The Redeemers
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H.Doc. 108-224 Black Americans in Congress 1870-2007
“The Negroes’ Temporary Farewell” JIM CROW AND THE EXCLUSION OF AFRICAN AMERICANS FROM CONGRESS, 1887–1929 On December 5, 1887, for the first time in almost two decades, Congress convened without an African-American Member. “All the men who stood up in awkward squads to be sworn in on Monday had white faces,” noted a correspondent for the Philadelphia Record of the Members who took the oath of office on the House Floor. “The negro is not only out of Congress, he is practically out of politics.”1 Though three black men served in the next Congress (51st, 1889–1891), the number of African Americans serving on Capitol Hill diminished significantly as the congressional focus on racial equality faded. Only five African Americans were elected to the House in the next decade: Henry Cheatham and George White of North Carolina, Thomas Miller and George Murray of South Carolina, and John M. Langston of Virginia. But despite their isolation, these men sought to represent the interests of all African Americans. Like their predecessors, they confronted violent and contested elections, difficulty procuring desirable committee assignments, and an inability to pass their legislative initiatives. Moreover, these black Members faced further impediments in the form of legalized segregation and disfranchisement, general disinterest in progressive racial legislation, and the increasing power of southern conservatives in Congress. John M. Langston took his seat in Congress after contesting the election results in his district. One of the first African Americans in the nation elected to public office, he was clerk of the Brownhelm (Ohio) Townshipn i 1855. -
Reconstruction What Went Wrong?
M16_UNGE0784_04_SE_C16.qxd 1/25/10 11:39 AM Page 355 16 Reconstruction What Went Wrong? 1863 Lincoln announces his Ten-Percent Plan for reconstruction 1863–65 Arkansas and Louisiana accept Lincoln’s conditions, but Congress does not readmit them to the Union 1864 Lincoln vetoes Congress’s Wade–Davis Reconstruction Bill 1865 Johnson succeeds Lincoln; The Freedmen’s Bureau overrides Johnson’s veto of the Civil Rights Act; Johnson announces his Reconstruction plan; All-white southern legislatures begin to pass Black Codes; The Thirteenth Amendment 1866 Congress adopts the Fourteenth Amendment, but it is not ratified until 1868; The Ku Klux Klan is formed; Tennessee is readmitted to the Union 1867 Congress passes the first of four Reconstruction Acts; Tenure of Office Act; Johnson suspends Secretary of War Edwin Stanton 1868 Johnson is impeached by the House and acquitted in the Senate; Arkansas, North Carolina, South Carolina, Alabama, Florida, and Louisiana are readmitted to the Union; Ulysses S. Grant elected president 1869 Woman suffrage associations are organized in response to women’s disappointment with the Fourteenth Amendment 1870 Virginia, Mississippi, Texas, and Georgia are readmitted to the Union 1870, 1871 Congress passes Force Bills 1875 Blacks are guaranteed access to public places by Congress; Mississippi redeemers successfully oust black and white Republican officeholders 1876 Presidential election between Rutherford B. Hayes and Samuel J. Tilden 1877 Compromise of 1877: Hayes is chosen as president, and all remaining federal troops are withdrawn from the South By 1880 The share-crop system of agriculture is well established in the South 355 M16_UNGE0784_04_SE_C16.qxd 1/25/10 11:39 AM Page 356 356 Chapter 16 • Reconstruction n the past almost no one had anything good to say about Reconstruction, the process by which the South was restored to the Union and the nation returned to peacetime pursuits and Irelations. -
5, Webisode 7
