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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 Ofce. Te 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 frst state legislature with a black majority. Tis 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 Tis publication was made possible by the support of the Richard and Susan Smith Family Foundation. Developing this guide was a collaborative efort that required the input and expertise of a variety of people. Many Facing History and Ourselves staf members made invaluable contributions. Te guidance of Adam Strom was essential from start to fnish. Jeremy Nesof 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. Margot Stern Strom, Marc Skvirsky, and Marty Sleeper served as a thoughtful editorial team. Anika Bachhuber, Brooke Harvey, and Samantha Landry kept the writing and production process moving forward. Catherine O’Keefe and Ariel Perry attended to countless details and transformed the manuscript into this beautiful and polished publication. Erin Kernen carefully managed to secure all license contracts. Rob Tokanel, Alexia Prichard, Wilkie Cook, and Liz Kelleher creatively adapted and extended this resource as they developed the companion videos and website. We also benefted greatly from the experience and advice of the ninth-grade history teachers in the Boston Public Schools—under the leadership of Robert Chisholm and James Liou—who piloted two versions of this curriculum in successive years. Additional feedback from Facing History staf members and teachers who conducted pilots in Cleveland, Memphis, Denver, and San Francisco helped us fne-tune the curriculum before fnal publication. Finally, we are grateful to have received guidance and feedback from distinguished historians and experts in history education. We owe special thanks to Eric Foner, Chad Williams, Steven Cohen, Chandra Manning, and Heather Cox Richardson. ACKNOWLEDGMENTS iii Table of Contents Acknowledgments ........................................................... iii Introduction: Te Fragility of Democracy ....................................vii Teaching Tis Unit.......................................................... viii Addressing Dehumanizing Language from History ......................... xiv Section 1 • The Individual and Society . 1 LESSON 1 Te Power of Names ............................................... 2 Introducing the Writing Prompts ............................................ 15 Section 2 • We and They . 19 LESSON 2 Diferences Tat Matter .......................................... 20 LESSON 3 Defning Freedom ................................................ 35 CLOSE READING A: Letter from Jourdon Anderson: A Freedman Writes His Former Master . 49 Connecting to the Writing Prompt ........................................... 57 Section 3 • Healing and Justice After War . 59 LESSON 4 Te Devastation of War ........................................... 60 CLOSE READING B: Speech by President Lincoln: Second Inaugural Address . 72 LESSON 5 Healing and Justice .............................................. 84 LESSON 6 Te Union as It Was .............................................. 97 Connecting to the Writing Prompt .......................................... 110 Section 4 • Radical Reconstruction and Interracial Democracy . 111 LESSON 7 Radical Reconstruction and the Birth of Civil Rights ................ 112 LESSON 8 Interracial Democracy ........................................... 125 LESSON 9 Equality for All? ................................................ 140 CLOSE READING C: Speech by Susan B. Anthony: Is It a Crime for Women to Vote? . 154 Connecting to the Writing Prompt .......................................... 166 Section 5 • Backlash and the Fragility of Democracy . 167 LESSON 10 Backlash and the Ku Klux Klan .................................. 168 LESSON 11 Shifting Public Opinion ........................................ 185 LESSON 12 Refections of Race in Nineteenth-Century Media ................. 197 Connecting to the Writing Prompt .......................................... 207 LESSON 13 Violence, Race, and “Redemption” ............................... 208 CLOSE READING D: Speech by Senator Charles Hays Reafrming the Rights of African Americans . 243 LESSON 14 Te Coming of Segregation ..................................... 255 Connecting to the Writing Prompt .......................................... 262 TABLE OF CONTENTS v Section 6 • Memory and Legacy . 263 LESSON 15 Te Power of Myth and the Purpose of History ................... 264 CLOSE READING E: Excerpt from “Te Propaganda of History” by W. E. B. Du Bois . 274 LESSON 16 Te Unfnished Revolution ..................................... 286 Connecting to the Writing Prompt .......................................... 297 Appendix . 299 Fostering a Refective Classroom ............................................ 300 Journals in a Facing History Classroom ...................................... 302 vi TABLE OF CONTENTS SECTION 1 The Individual and Society Tis section contains the following lessons: Lesson 1 The Power of Names 2 Introducing the Writing Prompts 15 1 LESSON 1 The Power of Names ESSENTIAL QUESTIONS What do names reveal about a person’s identity? What do they suggest about our agency and freedom in society? RATIONALE Te era of Reconstruction that followed the American Civil War spawned debates—and signifcant violence—over issues that are intensely relevant in the lives of adolescents and particularly important for democracy: power, respect, fairness, equality, and the meaning of freedom, among others. At the heart of all of these issues is the relationship between the individual and society, a relationship worth exploring at the outset of a study of Reconstruction. Tis lesson begins with an examination of one of the most basic forms of connection between the individual and society: names. “It is through names that we frst place ourselves in the world,” writes Ralph Ellison. He goes on to say that as we act in the world around us, our names are simultaneously masks, shields, and containers of values and traditions. In this lesson, students will refect on these three functions of names and explore the relationship between our names and our identities. Tey will consider the following questions: • What do our names reveal about our identities? What do they hide? • What do names suggest about the degree of freedom and agency we have in society? • How can names bestow upon individuals dignity and respect? How can they also be used to deprive individuals of those qualities? • To what extent do we choose the names and labels others use for us? What parts of our identities do we choose for ourselves? What parts are chosen for us by others, or by society? Te discussion of names is immediately relevant to the history of the Reconstruction era because, as historian Douglas Egerton explains, shortly after Emancipation, “former slaves had to undertake a task unknown to free-born Americans. Tey had to adopt a surname.”1 As students may have learned in their previous study of American slavery, enslaved people did not ofcially or legally have surnames (last names); they were grouped by the names of their owners. Tis fact alone is sufcient to help students consider the dignity and respect that a name provides as a sign of individual identity and personhood. Students will examine this idea further when they read the testimony of Liza Mixom, who was born into slavery in Alabama. During the war, Union soldiers who had recently invaded the area where she lived convinced Mixom that she deserved to be called by her full name rather than by the epithet “nigger.” (We recommend 1 Douglas R. Egerton, Te Wars of Reconstruction: Te Brief, Violent History of America’s Most Progressive Era (New York: Bloomsbury Press, 2014), 84. 2 SECTION 1 • THE INDIVIDUAL AND SOCIETY reviewing the “Addressing Dehumanizing Language from History” section on page xiv before sharing this story with your students.) Her last name, according to the soldiers, was Mixom, the surname of her owner. Te violent responses of her owner and her grandmother to her demand to be called “Liza Mixom” reveal the extent to which this confict over her name was in reality a confict over power, self-determination, and freedom. If we have control over our names, we have control over one of the
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