Louisiana, and Arkansas–had met all the requirements ourselves, to our country, and to our God. and had been readmitted to the union. 9. Northerners who moved South after the Civil War and supported the Republicans 1. What was the Freedmen’s Bureau? 2d. Resolved, That personal servitude having been abolished in Virginia, it 1. Identify the cue words and phrases that help you organize the facts sequentially. behooves us, and is demanded of us, by every consideration of right and A. carpetbaggers B. scalawags C. Whigs 2. When did the Bureau exist? duty, to speak and act as freemen, and as such to claim and insist upon 10. Protection from prosecution for an illegal act 3. Who did the Bureau benefit? equality before the law, and equal rights of suffrage at the “ballot box.” 3d. Resolved, That it is a wretched policy and most unwise statesmanship A. impeach B. amnesty C. graft 4. Why was the Bureau important? that would withhold from the laboring population of the country any of the 11. Use the following terms to write a paragraph describing the plight of many African 2. List in chronological order the steps a state like Louisiana had to follow before it was rights of citizenship essential to their well-being and to their advancement Americans in the South after the collapse of Reconstruction: tenant farmer, sharecropper, ★ APPLYING THE SKILL readmitted to the union. and improvement as citizens. crop lien, and debt peonage. DIRECTIONS: Use the questioning skill to explore what you have learned in this chapter. 4th. Resolved, That invidious political or legal distinctions, on account of Divide into three groups. Each group take one section from the chapter and on a separate color merely, if acquiesced in, or voluntarily submitted to, is inconsistent with 373 sheet of paper, use the headings in the section to formulate questions. For example, in our self-respect, or to the respect of others, placing us at great disadvantages, Section 1, “The Debate Over Reconstruction,” one heading reads. “Johnson’s Plan.” One and seriously retards our advancement or progress in improvement, and that question you might ask is “What was Johnson’s Plan?“ Another question might be “How did ★ APPLYING THE SKILL the removal of such disabilities and distinctions are alike demanded by Congress react to Johnson’s Plan?” sound political economy, by patriotism, humanity and religion. DIRECTIONS: Read the section of your text that describes the impeachment of President 5th. Resolved, That we will prove ourselves worthy of the elective fran-

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, When you have come up with your list of questions, go through the text with your group Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, Johnson. Look for cue words in the text that indicate the order of events. List them. Then chise, by insisting upon it as a right, by not tamely submitting to its depriva- and find the answers. If you cannot find answers to your questions, use the unanswered construct a time line on a separate sheet of paper to help you organize the events in time tion, by never abusing it by voting the State out of the Union, and never questions to discuss the section with each other, or ask your teacher to help you find the sequence. using it for purposes of rebellion, treason or oppression. answers to these questions. (continued) 85 86 99 91 • Section 3 Chapter 10 The Panic of 1873 Reconstruction Ends In addition to the political scandals of MAIN Idea After Republican Rutherford B. Hayes Grant’s second term, the nation endured a became president in a disputed election, he removed Writing Support severe economic crisis. The turmoil started in the last federal troops from the South. W 1873, when a series of bad railroad investments HISTORY AND YOU What is the process by which forced the powerful banking firm of Jay Cooke Expository Writing Have stu- presidents are elected? Read on to learn how con- dents research Ulysses S. Grant’s W and Company to declare bankruptcy. A wave tested returns in three states created a political crisis background. Ask: How did of fear known as the Panic of 1873 quickly in 1876. spread through the financial community. Grant’s background improve Dozens of smaller banks closed, and the stock The rising power of the Democrats made or deter his effectiveness as pres- market plummeted. Thousands of businesses enforcing Reconstruction more difficult. At the ident? (Answers will vary.) Have shut down, and unemployment soared. same time, many Northerners were more con- The scandals in the Grant administration students write a brief essay cerned with their own economic problems and the deepening economic depression hurt than with the political situation in the South. responding to this question. OL the Republicans politically. In the 1874 mid- term elections, the Democrats won control of the House of Representatives and made gains “Redeeming” the South S Skill Practice in the Senate. In the 1870s, Southern Democrats had Debating Call students’ atten- Explaining Why did the Liberal worked to regain control of their state and Republicans oppose President Grant? local governments from Republicans. Southern tion to the map of the 1877 election, which shows that Tilden won the popular vote but lost the elec- The Compromise of 1877 tion. Divide the class into two teams and ask them to do Presidential research on the Electoral College. The South’s Election of 1876 economy lies Then have them debate the topic in ruins. “The Electoral College Should Be Hayes Tilden Abolished.” In making the assign- ment, mention the concept of NH 5 One Person, One Vote. OL AL VT 5 ME 7 OR MN MA 3 5 13 WI MI NY 10 11 35 RI 4 CT 6 IA PA NE 11 29 NJ 9 NV 3 IL IN OH 3 22 DE 3 CA CO 21 15 WV President Grant rides S KS VA MD 8 6 3 MO 5 11 5 15 KY 12 a carpetbag propped NC Answer: TN 12 10 up by Union troops. AR SC 6 They thought the wealthy and AL GA 7 MS 11 8 10 TX LA big business were gaining too 8 8 FL much power in the Republican 4 Party. % of The South struggles Presidential Popular Popular Electoral under the weight of Candidate Votes Votes Vote the carpetbag. Hayes 4,036,298 47.98% 185 Tilden 4,300,590 51.12% 184 ▲ In the 1876 presidential election, 20 electoral votes were in dispute. They were eventually awarded to Hayes, and many believed he made a deal with Southern Democrats in Congress to win the presidency. Whether or not this was true, Hayes’s election Hands-On signified the end of Reconstruction.