Please note: Each segment in this Webisode has its own Teaching Guide Rutherford B. Hayes Reconstruction—the process by which the Confederate states returned to full membership in the Union—jolted along not under the generous and steady leadership of Abraham Lincoln but under the late president’s successor, Andrew Johnson. Johnson, a Southerner, thwarted almost all congressional moves to assure African Americans the rights of full citizenship. The South was in ruins, its economy flattened. Fields were empty, and so were Southern pocketbooks. Many Southerners were angry; they had lost their enslaved work force and political clout, and now they had to accept former slaves as equals. While Johnson looked the other way, Southern legislators created black codes, which restricted the civil rights of African Americans. Other white men, hiding under white hoods, terrified African Americans by using violence and intimidation. African Americans saw the hard-earned reforms of Reconstruction evaporate under black codes, voting restrictions, and the intimidation of the Ku Klux Klan and other white supremacy groups. Johnson’s successor, Civil War hero Ulysses S. Grant, was an ineffective president whose administration was immobilized by the corruption of those he appointed. Reconstruction policies eventually determined the disputed election of 1876 between Samuel Tilden and Rutherford B. Hayes; when Hayes promised to pull federal troops out of the South, an election commission awarded him all the disputed votes and thus the presidency. Teacher Directions 1. Use the following questions to guide class discussion. • Which amendment gave African American men the right to vote? • What obstacles did African Americans in the South face? • What were Redeemers? • Why was Ulysses S. -
Reconstruction in Political Cartoons: Varied Experiences and Perceptions
1 RECONSTRUCTION IN POLITICAL CARTOONS: VARIED EXPERIENCES AND PERCEPTIONS Designed by EmmaLee Kuhlmann The period of America’s history known as Reconstruc- tion was a tumultuous experience for everyone who ex- perienced it, even as they experienced it in different ways. Following the Civil War, from 1865-1877, the United States government established a set of pro- grams and new legislation in an attempt to reorganize society and re-integrate the disillusioned and defeated southern states into the Union. Society, politics and the economy had all been affected by the war, especially in the South, where South- erner’s way of life had been completely destroyed. By the end of the war, millions of slaves had been freed, upsetting the agricul- tural economy of the southern states. Not only had they been freed, but they had also been granted citizenship by the 14th Amendment. However, the amendment was not explicit in its pro- visions: it was unclear as to what African American citizenship would entail. Indeed, American society was in turmoil, attempt- ing to rebuild following the war and re-establish what it meant to be American. This internal conflict that was an integral part of Reconstruction was highly publicized. Newspapers across the country printed highly opinionated depictions of what Reconstruction policies meant to the readers in their cities. At this time, political cartoons were also highly utilized methods of satirizing political debate. In this lesson, students will examine various political cartoons and other images from around the United States printed during Reconstruction. They will be asked questions of each image which will help them perform close reading skills and help them Broad Street Charleston South Carolina 1865; Link Here come to a conclusion about how the different types of American citizens experienced Reconstruction. -
Civil War and Reconstruction Exhibit to Have Permanent Home at National Constitution Center, Beginning May 9, 2019
FOR IMMEDIATE RELEASE Contact: Annie Stone, 215-409-6687 Merissa Blum, 215-409-6645 [email protected] [email protected] CIVIL WAR AND RECONSTRUCTION EXHIBIT TO HAVE PERMANENT HOME AT NATIONAL CONSTITUTION CENTER, BEGINNING MAY 9, 2019 Civil War and Reconstruction: The Battle for Freedom and Equality will explore constitutional debates at the heart of the Second Founding, as well as the formation, passage, and impact of the Reconstruction Amendments Philadelphia, PA (January 31, 2019) – On May 9, 2019, the National Constitution Center’s new permanent exhibit—the first in America devoted to exploring the constitutional debates from the Civil War and Reconstruction—will open to the public. The exhibit will feature key figures central to the era— from Abraham Lincoln and Frederick Douglass to John Bingham and Harriet Tubman—and will allow visitors of all ages to