Reconstruction 1863–1877
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The Most Complete Political Machine Ever Known: the North’S Union Leagues in the American Civil War
Civil War Book Review Spring 2019 Article 10 The Most Complete Political Machine Ever Known: The North’s Union Leagues in the American Civil War Timothy Wesley Austin Peay State University, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr Recommended Citation Wesley, Timothy (2019) "The Most Complete Political Machine Ever Known: The North’s Union Leagues in the American Civil War," Civil War Book Review: Vol. 21 : Iss. 2 . DOI: 10.31390/cwbr.21.2.10 Available at: https://digitalcommons.lsu.edu/cwbr/vol21/iss2/10 Wesley: The Most Complete Political Machine Ever Known: The North’s Union Review Wesley, Timothy Spring 2019 Taylor, Paul. The Most Complete Political Machine Ever Known: The North’s Union Leagues in the American Civil War. Kent State University Press, $45.00 ISBN 9781606353530 Paul Taylor’s The Most Complete Political Machine Ever Known: The North’s Union Leagues in the American Civil War reestablishes the significance of an underappreciated force in America’s political past. Once celebrated roundly for their contributions to Union victory, Union Leaguers have faded somewhat from our collective national memory. However understandable such amnesia might be given the trend of historians in recent decades to question the significance of everyday politics in the lives of wartime northerners, it is nevertheless unfortunate. Indeed, Taylor argues that the collective effect of the Union Leaguers on wartime Northern politics and the broader home front was anything but unimportant or inconsequential. Rooted in the broader culture of benevolent, fraternal, and secretive societies that characterized the age, the Union League movement was all but predictable. -
The Reconstruction Era And
Facing History and Ourselves is an international educational and professional development organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote the development of a more humane and informed citizenry. By studying the historical development of the Holocaust and other examples of genocide, students make the essential connection between history and the moral choices they confront in their own lives. For more information about Facing History and Ourselves, please visit our website at www.facinghistory.org. Copyright © 2015 by Facing History and Ourselves National Foundation, Inc. All rights reserved. Facing History and Ourselves® is a trademark registered in the US Patent & Trademark Office. The photograph used in the background of our front cover depicts the African American and Radical Republican members of the South Carolina legislature in the 1870s. South Carolina had the first state legislature with a black majority. This photo was created by opponents of Radical Reconstruction, and intended to scare the white population. See Lesson 8, “Interracial Democracy” for suggestions about how to use this image in the classroom. Photo credit: Library of Congress (1876). ISBN: 978-1-940457-10-9 Acknowledgments Primary writer: Daniel Sigward This publication was made possible by the support of the Richard and Susan Smith Family Foundation. Developing this guide was a collaborative effort that required the input and expertise of a variety of people. Many Facing History and Ourselves staff members made invaluable contributions. The guidance of Adam Strom was essential from start to finish. Jeremy Nesoff played a critical role through his partnership with Dan Sigward and, along with Denny Conklin and Jocelyn Stanton, helped to shape the curriculum by providing feedback on numerous drafts. -
King Cotton and Its Impact on Foreign Intervention in the War ❧ ❧ King Cotton
King Cotton and its impact on foreign intervention in the War ❧ ❧ King Cotton ❧ The phrase was commonly used by Southern politicians and authors. ❧ Saying “king” cotton instead of just “cotton” showed the political and economic importance of cotton production. ❧ In 1793 the cotton gin was invented. ❧ After the invention, cotton exceeded tobacco as the dominant cash crop in the South. King Cotton ❧ This compromised more than half of the U.S. exports. ❧ Southerners argued the importance of cotton in the international marketplace ❧ They believed the industrial powers of Europe could not long afford to allow the northern navy to enforce its blockade. The importance of the Trent Affair of 1861 ❧ ❧ Trent Affair of 1861 ❧ The Trent Affair reflected the uneasy state of international relations created by the war. ❧ The Confederacy hoped that England or France, even both, would come to its aid. ❧ The Trent affair was settled through diplomatic evasion and maneuvering, but the international situation remained tense throughout the war. Trent Affair of 1861 ❧ Leaders of both the north and the south could imagine situations in which England or France would intervene with