Chapter Project 374 Chapter 10 Reconstruction Step 3 Reconstruction vantages experienced by that group in the Making Generalizations Students will Correspondence “New South.” use the information gained to generalize about the lives of either African Ameri- Directions As either an African American can or white citizens of the South after Step 3: Describing the “New South” or white citizen from the South, students Reconstruction. OL Have students choose a role to take—either will write a letter to a friend or family mem- (Chapter Project continued on the Visual an African American or white citizen from ber detailing how their life has changed Summary page) the South. Students will research the effect since the collapse of Reconstruction and the collapse of Reconstruction had on that the type of life they perceive for themselves group including the advantages and disad- in the “New South.”

374 Chapter 10 • Section 3 terrorist groups, such as the Ku Klux Klan and The Compromise of 1877 S Knights of the White Camellia, intimidated African American and white Republican vot- With Grant’s reputation damaged by scan- ers, while some Democrats resorted to various dals, the Republicans decided not to nominate forms of election fraud, such as stuffing ballot him for a third term in 1876. Instead, they S Skill Practice boxes, bribing vote counters, and stealing bal- nominated Rutherford B. Hayes, a former gov- lot boxes in Republican precincts. Southern ernor of Ohio. Many Americans regarded Sequencing Information Democrats also called on all whites to help Hayes as a moral man untainted by scandal. Have students reread the section “redeem”—or save—the South from “Black Hayes wanted to end Radical Reconstruction. on the Compromise of 1877. Ask The Democrats responded by nominating Republican” rule. them to create a time line listing By appealing to white racism and defining Samuel Tilden, a wealthy corporate lawyer elections as a struggle between whites and and former governor of New York who had the events leading to the African Americans, Democrats were able to tried to end the corruption in New York City’s compromise. BL win back the support of white owners of small government. On Election Day, Tilden clearly farms who had supported Republicans. By won 184 electoral votes, 1 short of a majority. 1876, the Democrats had taken control of all Hayes clearly won 165 electoral votes, leaving C Critical Thinking Southern state legislatures except those of 20 votes in dispute. Nineteen of the votes were Louisiana, South Carolina, and Florida. In in the three Southern states Republicans still Analyzing Have students recall those states, the large number of African controlled: Louisiana, South Carolina, and examples from their lives when Florida. There had been so much election fraud American voters, protected by Union troops, a compromise was needed. was able to keep the Republicans in power. on both sides that no one could tell which candidate had won. Ask: Was the compromise that To resolve the situation, Congress appointed was reached effective? Why or a 15-person commission made up equally of why not? members of the House, the Senate, and the OL Supreme Court. The commission had 8 The South’s Republicans and 7 Democrats, and eventually economy voted along party lines, 8 to 7, to give the votes booms. Analyzing VISUALS to Hayes. The commission’s recommendations, however, were not binding if either house of Congress rejected them. Answers: After much debate, several Southern 1. The cartoonist approves of Democrats joined with Republicans in the Hayes’ policy of leaving the Democrat-controlled House of Representatives South to run its own affairs. and voted to accept the commission’s findings. This gave the election to Hayes. Noting that Even though the title of the Hayes could not have won without the sup- cartoon on the previous page President Hayes port of Southern Democrats, many people is “The ‘Strong’ Government,” uses a plow concluded that a deal had been made. This is C labeled “Let Em why the outcome of the election is known as the cartoonist is showing that Alone Policy” to the Compromise of 1877. Grant’s policy is only strong if bury rifles and Historians are not sure if a deal was actually carpetbags. supported by armed troops. made or, if so, what its exact terms were. The 2. Hayes was criticized for hav- Compromise of 1877 reportedly included a promise by the Republicans to pull federal ing allegedly striking the troops out of the South if Hayes were elected, Compromise of 1877, by Analyzing VISUALS and that is, in fact, what happened within a which federal troops were 1. Identifying Points of View Which month of Hayes taking office. It is also true, pulled out of the South. government did the cartoonist approve however, that the nation was tired of the poli- of more? How can you tell? tics of Reconstruction and that even Republican 2. Identifying Central Issues What leaders were ready to put an end to it. Indeed, criticism of Hayes is the cartoonist President Grant pulled troops out of Florida responding to with this cartoon? even before Hayes took office, so it is possible that no deal was actually made. Additional

