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Name __________________________ Page 38 Instructions: Read the following article. Underline/highlight/etc. the main idea of each paragraph. 75% of the time it is the first sentence, 20% of the time it is the last sentence, and 5% of the time it is elsewhere. A Shattered Fairy Tale: The South after the Civil War 1 What happens when a fairy tale has an unhappy ending? For some people, the antebellum or pre-Civil War South was an American fairy tale. There were handsome princes, ladies fair, and a noble code of honor. The pace of life was serene and genteel. But in this fairy tale, no one was destined to live happily ever after. 2 Even before the Civil War, the South was not quite the place of enchantment it might have seemed. The agricultural economy relied heavily on slave labor. Thousands of black slaves were forced to work on the large plantations. They certainly did not lead storybook lives. Neither, for that matter, did poor whites. The fabled Southern culture may have been real only to the wealthy upper class. 3 In any case, nothing was the same for anyone after the war. By the time of Lee's surrender at Appomattox, the South lay in ruin. Cities, farms, and homes were burned and ravaged by cannon fire. Railroads and bridges were destroyed. Business and industry were nearly wiped out. Almost 300,000 men were dead. 4 In the midst of this shattered fairy tale, daily life followed a rocky path. Everything from food to fuel was in short supply, if it could be found at all. Families dug in burned and shell-studded fields for root crops or any kind of edible vegetation. Tents or ruined houses were shelter for many. Disease added to the huge death toll. 5 The Deep South lay in desolation. The rubble was a monument to General William T. Sherman's determined destruction of anything that could be used by the Confederacy. Rebuilding was a much lower priority than survival. 6 In the border states of Kentucky, Arkansas, and Missouri, prowling bands from both armies plundered homes and towns in "foraging" raids. Raiders took food, livestock, or whatever they could carry off. It took time for the official cease-fire to filter down to these guerilla-like groups. In some areas, these raids occurred regularly for weeks on end, even after the war was over. Raids were a big problem for these areas along the Western part of the Confederacy. 7 Shortly after the cease-fire, Northern relief agencies came with food and other basic supplies for displaced slaves and poor whites. One way or another, most people made it through until the fields began to produce enough food to stave off starvation. The immediate crisis passed because of time and outside help. 8 The federal government launched its rebuilding plans. Military governments and newly forming state agencies began to bring some order to the chaos. Life assumed a pattern that was not quite so desperate. But even for people not used to luxury, the war brought an existence totally different from what they had known. How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts? PART 1: DEFINING RECONSTRUCTION a quick review: How did the Civil War change the United States? In other words, how was the United States different after the Civil War? Reconstruction Define Reconstruction (include the years that it took place): Below are four questions that define the challenges in Reconstruction. There are no easy answers, but what would you suggest for each? Remember, while you don’t want to let the South go unpunished, but you can’t punish Southerners too much or they will resist federal authority. challenge 1. Who should lead Reconstruction (i.e. President? Congress? Other?)? Why? 2. What do exConfederate states have to do before they can rejoin the Union? 3. To what extent do you punish exConfederates? 4. What do you do regarding the freedmen (newly freed African Americans) in the South? What would you do? Name __________________________ Page 39 How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts? PART 2: THE PRESIDENTS’ PLANS GO EASY ON THE SOUTH political climate at the end of the war: Lincoln, a ________________________ Republican, would soon be ____________ Andrew Johnson, a ____________________ Democrat, would become __________________________ Influential minority of __________________________ Republicans in Congress who want to ______________________ the South Follow these steps to explore Abraham Lincoln’s and Andrew Johnson’s Reconstruction plans: Read over the questions below and the charts on the back. Skim “Lincoln Sets a Moderate Course” on pages 271-3 in the textbook and “Johnson’s Reconstruction Plan” on pages 273-274 in the textbook. Pick one paragraph in both sections to add an additional note in the chart. Consider a main idea sentence for the additional note. Answer the questions below. Reconstruction Phase One: The Presidents’ Reconstruction Plans 1. Why was Lincoln’s plan called the Ten Percent plan? 2. How was Abraham Lincoln’s plan easy on the South? 3. How was Andrew Johnson’s plan easy on the South? 