learn how the equality promised in the Declaration of Independence was finally inscribed in the Constitution by the 13th, 14th, and 15th Amendments, collectively known as the Reconstruction Amendments. The 3,000-square-foot exhibit, entitled Civil War and Reconstruction: The Battle for Freedom and Equality, will feature over 100 artifacts, including original copies of the 13th, 14th, and 15th Amendments, Dred Scott’s signed petition for freedom, a pike purchased by John Brown for an armed raid to free enslaved people, a fragment of the flag that Abraham Lincoln raised at Independence Hall in 1861, and a ballot box marked “colored” from Virginia’s first statewide election that allowed black men to vote in 1867. The exhibit will also feature artifacts from the Civil War Museum of Philadelphia—one of the most significant Civil War collections in the country—housed at and on loan from the Gettysburg Foundation and The Union League of Philadelphia. -
A History of Appalachia
University of Kentucky UKnowledge Appalachian Studies Arts and Humanities 2-28-2001 A History of Appalachia Richard B. Drake Click here to let us know how access to this document benefits ou.y Thanks to the University of Kentucky Libraries and the University Press of Kentucky, this book is freely available to current faculty, students, and staff at the University of Kentucky. Find other University of Kentucky Books at uknowledge.uky.edu/upk. For more information, please contact UKnowledge at [email protected]. Recommended Citation Drake, Richard B., "A History of Appalachia" (2001). Appalachian Studies. 23. https://uknowledge.uky.edu/upk_appalachian_studies/23 R IC H ARD B . D RA K E A History of Appalachia A of History Appalachia RICHARD B. DRAKE THE UNIVERSITY PRESS OF KENTUCKY Publication of this volume was made possible in part by grants from the E.O. Robinson Mountain Fund and the National Endowment for the Humanities. Copyright © 2001 by The University Press of Kentucky Paperback edition 2003 Scholarly publisher for the Commonwealth, serving Bellarmine University, Berea College, Centre College of Kenhlcky Eastern Kentucky University, The Filson Historical Society, Georgetown College, Kentucky Historical Society, Kentucky State University, Morehead State University, Murray State University, Northern Kentucky University, Transylvania University, University of Kentucky, University of Louisville, and Western Kentucky University. All rights reserved. Editorial and Sales Offices: The University Press of Kentucky 663 South Limestone Street, Lexington, Kentucky 40508-4008 www.kentuckypress.com 12 11 10 09 08 8 7 6 5 4 Library of Congress Cataloging-in-Publication Data Drake, Richard B., 1925- A history of Appalachia / Richard B. -
Carlotta Walls
Grade 8: Module 3B: Unit 1: Lesson 2 Analyzing Experiences: Carlotta Walls This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license. GRADE 8: MODULE 3B: UNIT 1: LESSON 2 Analyzing Experiences: Carlotta Walls Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can cite text-based evidence that provides the strongest support for an analysis of informational text. (RI.8.1) I can analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3) Supporting Learning Targets Ongoing Assessment • I can cite evidence that supports my analysis of A Mighty Long Way. • Structured notes, Chapter 1, pages 3–26 (from homework) • I can analyze how incidents in A Mighty Long Way provoke Carlotta to make certain decisions. Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum • G8:M3B:U1:L2 • February 2014 • 1 GRADE 8: MODULE 3B: UNIT 1: LESSON 2 Analyzing Experiences: Carlotta Walls Agenda Teaching Notes 1. Opening • This lesson, like every lesson in this unit, deals with sensitive issues of race. See Lesson 1 Teaching A. Engaging the Reader: Structured Notes and Family Notes and Talking about Race (Lesson 1 supporting materials) for more information about supporting Tree Activity (5 minutes) students in talking about these sensitive issues with care and respect. -
Davis's Administration