Chapter 10 Reconstruction 375 Support

Activity: Economics Connection

Tell students that, in a later chap- Analyzing Have students use what they dence in banks, widened gap between the rich ter, they will learn how the Panic g of may already know about other economic and the poor, currency not backed by gold, a of 1873 affected the buildin crises, as well as library or Internet research, sudden rise in short-term interest rates plus the Panama Canal. to create a table. The table should list at widening yield differences between safe and least three economic crises, their dates, and risky assets). AL causes. Possible choices include Panic of 1857, Panic of 1873, Panic of 1893, Financial Crisis of 1914, stock market crash of 1929, Black Monday 1987. (Tables may include causes such as overuse of credit, loss of confi- 375 Chapter 10 • Section 3 The New South

The New South was a blend of the old and the Writing Support new. Industry began to develop, but agriculture Sharecropping in the South, 1880 W remained vital to the economy. By the 1890s, Percentage of sharecropped farms by county Pa. 40°N Personal Writing Ask: What the South was exporting more cotton, rice, and N.J. 34.2% to 81.0% 12.7% to 19.5% Ohio tobacco than before the Civil War. Although Md. background and personal quali- 25.8% to 34.1% 0% to 12.6%Ind. Del. slavery had ended, many African Americans 19.6% to 25.7% W.Va. ties do you think a president were poor sharecroppers who harvested crops Va. for landowners. Kans. Ky. should have? Have each student Mo. N.C. write a half-page essay expressing Tenn. Indian Terr. Ark. one personal quality and one type S.C. of professional experience they ATLANTIC Ala. Ga. OCEAN consider the most important for a Miss. 30°N Tex. president. OL BL La. N Florida E W 0 300 kilometers S Gulf of Mexico Analyzing VISUALS 0 300 miles MEXICO Albers Equal-Area projection 100°W 90°W 80°W Answers: 1. North Carolina, South Carolina, Georgia 2. Possible answer: The South still had land that was good ▲ The industry of the “New South” was still driven by for planting, the know-how to agricultural products, such as tobacco. The workers shown above are processing tobacco in a Richmond tobacco factory do it, and the labor force, in in 1899. the form of African Americans who, while technically free, Analyzing VISUALS were still available, and with 1. Specifying In which three states was sharecropping sharecropping could be most common? forced to farm the land as 2. Explaining Why do you think the South’s economy ▲ Sharecroppers harvest cotton in Georgia in 1898. they had done under slavery. remained so dependent on agriculture after Reconstruction?