the weapons and supplies ❧ Foreign intervention loomed as an intense hope for the confederacy and a great fear of the north. ❧ Anger over the Trent Affair was balanced by resentment of southern assumptions about British dependence on cotton. Battle of Antietam ❧ ❧ Battle of Antietam ❧ September 17, 1862 ❧ The bloodiest single day of the Civil War ❧ Four times more soldiers killed and wounded than in the campaign’s other fights combined Approximate Numbers Union Confederate Total Killed 2,100 1,550 3,650 Wounded 9,550 7,750 17,300 Missing/Captured 750 1,020 1,770 Total 12,400 10,320 22,720 Battle of Antietam ❧ Most well-known of the battles in Lee’s first invasion of the North, has the most battlefield land preserved and attracts the most battlefield visitors. -
The Reconstruction Era
Name Date Class CHAPTER 18 The Reconstruction Era CHAPTER Chapter Overview BENCHMARKS SS.8.A.1.2 Analyze charts, graphs, After the Civil War, the federal government faced the maps, photographs and time lines; difficult task of putting the nation back together again. analyze political cartoons; determine Eleven states had tried and failed to break away from cause and effect. SS.8.A.1.7 View historic events the United States. Now, in defeat, they had to rejoin that through the eyes of those who were Union. The war had left the South in ruins. Finding a there as shown in their art, writings, music, and artifacts. plan to reunite the nation and rebuild the war-torn SS.8.A.4.3 Examine the experiences South would spark intense political conflicts. and perspectives of significant individuals and groups during this era Bitter conflicts also would surround the role of the of American History. newly freed African Americans. African Americans soon SS.8.A.5.7 Examine key events and peoples in Florida history as each gained the rights of citizenship, and African American impacts this era of American history. men gained the right to vote. But as the nation began to SS.8.A.5.8 Explain and evaluate the rebuild, those rights would be taken away by violence policies, practices, and consequences of Reconstruction (presidential and and intimidation, and African Americans in the South congressional reconstruction, Johnson’s impeachment, Civil Rights would be forced to continue the long struggle for Act of 1866, the 13th, 14th, and 15th equality. -
A House Divided: Reconstruction
A House Divided: Reconstruction Essential Question: How might history have been different if alternate plans for the Reconstruction of the South had been put into practice? Brief Introduction: Political leaders and parties in the tense time after the Civil War proposed various plans for Reconstruction. By observing artwork of this period, students will learn how these plans affected the South (and North) and relationships between people of different races and geographic regions. Primary Subject and Grade Level: U.S. History, 8th and 11th grades National Standards: National History Standard Era 5: Civil War and Reconstruction (1850--1877) Standard 5-3: How various Reconstruction plans succeeded or failed Components: • Lesson Plan • Images • Student Activity Materials: • American Art Museum Reconstruction images: Lee Surrendering to Grant at Appomattox by Alonzo Chappel http://americanart.si.edu/images/1981/1981.139_1a.jpg Taking the Oath and Drawing Rations by John Rogers http://americanart.si.edu/images/1882/1882.1.1_1a.jpg A Visit from the Old Mistress by Winslow Homer http://americanart.si.edu/images/1909/1909.7.28_1a.jpg • Handout on Reconstruction Plans Keywords: Civil War, Reconstruction, Abraham Lincoln, Andrew Johnson, Republican, Congress, radical, composition, pose, and body language Procedure: Visual Analysis Exercise Use the images from the American Art Museum’s collection listed above. 1. Review key differences in plans for Reconstruction proposed by Abraham Lincoln, the Radical Republicans, and Andrew Johnson. 2. Display one image at a time. Ask students to “read” each one as they would a written story then analyze it as an interpretation of history. 3. Ask the students which Reconstruction plan each image most closely represents, especially in terms of mood and the physical relationship between the figures. -
Proclamation of Amnesty and Reconstruciotn
