Reconstruction Era U.S
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Social Studies Mini-Unit the Reconstruction Era
Social Studies Mini-Unit The Reconstruction Era Goal: These lessons focus on both national and local personal narratives from the Reconstruction Period. Let these stories help you decide what characteristics a community, a leader or an individual would need during this time period. Materials: Computer with internet, writing materials Instruction: Following the Civil War, the Reconstruction Period began within our country an immense new chapter for social reform with the definition of freedom for debate. People began to rebuild the South and try to unite the states, but newly freed persons were seeking ways to build their own futures in a still hostile environment. Dive into these lessons to learn more about individuals of the time. Lesson 1: Lincoln Originals This online exhibition features digital scans of primary historical documents in Abraham Lincoln’s hand, or signed by him, drawn from the diverse manuscript holdings at Cincinnati Museum Center. 1. Explore the Lincoln Originals Online Exhibit 2. Read the Emancipation Proclamation Fact Sheet [linked here] a. Extension: Review the 13th, 14th and 15th Amendments which are considered the Reconstruction Amendments. 3. Journal Entry: What characteristics defined President Lincoln? a. Write a persuasive argument in the form of a letter addressed to a past president (or the current administration) outlining an important issue and what you believe the correct course of action is and why. Cite evidence to support your case. 4. Extension Option: Research Lincoln’s Ten-Percent Plan, a plan for reconstruction, versus the Wade-Davis Bill, which was a Radical Republican plan for reconstruction. Explore the similarities and differences of these two documents. -
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. -
Education of the Negro in the Military Department of the South, 1861-1965
Education of the Negro in the military department of the South, 1861-1965 Item Type text; Thesis-Reproduction (electronic) Authors Mount, Helen Frances, 1914- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 26/09/2021 05:28:32 Link to Item http://hdl.handle.net/10150/317883 EDUCATION OF THE NEGRO IN THE MILITARY DEPARTMENT OF THE SOUTH, 1861-1865 by Helen F . Mount A Thesis Submitted to the Faculty of the DEPARTMENT OF HISTORY In Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS In the Graduate College THE UNIVERSITY OF ARIZONA 19 6 5 STATEMENT BY AUTHOR This thesis has been submitted in partial fulfill ment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library» Brief quotations from this thesis are allowable without special permission^ provided that accurate acknowl edgment of source is made o Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the head of the major department or the Dean of the Graduate College when in his judgment the proposed use of the material is in the inter ests of scholarshipo In all other instances 9 however, permission must be obtained from the author <, SIGNED: APPROVAL BY THESIS DIRECTOR This thesis has been approved on the date shown below: Professor of History TABLE OF CONTENTS Page ABSTRACT . -
"Or This Whole Affair Is a Failure": a Special Treasury Agent's Observations of the Port Royal Experiment, Port Royal, South Carolina, April to May, 1862
Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 2016 "Or this whole affair is a failure": a special treasury agent's observations of the Port Royal Experiment, Port Royal, South Carolina, April to May, 1862 Michael Edward Scott Emett [email protected] Follow this and additional works at: https://mds.marshall.edu/etd Part of the American Studies Commons, and the United States History Commons Recommended Citation Emett, Michael Edward Scott, ""Or this whole affair is a failure": a special treasury agent's observations of the Port Royal Experiment, Port Royal, South Carolina, April to May, 1862" (2016). Theses, Dissertations and Capstones. 1028. https://mds.marshall.edu/etd/1028 This Thesis is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected], [email protected]. “OR THIS WHOLE AFFAIR IS A FAILURE”: A SPECIAL TREASURY AGENT’S OBSERVATIONS OF THE PORT ROYAL EXPERIMENT, PORT ROYAL, SOUTH CAROLINA, APRIL TO MAY, 1862 A thesis submitted to The Graduate College of Marshall University In partial fulfillment of the requirements for the degree of Master of Arts in History by Michael Edward Scott Emett Approved by Dr. Michael Woods, Committee Chairperson Dr. Robert Deal Dr. Tyler Parry Marshall University July 2016 APPROVAL OF THESIS We, the faculty supervising the work of Michael Edward Scott Emett, affirm that the thesis, "Or This Whole ffiir Is A Failure": A Special Treasury Agent's Observations of the Port Royal Experiment, Port Royal, South Carolins, April to May, 1865, meets dre high academic standards for original scholarship and creative work established by the Masters of History Program and the College of Liberal Arts. -
H.Doc. 108-224 Black Americans in Congress 1870-2007