During his inaugural speech on March 5, not merely a united North or a united South, but a united country.” W 1877, President Hayes expressed his desire to move the country beyond the quarrelsome —quoted in The Life of Rutherford Birchard Hayes years of Reconstruction: Answer: Whether the speech expressed Hayes’s real thoughts is unknown, but in April 1877 he the presidential election of 1876 RIMARY OURCE P S pulled federal troops out of the South. Without “Let me assure my countrymen of the Southern soldiers to support them, the last Republican States that it is my earnest desire to regard and governments in South Carolina and Louisiana promote their truest interests—the interests of the collapsed. The Democrats had “redeemed” the white and colored people both equally—and to put South. Reconstruction was now over. forth my best efforts in behalf of a civil policy which will forever wipe out . . . the distinction Explaining What major issue Additional between North and South, . . . that we may have was settled by the Compromise of 1877?

Support 376 Chapter 10 Reconstruction

Activity: Collaborative Learning

Reconstruction Display Organize the class Exhibits should include illustrations, short writ- into small groups, each of which should develop ten descriptions, and primary sources. OL an exhibit to illustrate Reconstruction. Groups may focus on an important person; an important event such as the impeachment of President Johnson; the culture of the period, such as hair and clothing styles, songs, and available reading material; or an important idea, such as what people expected of a Reconstruction policy.

376 • Section 3 A “New South” Arises Chapter 10 Section 3 REVIEW MAIN Idea The postwar South developed more industry, but most people still worked in agriculture. HISTORY AND YOU What do you recall about the disadvantages of the South during the Civil War? Read on to learn how the region tried to Vocabulary industrialize in the postwar period. 1. Explain the significance of: “sin tax,” Answer: Horace Greeley, “Whiskey Ring,” Panic of Powerful white Southern and 1873, Compromise of 1877, “New South,” Many Southern leaders realized that the South could never Northern financiers invested in tenant farmer, sharecropper, crop lien, return to the pre–Civil War agricultural economy once dominated the South because they believed debt peonage. by the planter elite. Instead, they called for the creation of a “New the region had to develop a South”—a phrase coined by Henry W. Grady, editor of the Atlanta Main Ideas strong industrial economy. Constitution. They believed the region had to develop a strong 2. Analyzing What caused the Panic of industrial economy. 1873? Powerful white Southerners and Northern financiers brought great economic changes to parts of the South. Northern capital 3. Explaining How did Reconstruction end? helped to build railroads, and by 1890 almost 40,000 miles of track crisscrossed the South. Southern industry also grew. A thriv- 4. Describing How did conditions for Assess ing iron and steel industry developed around Birmingham, African Americans in the post- Alabama. In North Carolina, tobacco processing became big Reconstruction South resemble conditions business, and cotton mills appeared in numerous small towns. before the Civil War? In other ways, the South changed little. Despite its industrial Critical Thinking growth, the region remained agrarian. As late as 1900, only 6 per- Study Central provides cent of the Southern labor force worked in manufacturing. For 5. Big Ideas What factors contributed to many African Americans, the end of Reconstruction meant a the improving economy of the South after summaries, interactive games, return to the “Old South,” where they had little political power Reconstruction? and online graphic organizers to and were forced to labor under difficult and unfair conditions. 6. Organizing Use a graphic organizer to help students review content. The collapse of Reconstruction ended African Americans’ hopes identify the problems faced by Grant’s of being granted their own land in the South. Instead, many administration. returned to plantations owned by whites, where they either worked for wages or became tenant farmers, paying rent for the land they Close Problems Faced by farmed. Most tenant farmers eventually became sharecroppers. Grant’s Administration Sharecroppers did not pay their rent in cash. Instead, they paid a Comparing Ask students to share of their crops—often as much as one-half to two-thirds. describe the South after Recon- Many sharecroppers also needed more seed and other sup- 7. Analyzing Visuals Study the map of the election of 1876 on page 374. Which can- struction. (Slavery was abolished, plies than their landlords could provide. As a result, country stores more industry developed, but the and local suppliers provided them with the supplies they needed didate won the popular vote? on credit and at interest rates often as high as 40 percent. To make South remained dependent on Writing About History sure that sharecroppers paid their debts, laws allowed merchants agriculture.) to put liens on their crops. These crop liens meant that the mer- 8. Expository Writing Write a short essay chants could take crops to cover the debts. explaining what you consider to be the The crop-lien system and high interest rates led many share- three most important events of the croppers into a financial condition called debt peonage. Debt Reconstruction period. Explain why you peonage trapped sharecroppers on the land because they could chose those events. not make enough money to pay off their debts and leave, nor could they declare bankruptcy. Failure to pay off debts could lead to imprisonment or forced labor. The Civil War had ended slavery, but the failure of Reconstruction trapped many African Americans in economic circumstances that severely limited their newly gained freedom. Study Central™ To review this section, go Summarizing What factors brought about an eco- to glencoe.com and click on Study Central. nomic rebuilding of the South? Section 3 REVIEW 377