4. Whose plan was easier on the South? Why? 5. Johnson’s plan will begin a week after the war ends. What do you expect the results of his plan to be on rebuilding the South? In other words, what do you expect to see in the South after Presidential Reconstruction is enacted? Whose plan? Name of the plan Who this plan put in charge of Reconstruction Goals (motives and beliefs) what Confederate states needed to do to rejoin the Union treatment of exConfederates provisions for the African American question who opposed this plan and why/how they opposed it additional note PLAN #1 PLAN #2 Abraham Lincoln Andrew Johnson Ten Percent Plan Presidential Reconstruction the President the President secession is unconstitutional, so South never really left; wanted to bring the South back into the Union as quickly and easily as possible supported states’ rights; wanted to bring the South back into the Union as quickly and easily as possible; sought return of “government for white men” ten percent of prewar voters in the state had to take a loyalty oath to the Union; state had to ratify 13th Amendment and provide education for African-Americans state had to ratify 13th Amendment pardoned all except for high-ranking Confederates pardoned all ex-Confederates; highranking ex-Confederates had to write to him personally asking for pardon no slavery; guaranteed education; no guaranteed equality Freedmen’s Bureau (passed by Congress): helped poor whites and blacks in the South provided food, clothing, healthcare, and education reunited separated families represented blacks in court no slavery Radical Republicans opposed this as too easy on the South; proposed Wade-Davis Bill, designed to punish the South, instead. Wade-Davis Bill: majority of states’ prewar voters swear loyalty to the Union before state can reenter Union guaranteed African American equality Lincoln’s “pocket veto” killed this bill before it became a law Radical Republicans opposed this as allowing South to return to almost exactly how it was before the Civil War Name ________________________________ Page 40 How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts? PART 3: EFFECTS OF PRESIDENTIAL RECONSTRUCTION Johnson’s Reconstruction plan is ____________________ on the South which causes ex-Confederates working to bring back the ways of the ____________________. 1. former 2. _________ passed by Southern states and cities denying many rights of citizenship to _____________________ after the Civil War some free blacks returned to the conditions of ___________________ through these 3. _________________________________: landowners give land and supplies on credit to be repaid with a portion of the crop grown; see below for usual results ________________________________: when farmers pay rent for land; a step up from sharecropping Use the Venn diagram below to compare and contrast sharecropping and slavery. Make sure you have at least one thing in each part and five overall. Use the article below and the chart on the front if you were absent when we did the simulation. Things unique to either go in the outer portions of the circle, while similarities go where the circles intersect. SLAVERY SHARECROPPING Would you rather be a sharecropper after the Civil War or a slave before the Civil War? Explain. To read if you are out for this page: What the freed men and women wanted above all else was land on which they could support their own families, though this did not happen. During and immediately after the war, many former slaves established subsistence farms on land that had been abandoned to the Union army. But President Andrew Johnson, a Democrat and a former slaveowner, restored this land to its former owners. The failure to redistribute land reduced many former slaves to economic dependency on the South's old planter class and new landowners. During Reconstruction, former slaves--and many small white farmers--became trapped in a new system of economic exploitation known as sharecropping. Lacking capital and land of their own, former slaves were forced to work for large landowners. Initially, planters, with the support of the Freedmen's Bureau, sought to restore gang labor under the supervision of white overseers. But the freedmen, who wanted autonomy and independence, refused to sign contracts that required gang labor. Ultimately, sharecropping emerged as a sort of compromise. Sharecropping was not the economic opportunity that the freed men and women wanted. Instead of cultivating land in gangs supervised by overseers, landowners divided plantations into 20- to 50 acre plots suitable for farming by a single family. In exchange for land, a cabin, and supplies, sharecroppers agreed to raise a cash crop (usually cotton) and to give half the crop to their landlord. The high interest rates landlords and sharecroppers charged for goods bought on credit (sometimes as high as 70 percent a year) transformed sharecropping into a system of economic dependency and poverty. The freedmen found that "freedom could make folks proud but it didn't make 'em rich." Nevertheless, the sharecropping system did allow freedmen a degree of freedom and autonomy far greater than that experienced under