FORMER MEMBERS H 1870–1887 ������������������������������������������������������������������������ Robert Smalls 1839 –1915 UNITED STATES REPRESENTATIVE H 1875–1879; 1882–1883; 1884–1887 REPUBLICAN FROM SOUTH CAROLINA n escaped slave and a Civil War hero, Robert Smalls publication of his name and former enslaved status in A served five terms in the U.S. House, representing northern propaganda proved demoralizing for the South.7 a South Carolina district described as a “black paradise” Smalls spent the remainder of the war balancing his role because of its abundant political opportunities for as a spokesperson for African Americans with his service freedmen.1 Overcoming the state Democratic Party’s in the Union Armed Forces. Piloting both the Planter, repeated attempts to remove that “blemish” from its goal which was re-outfitted as a troop transport, and later the of white supremacy, Smalls endured violent elections and a ironclad Keokuk, Smalls used his intimate knowledge of the short jail term to achieve internal improvements for coastal South Carolina Sea Islands to advance the Union military South Carolina and to fight for his black constituents in the campaign in nearly 17 engagements.8 face of growing disfranchisement. “My race needs no special Smalls’s public career began during the war. He joined defense, for the past history of them in this country proves free black delegates to the 1864 Republican National them to be equal of any people anywhere,” Smalls asserted. Convention, the first of seven total conventions he “All they need is an equal chance in the battle of life.”2 attended as a delegate.9 While awaiting repairs to the Robert Smalls was born a slave on April 5, 1839, in Planter, Smalls was removed from an all-white streetcar Beaufort, South Carolina. -
Life on the Sea Islands, 1864, Charlotte Forten
Life on the Sea Islands, 1864 Charlotte Forten Introduction The Civil War began just off the coast of Charleston, South Carolina in April, 1861. By November, the United States Army controlled the South Carolina coast including the Sea Islands, a collection of barrier islands stretching 185 miles. The Guale Indians lived on the Islands for hundreds of years before the Spanish colonized the southeastern coast of North America during the sixteenth century. Mainland South Carolina became a British colony in 1663, and unlike neighboring Virginia, was founded as a slave society. South Carolina had the largest population of enslaved people as a colony and later, a state. In fact, South Carolina still had the largest population of enslaved people when the Civil War broke out in 1861. The Spanish ceded the Sea Islands to the British following the end of the French and Indian War in 1763. The low-tides and fertile soil of the Sea Islands made the them ideal for cultivating rice and sugar, and later, cotton. The rice plantations in the Sea Islands were some of the largest and most lucrative in South. Rice planters were the wealthiest men in America, primarily because enslaved bodies were the most valuable property before the Civil War. Rice plantations relied on hundreds of enslaved people. Several Sea Island plantations had over one thousand enslaved people. Enslaved people on the Sea Islands essentially lived in small towns, where they developed their own distinct identity, culture, and language known as Gullah. The Gullah language was rooted in the Creek language of the Guale Indians, but included elements of Spanish, French, English, African, and Afro-Caribbean languages. -
Badges of Slavery : the Struggle Between Civil Rights and Federalism During Reconstruction
University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2013 Badges of slavery : the struggle between civil rights and federalism during reconstruction. Vanessa Hahn Lierley 1981- University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Recommended Citation Lierley, Vanessa Hahn 1981-, "Badges of slavery : the struggle between civil rights and federalism during reconstruction." (2013). Electronic Theses and Dissertations. Paper 831. https://doi.org/10.18297/etd/831 This Master's Thesis is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. BADGES OF SLAVERY: THE STRUGGLE BETWEEN CIVIL RIGHTS AND FEDERALISM DURING RECONSTRUCTION By Vanessa Hahn Liedey B.A., University of Kentucky, 2004 A Thesis Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Master of Arts Department of History University of Louisville Louisville, KY May 2013 BADGES OF SLAVERY: THE STRUGGLE BETWEEN CIVIL RIGHTS AND FEDERALISM DURING RECONSTRUCTION By Vanessa Hahn Lierley B.A., University of Kentucky, 2004 A Thesis Approved on April 19, 2013 by the following Thesis Committee: Thomas C. Mackey, Thesis Director Benjamin Harrison Jasmine Farrier ii DEDICATION This thesis is dedicated to my husband Pete Lierley who always showed me support throughout the pursuit of my Master's degree. -
Civil War Drama Circle Directions: the Entire Class Will Sit in a Large Circle
Civil War Drama Circle Directions: The entire class will sit in a large circle. Each student will preview a card for fluency/understanding. Students are expected to stand and go to the middle of the circle to act out their part of the Drama Circle. Practice with students first, and then perform the Drama Circle from Beginning to end. 1. (Start Card) 2. After Harriet Tubman sings, Say in a booming voice, “I am stand and say (like a Harriet Tubman leading gentleman), “I am Frederick slaves to freedom on the Douglass, abolitionist and Underground Railroad”, and friend of Lincoln, please lend sing one line of “Follow the me an ear.” (Hold your hand Drinking Gourd.” to your ear) 3. When Frederick Douglass 4. After Lincoln writes the says to listen, pretend to sit Emancipation Proclamation and write and say, “Abraham say, “I am Harriet Beecher Lincoln here, writing the Stowe, abolitionist and Emancipation Proclamation author of Uncle Tom’s to free the slaves.” “I must Cabin.” “My book will bring end slavery and keep the the evils of slavery to light.” United States together.” (Do a curtsey with your dress) 5. When Stowe curtsies, say “I 6. After Sojourner Truth gives am Sojourner Truth; I her speech (March to the escaped from slavery and circle) and say, “Ulysses S. became an abolitionist and Grant at your service; I am fought for women’s rights.” the General of the Union (With one arm extended) Army and will later become say, “Truth is powerful and it president of the United prevails.” States.” (March back to seat) 7. -