Answers

1. All definitions can be found in the section their own land in the South. They still had 7. Tilden and the Glossary. little political power and were forced to 8. Essays should include three events and an 2. Fear within the financial community labor under difficult and unfair conditions explanation for each. sparked by the bankruptcy of Jay Cooke for the plantation elite, with little hope for and Company bank due to bad railroad future success. investments 5. acceptance that things were never going to 3. After Rutherford Hayes became president as be as they were before the Civil War, invest- a result of the Compromise of 1877, he ment by Northerners, growth of industry pulled all federal troops out of the South, 6. perception that wealthy Americans had too ending Reconstruction. much influence, Belknap scandal, “Whiskey 4. The collapse of Reconstruction ended Ring” scandal, Panic of 1873 African Americans’ hopes of being granted 377 Chapter 10 • Visual Summary

Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com. Visual/Spatial Ask students to research the percentages of eligi- ble voters who actually voted in Plans for Reconstruction four presidential elections in dif- Lincoln’s Plan ferent decades. Have them create • Amnesty for all Southerners who take an oath of loyalty and accept the end of slavery, excluding former Confederate circle graphs or bar graphs show- officials ing the percentages. Discuss their • Once 10 percent had taken the oath, new state governments findings, including their ideas could be formed about why some people don’t Congressional Plan—The Wade-Davis Bill vote. OL • A majority of Southerners must take an oath of loyalty in order for new state governments to form • Each state must hold a convention to abolish slavery, reject Interested students may also want Confederate debts, and deprive former Confederate officials to find breakdowns of voter par- and officers of the right to vote or hold office ticipation by income, location, Johnson’s Plan ▲ During Reconstruction, many African ethnicity, and age. AL • Amnesty for all Southerners who take an oath of loyalty, American men held elected ofﬁ ces, some excluding former Confederate officers and owners of large as state senators and representatives. amounts of property Analyzing Have students • Each Confederate state must hold a convention to revoke review “The Events of Reconstruc- secession ordinance and ratify the 13th Amendment tion.” Ask: Which event do you think was the most important? The Events of Reconstruction (Answers may include rights for Afri- The White Southern Response can Americans and the vote for Afri- • The South elects many former Confederate officials to Congress can American males; industrializa- • Southern states introduce black codes to restrict African American tion of South) Write their answers freedom and force them into labor contracts • White mobs riot and attack African Americans on the board and have students • Militant groups, such as the Ku Klux Klan, organize to oppose recon- explain their choices. Then ask the struction and prevent African Americans from voting class to vote on the event they • Southern Democrats slowly regain power by using racism to bring consider the most important. OL poor white voters back to the Democratic party Congress • Congress passes the Civil Rights Act of 1866 and the Fourteenth Amendment • Congress imposes Military Reconstruction, requiring former Confederate states to give the right to vote to all adult males • Congress passes the Fifteenth Amendment ▲ After the Civil War, the South’s agricultural economy revived, and many African Americans African Americans found themselves doing much the same work they • Freedmen’s Bureau and Reconstruction governments build schools had when enslaved. Many became sharecroppers, enabling formerly enslaved African Americans to get an education trapped on the land because of the high debts they were forced to accumulate. • During Reconstruction, African Americans enter politics in large numbers, holding many political offices in the South • As Reconstruction ends and the South’s agrarian economy revives, Hands-On many African Americans become sharecroppers