slavery. As a symbol of their newly won independence, freedmen had teams of mules drag their former slave cabins away from the slave quarters into their own fields. Wives and daughters sharply reduced their labor in the fields and instead devoted more time to childcare and housework. For the first time, black families could divide their time between fieldwork and housework in accordance with their own family priorities. Name __________________________ Page 41 10% Plan and Presidential Reconstruction Crossword Across 2. type of Republicans that wanted to punish the South 3. type of farming that left farmers in a cycle of poverty with much debt 5. amendment that ended slavery 6. president whose Reconstruction plan allowed the South to return to its old ways 7. if a sharecropper was lucky, he might pay off debts and become this 8. city and state laws that limited the rights of blacks in the South 9. Radical Republicans' bill to punish the South that never passed Down 1. name of Johnson's Reconstruction plan 4. rebuilding the South 1865-1877 5. percentage of citizens that had to pledge allegiance to Union according to Lincoln How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts? PART 4: CONGRESSIONAL RECONSTRUCTION What could be done to stop President Johnson from returning the South to the way it was before the Civil War? Name of Congress’ plan for Reconstruction: components of plan 1. Description federal agency set up to help former slaves after the Civil War 2. first U.S. civil rights law; declared everyone born in the United States a citizen with full civil rights 3. Constitutional Amendment giving full rights of citizenship to all people born or naturalized in the US except for American Indians 4. 5. 6. laws that divided the former Confederacy into military zones and required them to draft new constitutions upholding the 14th Amendment Congress charged the president with violating the Tenure of Office Act (this said he couldn’t fire a Cabinet member without Senate approval); one vote short of removing him from office Constitutional amendment that gave African American men the right to vote How does Radical Reconstruction try to force change on the South? How much do you expect this to change the South by the end of Reconstruction in 1877? Name _________________________ Page 42 How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts? PART 5: EFFECTS OF CONGRESSIONAL RECONSTRUCTION Aspects of the antebellum South ECONOMY POLITICS SOCIETY Congressional Reconstruction Aspects of the modern South ECONOMY POLITICS SOCIETY EFFECTS OF CONGRESSIONAL RECONSTRUCTION: ECONOMY: rebuilding the South was _________________________; paid for with ________________________________________ sharecropping and tenant farming remained Northern influence added some ___________________________ to diversify the farming economy POLITICS: all states back in the __________ by 1870, but Reconstruction continued as _________________________ did not want to lose control of the South African Americans are now _______________ and many blacks won ______________________________ _________________________ (scrawny goat)— Southerners who joined the _________________________ party _________________________—Northern _________________________ who moved South after the war _________________________ repealed SOCIETY: African Americans form their own _______________ and ____________________________ to provide financial and emotional ____________________ Name _________________________ Page 43 How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts? PART 6: POLITICAL CARTOONS some common elements of political cartoons: Symbols: Symbols are simple pictures that are commonly understood by people in our society to stand for ideas or groups. For example, a donkey is the symbol for the Democratic Party. Uncle Sam or an eagle symbolizes America and a dove symbolizes peace. Caricatures: Caricatures are drawings of people that exaggerate certain features to make the cartoon picture of the famous person quickly and easily recognizable. Caricatures also serve sometimes to poke fun at the person they picture. Stereotypes: Stereotypes are styles of picturing a person or a group of people that call to the reader’s mind commonly held ideas or prejudices about the type of person pictured. Stereotypes often found in editorial cartoons include the lazy, rich Congressman; the old fashioned, bespectacled teacher; the sneaky, fast-talking lawyer; the rumpled, disorganized scientist and many others. Analogies: Analogies are comparisons. In simplest terms, they tell us that this thing is like that other thing, at least in one respect. They often use symbols and compare a current situation to a well-know historic event, story, book, movie, fairy tale or nursery rhyme. Reconstruction Cartoon #1: Reconstruction Cartoon #2: What objects or people do you see in the cartoon? What objects or people do you see in the cartoon? What action is taking place? What action is taking place? What is written in the political cartoon? What is written in the political cartoon? What is the event or issue that inspired the cartoon? What is