328&330 11/18/02 9:48 AM Page 333 Why It Matters Now Conflicts during Reconstruction 3 A New Constitution left bitterness between Democrats and Republicans for years in Texas. TERMS & NAMES OBJECTIVES MAIN IDEA Edmund J. Davis, martial 1. Identify the major changes made by the The unpopular Davis administration law, Redeemers, Obnoxious Texas legislature in 1870. led to pro-Democratic feelings and Acts, Richard Coke, 2. Explain why some Texans opposed the adoption of a new state Constitution of 1876 Governor Edmund J. Davis. constitution. 3. Describe the provisions of the Constitution of 1876. Imagine that you are a member of the Radical Republicans living in WHAT Would You Do? Texas during Reconstruction. The Republican candidate for governor, Write your response Edmund J. Davis, has just been elected. What changes do you expect to Interact with History in your Texas Notebook. Davis will make as governor of Texas? Texas Is Readmitted to the Union martial law rule by an army When Republican Edmund J. Davis won the race for governor in instead of the usual civil 1869, the Radical Republicans gained even more control of the state. authorities Davis called a meeting of the legislature, which was also controlled by Radical Republicans. The legislature ratified the Fourteenth and Fifteenth Amendments, a requirement of the congressional plan for Reconstruction. Texas was readmitted into the Union on March 8, 1870. President Ulysses S. Grant declared the Reconstruction process over in Texas. Military rule was brought to an end. To Mathematics Even though Texas was again part of the United States, many Texans Governor Davis and his legis- did not believe that Reconstruction was complete. -
Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900
Civil War Book Review Winter 2005 Article 39 Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900 Giselle Roberts Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr Recommended Citation Roberts, Giselle (2005) "Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900," Civil War Book Review: Vol. 7 : Iss. 1 . Available at: https://digitalcommons.lsu.edu/cwbr/vol7/iss1/39 Roberts: Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Arde Review Roberts, Giselle Winter 2005 Currie, Ruth Douglas Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900. Fordham University Press, $75.00 ISBN 082322273X Reconstructing female identity Marriage wed Antebellum ideals and independence Emma Spaulding Bryant: Civil War Bride, Carpetbagger's Wife, Ardent Feminist: Letters and Diaries, 1860-1900 provides valuable insight into the ways northern women rebuilt their lives and their identities in the post-Civil War South. Edited by Ruth Douglas Currie, this new volume brings together correspondence, diaries, memoirs and published documents held in archives and private collections to tell the story of one northern woman's difficult journey from adversity to activism. Born in the small farming village of Buckfield, Maine, on February 16, 1844, Emma Frances Spaulding was the fourth child of Cynthia Bray Spaulding and James Spaulding, a prominent town official. Emma's great-grandfather had been one of the first settlers in the region, and Emma enjoyed the material and social benefits of membership in one of Buckfield's leading families. -
For Further Study Questions & Answers for AAH II Unit
For Further Study Questions & Answers for AAH II Unit One [1#] 1. <B>Research the life of Levi Coffin, a Quaker known as the “president” of the Underground Railroad. How many slaves did he help to escape? See if you can find an excerpt from his book, <I>Reminiscences of Levi Coffin<I>, and read it. Where is the National Historic Landmark Levi Coffin House located?<B> 1. Levi Coffin (1798 - 1877) was a North Carolina schoolteacher and member of the Society of Friends. In 1821, Levi and a cousin attempted to start a Sunday school for slaves, but the slaves’ owners soon forced its closure. Several years later, Coffin joined other family members who had moved to Indiana. There he opened a general merchandise store in Newport, a town located on a “line” of the Underground Railroad. Coffin soon became involved in helping runaway slaves, and eventually three principal “railroad lines” from the South converged at his house. As many as two to three thousand slaves are believed to have used the Coffin home as a principal “depot” in their escape to freedom. Built in 1827, the National Historic Landmark Levi Coffin House is located on Main Street in Fountain City (formerly called Newport), Indiana. In 1847, the Coffins moved to Cincinnati, where Levi opened a warehouse that handled goods produced by freed slaves. He and his wife continued to help slaves through the Underground Railroad. Near the end of the Civil War, Coffin traveled to England and worked to establish the Englishman’s Freedmen’s Aid Society, which contributed money, clothing, and other articles to newly freed slaves. -