Chapter Project 378 Chapter 10 Reconstruction Step 4: Wrap Up Reconstruction white citizen of the South rather than the Correspondence African American point of view. Comparing and Contrasting As a class, Step 4: The Other Side of the Story have students compare and contrast all of Have students review the letters they have the different views about Reconstruction written for this project. They will take on the (Northern, Southern white, African opposing role and respond to the letters. American, etc.). Use this discussion to Directions Students should write a brief debate the successes and failures of response to each of their letters from the Reconstruction of the South. OL opposing point of view. For example, have students write a letter reacting to Reconstruction from the point of view of a 378 Chapter 10 • Assessment Chapter ASSESSMENT Answers and Analyses Reviewing Vocabulary Reviewing Main Ideas Reviewing Vocabulary Directions: Choose the word or words that best complete the Directions: Choose the best answer for each of the following sentence. questions. 1. B A good strategy for fill-in- the-blank questions is for stu- 1. Part of President Lincoln’s plan for Reconstruction was to Section 1 (pp. 356–363) offer to Southerners who would take an oath of dents to fill in the blank loyalty to the United States. 6. Which provision was part of the Wade-Davis Bill? themselves before looking at the A imprisonment A The majority of white men in the state had to take an answer choices. The answer oath of allegiance to the United States. B amnesty choice that most closely matches B States could not hold a constitutional convention. C debt peonage the word they chose is most likely D exile C All former Confederate political and military leaders would be given the right to vote. correct. Amnesty is the only answer choice that is a positive, 2. A Northerner who came to the South during Reconstruction, or D Freed African Americans had to be provided with “forty a , was often there to exploit the South’s misfortune. acres and a mule.” and based on the question, it is A scalawag likely that Lincoln offered some- B sharecropper 7. The Freedmen’s Bureau made the most lasting impact in thing positive in return for a loy- C carpetbagger A education. alty oath. D furnishing merchant B land redistribution. C voter registration. 2. C Carpetbaggers were called 3. During Reconstruction, the Republican Congress maintained D labor negotiations. so because of their bags made of to pay its debts. carpet remnants. A scalawag was A sin taxes Section 2 (pp. 366–371) B crop liens a white Southerner that sup- 8. The first African American leaders who emerged during ported Reconstruction. Furnishing C debt peonage Reconstruction came from which group? merchant is a distractor based on D black codes A scalawags who wanted to strengthen the Republican Party similarity to “carpet.” B those who had been educated before the Civil War 4. A type of corruption called among the Republicans in Congress gave the Democrats an issue to help them C those who had just been freed from enslavement 3. A Sin taxes were taxes on alco- regain power in the 1870s. D former Confederate political leaders hol and tobacco. Explain to stu- A scandal mongering dents that taxes are how the B graft 9. The third Enforcement Act was passed by Congress in 1871 to government generates revenue. C welching A divide the Confederacy into five military districts. Crop liens and debt patronage D thievery B provide all adult males with the right to vote. would not be used by the govern- C outlaw the activities of the Ku Klux Klan. 5. Even though the Civil War ended slavery, many freed African ment to raise money. Black codes D establish the Freedmen’s Bureau. American farmers faced , a set of financial circum- were discriminatory Southern laws. stances that confined them to the land because they could not make enough money to get out of debt. A the “New South” TEST-TAKING TIP 4. B A graft is cheating by some- one who is corrupt or can also B debt peonage Be sure to evaluate each possible answer before you make C black codes your final choice. Do not just choose the first one that you mean money obtained through D amnesty think is correct. corruption. Welching, thieving, and scandal mongering are all Need Extra Help? negative things, but graft is more If You Missed Questions . . . 123456789GO ON Go to Page . . . 356 366 372 368 377 359 359 367 371 clearly connected with corruption.