the event or issue that inspired the cartoon? Which of the terms above (symbols, caricatures, stereotypes, analogies) are used in the cartoon? Which of the terms above (symbols, caricatures, stereotypes, analogies) are used in the cartoon? Does the cartoon present the event or issue shown as a good thing or a bad thing? What is the message of the cartoon? Does the cartoon present the event or issue shown as a good thing or a bad thing? What is the message of the cartoon? How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts? PART 7: RECONSTRUCTION ENDS / CHANGES THE U.S. WHY RECONSTRUCTION ENDED: 1. increased _________________________ from groups such as the ____________________ keep blacks from ____________________ and ____________________ 2. Northerners get __________ of “Negro” question and problems of ______________________________ governments in the South. Instead, the North turns attention to _______________ of 1873 and _________________________ in President Grant’s administration, such as the ___________________________________ scandal. 3. Election of 1876 leads to ________________________________________ (military pulled out) that officially __________ Reconstruction HOW RECONSTRUCTION CHANGED THE U.S.: ___________________ laws makes ______________________________ an official part of the South __________________________ = South that is solidly _________________________ Some new ________________________ for African Americans (i.e. new ____________________________) Was Reconstruction successful? Why or why not? Reconstruction: Letter to Obama Project On a separate sheet of paper, write a letter to Barack Obama about what lessons he might learn about how to reconstruct Afghanistan based on what we have learned about the Reconstruction (1865-1877) of the American South. Include 2 pieces of advice. Explain your advice based on the lesson learned in Reconstruction in the American South. Point out a problem with Reconstruction and then suggest how the U.S. may avoid the same mistake in Afghanistan. Or, point out a success of Reconstruction and then suggest how the U.S. might achieve the same success. The rubric is on the back. You may chose to begin: Dear Mr. President, I have recently been studying the era of Reconstruction in American History. Based on what happened then, I have some advise on how to handle the reconstruction of Iraq today… Below are some similarities between Reconstruction and the current reconstruction in Afghanistan. criteria: Reconstruction of the South after the Civil War: length of time Northerners got impatient when it lasted from 1865-1877 who is in charge Lincoln, then Johnson (both Presidents), then Congress major goals of reconstruction rebuild infrastructure (see Freedmen’s Bureau) and rebuild government (see carpetbag governments) enforcement of reconstruction winning side (Union) enforces (see Military Reconstruction); continues to meet resistance the new governments claims of corruption common (see carpetbag governments) resistance terrorist groups resist (see KKK); many those in control before the war reconstruction of Afghanistan today: Americans increasingly get impatient since it began in 2001 President Bush was and now President Obama is at the forefront in creating the reconstruction strategy goals to rebuild the infrastructure (buildings and roads) that was destroyed in war and create a government that will be peaceful and not support violence against others (has proven slow and difficult) military of the winning side (U.S.) enforces and continues to meet resistence claims of corruption are common in the new government as it struggles to establish itself many terrorist groups such as Al-Qaeda resist; many of these groups are the ones who were in control before the war criteria first good/bad about Reconstruction second good/bad about Reconstruction first piece of advice for current Reconstruction 0 points if: does not clearly explain an aspect of Reconstruction and why it was good or bad same as above 1 point if: somewhat clearly explains an aspect of Reconstruction and why it was good or bad same as above 2 points if: mostly clearly explains an aspect of Reconstruction and why it was good or bad same as above 3 points if: clearly explains an aspect of Reconstruction and why it was good or bad same as above gives unclear advice on how to repeat good aspect or avoid bad aspect of Reconstruction or no advice at all same as above gives somewhat clear advice on how to repeat good aspect or avoid bad aspect of Reconstruction same as above gives mostly clear advice on how to repeat good aspect or avoid bad aspect of Reconstruction gives clear advice on how to repeat good aspect or avoid bad aspect of Reconstruction same as above same as above letter has one of these: proper grammar correct spelling been turned in on time letter has two of these: proper grammar correct spelling been turned in on time letter has: proper grammar correct spelling been turned in on time second piece of advice for current Reconstruction grammar, letter has none spelling, and of these: on time proper grammar correct spelling been turned in on time