A Louisiana Redeemer and a New Perspective
Mary Gorton McBride, with assistance from Ann Mathison McLaurin. Randall Lee Gibson of Louisiana: Confederate General and New South Reformer. Southern Biography Series. Baton Rouge: Louisiana State University Press, 2007. xiii + 320 pp. $45.00, cloth, ISBN 978-0-8071-3234-0. Reviewed by Rod Andrew Published on H-CivWar (August, 2009) Commissioned by Matthew E. Mason (Brigham Young University) Mary Gorton McBride, with the research as‐ Gibson was born in 1832 to Tobias and Louisi‐ sistance of her colleague Ann Mathison McLaurin, ana Breckenridge Hart Gibson. Tobias Gibson has produced a well-researched, thoughtful study made his home in Kentucky but his fortune in of Randall Lee Gibson, a key fgure in Louisiana’s Louisiana as a sugar planter, thanks to his own Reconstruction and Redeemer periods. Despite hard work and the institution of slavery. Tobias Gibson’s influential role in postwar politics and later often confided to others that he was “in con‐ New South reform, historians have largely over‐ science opposed” to the institution (p. 25). Besides looked him. This frst full biography of Gibson is, Tobias’s discomfort with slavery, McBride shows fortunately, a balanced and sensitive one. As that the Gibson family defied several other mod‐ McBride explains, Gibson’s family origins, charis‐ ern assumptions about the southern planter class. ma, and brave Confederate service make him sus‐ For example, while thoroughly grounding her ceptible to both traditional and modern stereo‐ study in scholarship on antebellum Victorian cul‐ types of southern Redeemers--either the “roman‐ ture and the southern “honor” ethic, she illus‐ tic symbolism of the Old South Cavalier or the trates that Tobias “appealed to the inner-directed rigid imagery of the Victorian white male who concept of character” as well as the “outer-direct‐ ruled females and minorities alike with the heavy ed ethic of honor” in raising his son (p. -
Black Lives and Whitened Stories: from the Lowcountry to the Mountains?
National Park Service <Running Headers> <E> U.S. Department of the Interior Historic Resource Study of Black History at Rock Hill/Connemara Carl Sandburg Home NHS BLACK LIVES AND WHITENED STORIES: From the Lowcountry to the Mountains David E. Whisnant and Anne Mitchell Whisnant CULTURAL RESOURCES SOUTHEAST REGION BLACK LIVES AND WHITENED STORIES: From the Lowcountry to the Mountains By David E. Whisnant, Ph.D. Anne Mitchell Whisnant, Ph.D. Primary Source History Services A HISTORIC RESOURCE STUDY OF BLACK HISTORY AT ROCK HILL/CONNEMARA Presented to Carl Sandburg Home National Historic Site In Partnership with the Organization of American Historians/National Park Service Southeast Region History Program NATIONAL PARK SERVICE U.S. DEPARTMENT OF THE INTERIOR NOVEMBER 2020 Cultural Resources Division Southeast Regional Office National Park Service 100 Alabama Street, SW Atlanta, Georgia 30303 (404) 507-5847 Black Lives and Whitened Stories: From the Lowcountry to the Mountains By David E. Whisnant and Anne Mitchell Whisnant http://www.nps.gov Cover Photos: Smyth Servants: Black female servant rolling children in stroller. Photograph, Carl Sandburg National Historic Site archives, (1910; Sadie “Boots” & Rosana [?]). Smyth Servants: Swedish House HSR, p. 22; (Collection of William McKay, great-grandson of the Smyths). Also Barn Complex HSR Fig. 11, p. 7: Figure 11. The Smyths’ servants in front of the kitchen building, ca. 1910. (Collection of Smyth great-grandson William McKay). Sylvene: From HSR, Main House, pp. 10, 37: Collection of Juliane Heggoy. Man and 3: Swedish House HSR, p. 22; (Collection of William McKay, great-grandson of the Smyths). Also Barn Complex HSR Fig.