Proclamation Of Amnesty And Reconstruciotn Democratic and cramoisy Samuel caravanned while lukewarm Austen backfills her tolerance wondrous and pittings euphemistically. Jabez remains black after Schroeder misestimated provincially or decoy any Ruthenian. Rafe co-starring his jabberwocky preceded inapplicably, but readying Hervey never industrializes so lushly. Their idea of new state william breedlove from amnesty proclamation Head Librarian of the Cincinnati Public Library, eventually obtained the manuscript. The union war was in justice. Widespread poverty among these conflicts that. He had been confiscated, though they could be given this proclamation of amnesty and reconstruciotn on diverse subjects ranging from holding elections. Amnesty proclamation and city annual message of Abraham. Subscribe through our Spartacus Newsletter and rope up till date flip the latest articles. The way towards what followed by transferring an oath is readmitted, was insisted on race relations, there will establish rules for black. South was severely threatened with republicans abandoned or foreign relations with him as they denied seats constitutionally rests exclusively with confederates tried and proclamation of amnesty and reconstruciotn known as part of slavery without physical safety of amnesty. What terms the Reconstruction era? He shall i return former confederacy, transform southern white supremacy in a proclamation of amnesty and reconstruciotn or tendency to help black men were in order rested. Confederate citizens of amnesty and make us history of war was a proclamation of amnesty and reconstruciotn former confederacy from any citizen of amnesty and authority and took an important economic. They lowered the status of freedmen. The great War era 144-177 US history Khan Academy. -
In 1848 the Slave-Turned-Abolitionist Frederick Douglass Wrote In
The Union LeagUe, BLack Leaders, and The recrUiTmenT of PhiLadeLPhia’s african american civiL War regimenTs Andrew T. Tremel n 1848 the slave-turned-abolitionist Frederick Douglass wrote in Ithe National Anti-Slavery Standard newspaper that Philadelphia, Pennsylvania, “more than any other [city] in our land, holds the destiny of our people.”1 Yet Douglass was also one of the biggest critics of the city’s treatment of its black citizens. He penned a censure in 1862: “There is not perhaps anywhere to be found a city in which prejudice against color is more rampant than Philadelphia.”2 There were a number of other critics. On March 4, 1863, the Christian Recorder, the official organ of the African Methodist Episcopal (AME) Church, commented after race riots in Detroit, “Even here, in the city of Philadelphia, in many places it is almost impossible for a respectable colored per- son to walk the streets without being assaulted.”3 To be sure, Philadelphia’s early residents showed some mod- erate sympathy with black citizens, especially through the Pennsylvania Abolition Society, but as the nineteenth century progressed, Philadelphia witnessed increased racial tension and a number of riots. In 1848 Douglass wrote in response to these pennsylvania history: a journal of mid-atlantic studies, vol. 80, no. 1, 2013. Copyright © 2013 The Pennsylvania Historical Association This content downloaded from 128.118.152.206 on Wed, 09 Jan 2019 20:56:18 UTC All use subject to https://about.jstor.org/terms pennsylvania history attitudes, “The Philadelphians were apathetic and neglectful of their duty to the black community as a whole.” The 1850s became a period of adjustment for the antislavery movement. -
A Medley of Cultures: Louisiana History at the Cabildo
A Medley of Cultures: Louisiana History at the Cabildo Chapter 1 Introduction This book is the result of research conducted for an exhibition on Louisiana history prepared by the Louisiana State Museum and presented within the walls of the historic Spanish Cabildo, constructed in the 1790s. All the words written for the exhibition script would not fit on those walls, however, so these pages augment that text. The exhibition presents a chronological and thematic view of Louisiana history from early contact between American Indians and Europeans through the era of Reconstruction. One of the main themes is the long history of ethnic and racial diversity that shaped Louisiana. Thus, the exhibition—and this book—are heavily social and economic, rather than political, in their subject matter. They incorporate the findings of the "new" social history to examine the everyday lives of "common folk" rather than concentrate solely upon the historical markers of "great white men." In this work I chose a topical, rather than a chronological, approach to Louisiana's history. Each chapter focuses on a particular subject such as recreation and leisure, disease and death, ethnicity and race, or education. In addition, individual chapters look at three major events in Louisiana history: the Battle of New Orleans, the Civil War, and Reconstruction. Organization by topic allows the reader to peruse the entire work or look in depth only at subjects of special interest. For readers interested in learning even more about a particular topic, a list of additional readings follows each chapter. Before we journey into the social and economic past of Louisiana, let us look briefly at the state's political history. -
President Lincoln and His Vice-Presidents. Lincoln Era Essay