Chapter 10 Reconstruction 379 5. B The financial circumstances that created debt peonage included liens that reduced the taken an oath of allegiance, they could then the war. A is incorrect, because scalawags were profitability of crops harvested hold a constitutional convention. C is the oppo- white Southerners, not African American lead- and the high interest rates that site of one of the provisions, which stated the ers. C would not make sense, because most made it difficult for farmers to get constitutions must ban all former Confederate recently freed enslaved Africans did not have out of debt. leaders from voting. enough knowledge or education. Confederate leaders would not have been African American. 7. A Many members of the Freedmen’s Bureau Reviewing Main Ideas recognized the importance of education. The 9. C A good way to help students remember 6. A This question can be Bureau did not make nearly as large strides in that the third Enforcement Act was passed to answered using the process of the areas listed in the other choices. outlaw the Ku Klux Klan is to focus on the num- elimination. A is correct. B is incor- ber 3. It was the third Enforcement Act, and rect, because under the Bill, once 8. B African American leaders educated before there are three Ks in Ku Klux Klan. all white men in the state had the war would logically emerge as leaders after 379 Chapter 10 • Assessment Chapter ASSESSMENT

10. B As discussed in previous answers, scalawags were white 10. Which of the following groups was among the scalawags Critical Thinking during Reconstruction? Southerners, which eliminates Directions: Choose the best answers to the following questions. A and C. Scalawags supported A formerly enslaved African Americans B Southern whites who owned small farms 14. Following the Civil War, many Southern states enacted Reconstruction, which elim- black codes to inates D. C Northern Radical Republicans D members of the Ku Klux Klan A provide free farmland for African Americans. B guarantee equal civil rights for African Americans. 11. B It is important that students C restrict the rights of formerly enslaved persons. understand what motivated the Section 3 (pp. 372–377) D support the creation of the Freedmen’s Bureau. Southern Democrats. Just because 11. The concept of “redeeming” the South was an appeal to the Union had remained intact, A Northern capitalists to help rebuild the Southern economy. Base your answers to questions 15 and 16 on the map below and did not mean that the North and your knowledge of Chapter 10. B white racists to rid the region of “Black Republican” South had healed or experienced governments. Military Districts any fundamental change in beliefs. C Radical Republicans to bring an end to Reconstruction. Therefore, Southern Democrats Military District Commander D former Confederates to officially apologize for starting 1 Gen. Schoﬁeld 4 Gen. Ord wanted to redeem the South. the Civil War. 2 Gen Sickles 5 Gen. Sheridan 3 Gen. Pope 1868 Date of readmission to Union 1 12. D Choice A is untrue. B is 12. One way in which Reconstruction failed was that, in the Va. 1870 incorrect, because Reconstruction end, it N.C. Tenn.* 1868 Ark. 1866 2 was not the cause of the scandal in A did not reunite the Confederate states with the Union. 1868 S.C. 4 Ga. 1868 Ala. N Miss. 1868 1870 Grant’s administration. Democrats B led to much corruption in the Grant administration. 1870 Tex. 5 1870 La. 3 W E did not gain complete control of C gave the Democrats complete control of every level of 1868 Fla. 1868 every level of government; C is government. S D allowed African Americans to lose many of their new * Tennessee was not part too broad. Reconstruction failed of a military district. rights. because African Americans, 15. Which general commanded a district comprised only of although freed from slavery, faced 13. In the Compromise of 1877, what did Rutherford B. Hayes states that had been readmitted to the Union in 1868? massive discrimination and eco- supposedly promise to do as president? A General Sickles nomic hardship. A free all enslaved African Americans in the Southern B General Pope states C General Ord 13. D The Compromise of 1877 B ensure the passage of the Enforcement Acts D General Sheridan was the name given to the elec- C pardon members of President Grant’s administration tion of Hayes. Although the D remove all federal troops from the Southern states 16. What were three of the last states to be readmitted to details of a compromise, if there the Union? indeed was one, are murky, it was A Arkansas, Louisiana, Alabama said that Hayes promised to B Texas, Mississippi, Georgia remove federal troops from the C North Carolina, South Carolina, Virginia South. Federal troops were D Virginia, Texas, Arkansas removed from the South shortly after Hayes became president, which confirmed for some that a Need Extra Help? compromise had taken place. If You Missed Questions . . . 10 11 12 13 14 15 16 GO ON Go to Page . . . 366 375 377 375 360 380 380