Land Hunger in the Abolitionist Imagination, 1865-1872
Land Hunger in the Abolitionist Imagination, 1865-1872 Ramsay Eyre Undergraduate Senior Thesis Department of History, Columbia University April 14, 2021 Seminar Advisor: Professor Jude Webre Second Reader: Professor Richard R. John 2 of 68 Table of Contents Acknowledgments ........................................................................................................................... 3 Introduction ..................................................................................................................................... 5 Chapter 1: “Your slaveholder is ever a land monopolist” ............................................................. 15 Chapter 2: “I want to see the State alive” ...................................................................................... 24 Chapter 3: “Incalculable benefits to the whole people” ................................................................ 33 Chapter 4: “At present, it is not to be hoped for” .......................................................................... 48 Conclusion ..................................................................................................................................... 61 Bibliography .................................................................................................................................. 65 3 of 68 Acknowledgments First, I must thank my teachers, without whom this thesis would not exist. Professor Richard R. John has been an intellectual mentor for me since I first joined his team of research assistants -
"We Are in Earnest for Our Rights": Representative
Representative Joseph H. Rainey and the Struggle for Reconstruction On the cover: This portrait of Joseph Hayne Rainey, the f irst African American elected to the U.S. House of Representatives, was unveiled in 2005. It hangs in the Capitol. Joseph Hayne Rainey, Simmie Knox, 2004, Collection of the U.S. House of Representatives Representative Joseph H. Rainey and the Struggle for Reconstruction September 2020 2 | “We Are in Earnest for Our Rights” n April 29, 1874, Joseph Hayne Rainey captivity and abolitionists such as Frederick of South Carolina arrived at the U.S. Douglass had long envisioned a day when OCapitol for the start of another legislative day. African Americans would wield power in the Born into slavery, Rainey had become the f irst halls of government. In fact, in 1855, almost African-American Member of the U.S. House 20 years before Rainey presided over the of Representatives when he was sworn in on House, John Mercer Langston—a future U.S. December 12, 1870. In less than four years, he Representative from Virginia—became one of had established himself as a skilled orator and the f irst Black of f iceholders in the United States respected colleague in Congress. upon his election as clerk of Brownhelm, Ohio. Rainey was dressed in a f ine suit and a blue silk But the fact remains that as a Black man in South tie as he took his seat in the back of the chamber Carolina, Joseph Rainey’s trailblazing career in to prepare for the upcoming debate on a American politics was an impossibility before the government funding bill. -
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. -
16Goodreads the History Book Club
29/04/2015 Goodreads | The History Book Club AMERICAN GOVERNMENT: HOUSE OF REPRESENTATIVES (showing 143 of 43) Title / Author / ISBN Home My Books Groups Recommendations Explore The History Book Club discussion AMERICAN GOVERNMENT > HOUSE OF REPRESENTATIVES 208 views The History Book Club Comments (showing 143 of 43) (43 new) post a comment » date newest » message 1: by Bentley, Group Founder, Leader, Chief (new) May 26, 2011 08:12PM Group Home Events Invite People This is a thread which can be used to discuss the House of Representatives. Bookshelf Photos Members Discussions Videos Polls flag * message 2: by Alisa (last edited Aug 05, 2013 01:50PM) (new) May 26, 2011 09:03PM search discussion posts search I recently purchased this book and am looking forward to reading it. unread topics | mark unread Capitol Men: The Epic Story of Reconstruction Through the Lives of the First Black Congressmen Primeiro apê Conquiste seu sonho by Philip Dray com a MRV. Mensais a Synopsis: partir de 299. Simule. Reconstruction was a time of idealism and sweeping change, as the victorious Union created citizenship rights for the freed slaves and granted the vote to black men. Sixteen black Southerners, elected to the U.S. Congress, arrived in Washington to advocate reforms such as public education, equal rights, land distribution, and the suppression of the Ku Klux Klan. But these men faced astounding odds. They were belittled as corrupt and inadequate by their white political opponents, who used legislative trickery, libel, bribery, and the brutal intimidation of their constituents to rob them of their base of support.