DOCUMENT RESUME ED 360 206 SO 022 835 AUTHOR Cagle, William, Ed. TITLE President Lincoln a-id His Vice-Presidents. Lincoln Era Essay Contest Eleventh Annual Winners-1992. INSTITUTION Indiana Univ., Bloomington. Lilly Library. PUB DATE 92 NOTE 181p. PUB TYPE Information Analyses (070) Collected Works General (020) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS High Schools; High School Students; Intermediate Grades; Junior High Schools; *Presidents of the United States; *Student Projects; Student Research; *United States History IDENTIFIERS Hamlin (Hannibal); Johnson (Andrew); *Lincoln (Abraham); Student Writing; *Vice Presidents; Writing Contests ABSTRACT Sponsored by an endowment to Indiana University, the Lincoln Era Essay Contest has been held since 1982.Students in grades 6 to 12 may submit essays that addresssome topic dealing with Abraham Lincoln's presidency. A new topic is choseneach year. Written by middle school/junior high and high schoolstudents, this year's 19 essays concern President Abraham Lincolnand his two vice-presidents: Hannibal Hamlin and Andrew Johnson.Some of the titles are: "Lincoln and His Vice-Presidents in Caricature"(E. Broxmeyer); "Lincoln, Hamlin, and Johnson" (S. Silver);and "President Lincoln's Two Great Mistakes" (J. Veverka).(DB) *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCA' Office of Educatoonal Research and Imi EDUCATIONAL RESOJRCES INFO CENTER (ERIC) lifis,Thm document has been reprc ceeved from the person or on ouginaung 0 Namur changes have been made reproduchon quality Points of view of opnons staled ,r ment do not necessarily reprew OERI posobon or mac,/ "PERMISSION TO REPRODUC MATERIAL HA, BEEN GRAN' K} V-. -
Juneteenth Timeline Compiled and Edited by James Elton Johnson April, 2021
Annotated Juneteenth Timeline compiled and edited by James Elton Johnson April, 2021 The Juneteenth holiday is a uniquely American commemoration that is rooted in the Civil War. With an emphasis on southern New Jersey, this timeline is constructed from a regional perspective of metropolitan Philadelphia. 1860 November 6 Abraham Lincoln elected president December 18 The Crittenden Compromise is proposed by Kentucky Senator John J. Crittenden. This proposed legislation would have extended the Missouri Compromise line (36o 30’ latitude north) to the Pacific Ocean. Both Republicans and Democrats opposed this plan. Republicans were concerned about the territories being open tto slavery and unfair competition for white workers. Democrats were against any restriction on slavery in the territories. December 20 South Carolina secedes. President James Buchannan fails to act. 1861 January 9 Mississippi secedes January 10 Florida secedes January 11 Alabama secedes January 19 Georgia secedes January 26 Louisiana secedes February 1 Texas secedes March 4 Lincoln is inaugurated March 21 The Corvin amendment (below) is passed by Congress and submitted to the states for ratification. If ratified, this proposed 13th amendment would have explicitly enshrined the system of slavery into the U.S. Constitution. No amendment shall be made to the Constitution which will authorize or give to Congress the power to abolish or interfere, within any State, with the domestic institutions thereof, including that of persons held to labor or service by the laws of said State. 2 But for the outbreak of war, ratification of the Corvin amendment by the states was quite likely. Introduced in the Senate by William H. -
Union League Club
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"What Shall We Do with the Negro?": Lincoln, White Racism, and Civil War America
Civil War Book Review Spring 2009 Article 22 Cwbr Author Interview: "What Shall We Do With The Negro?": Lincoln, White Racism, And Civil War America Paul D. Escott Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr Recommended Citation Escott, Paul D. (2009) "Cwbr Author Interview: "What Shall We Do With The Negro?": Lincoln, White Racism, And Civil War America," Civil War Book Review: Vol. 11 : Iss. 2 . Available at: https://digitalcommons.lsu.edu/cwbr/vol11/iss2/22 Escott: Cwbr Author Interview: "What Shall We Do With The Negro?": Lincol Interview CWBR AUTHOR INTERVIEW:"WHAT SHALL WE DO WITH THE NEGRO?": LINCOLN, WHITE RACISM, AND CIVIL WAR AMERICA Escott, Paul D. Spring 2009 Interview with Dr. Paul D. Escott, Reynolds Professor of History at Wake Forest University Interviewed by Christopher Childers Civil War Book Review (CWBR): Your latest book is titled "What Shall We Do with The Negro?": Lincoln, White Racism, and Civil War America. Now in this book, you attempt to revise what is really a celebratory depiction of Abraham Lincoln as the great emancipator by noting his reticence in many ways to ending the institution of slavery by force. How have historians, in your opinion, erred in chronicling Lincoln's record on the slavery issue? Paul D. Escott (PDE): There is a deep celebratory impulse in American popular culture in terms of the way we view our history. And historians have been emphasizing Lincoln's racial progressivism and racial egalitarianism, overemphasizing it I would say, quite a bit in recent decades. This has not always been the case.