Critical Thinking 380 Chapter 10 Reconstruction 14. C The culture of the South during Reconstruction makes 15. A To answer correctly, students must 16. B Looking at the boldface dates, Texas, choices A, B, and D highly unlikely. understand the map key and read the map Mississippi, and Georgia were all readmitted to The Reconstruction South was not carefully. General Sickles’s district is marked the Union in 1870. All of the other answer kind to African Americans. Black with a crosshatch pattern. In addition, the key choices include at least one state readmitted in codes limited the rights of south- tells students that the boldface date is the date 1868. ern African Americans. of readmission to the Union. Each state with the crosshatch pattern was readmitted in 1868.

380 Chapter 10 • Assessment Chapter ASSESSMENT Document-Based 17. What effect did the system of sharecropping have on the Document-Based Questions South after the Civil War? Questions Directions: Analyze the document and answer the short-answer ques- A It kept formerly enslaved persons economically tions that follow the document. 19. Stevens wanted Confederate dependent. lands to be redistributed to for- In 1867, a speech was read for Radical Republican Thaddeus B It brought investment capital to the South. mer enslaved African Americans C It encouraged Northerners to migrate South. Stevens who was ill. He argued in favor of confiscating the land of former Confederates and putting it to a new use. in the form of small farms. Stevens D It provided for a fairer distribution of farm profits. believes that being a freeholder “Four million of persons [former slaves] have just (landholder) is the best way to Analyze the cartoon and answer the question that follows. Base your been freed from a condition of dependence, . . . Make answer on the cartoon and on your knowledge of Chapter 10. them independent of their old masters, so that they may make a man a good citizen. not be compelled to work for them upon unfair terms, which can only be done by giving them a small tract of 20. Stevens suggests it would land to cultivate for themselves, . . . Nothing is so likely to become a barren waste. Have stu- make a man a good citizen as to make him a freeholder. Nothing will so multiply the productions of the South as dents reread the last sentence if to divide it into small farms. Nothing will make men so they have trouble with this ques- industrious and moral as to let them feel that they are tion. Discuss with students why above want and are the owners of the soil which they till. . . . How is it possible for them to cultivate their lands they think Stevens held this belief. if these people were expelled? If Moses should lead or drive them into exile, or carry out the absurd idea of colo- nizing them, the South would become a barren waste.” Extended Response

—from the Congressional Globe, speech to House of 21. Essays will vary, but students Representatives, March 19, 1867 should provide a clear and rea- soned argument to support their 19. What was Stevens arguing the federal government should do? choice of the most appropriate 20. What does Stevens suggest would happen to the South if Reconstruction plan (Lincoln’s all the formerly enslaved African Americans left the region? plan, Radical Reconstruction, etc.,) and include supporting details Extended Response from the chapter. Students 21. In your opinion, who had the best plan for Reconstruction— should remain focused on the Lincoln, Johnson, or Congress? Write a persuasive essay argument they choose, and that includes an introduction and at least three paragraphs that explain and support your position. follow the guidelines for writing 18. What does the trapeze act that Ulysses S. Grant is perform- a persuasive essay. ing represent? STOP A economic hardship B a split Republican party C a scandal-ridden administration D controversial sin taxes For additional test practice, use Self-Check Quizzes— Chapter 10 at glencoe.com.

Need Extra Help? If You Missed Questions . . . 17 18 19 20 21 Go to Page . . . 377 381 381 381 356–363

Chapter 10 Reconstruction 381

17. A The word share in sharecropping should 18. C In the cartoon, Grant is swinging from a help students remember that sharecroppers trapeze, holding a lower trapeze in his mouth. did not own their own land; in essence, they Have students study the words written on the Have students visit the Web “shared” it (albeit to their economic disadvan- various parts of the trapeze and on the men’s site at glencoe.com to review tage). Sharecroppers were tied to the land belts, like corruption and whiskey. Chapter 10 and take the Self- because they were constantly working to pay Check Quiz. off debts that could never be repaid; they were essentially economically enslaved. Need Extra Help? Have students refer to the pages listed if they miss any of the questions.

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