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this assignment, or work to fix all the numbering. You will be docked
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Chapter 22 (and a bit of Chapter 23):
Reconstruction
1. Using the book (pg. 476) or another source, in a sentence or less, “characterize” the
death toll of the Civil War in a way that goes beyond just giving a number.
2. On page 476, what is the book getting at when it says, “The greatest constitutional
decision of the century . . . was written in blood and handed down at Appomattox
Courthouse . . .”
3. Page 477 notes that there are three global effects of the Union victory. Name two:

Your AP Test will have an essay; form and hints that we have not covered in class. (Yet,
an essay is an essay; that is, you have been taught to write essays over many years.)
Page 476 gives you a traditional five-paragraph essay of the kind asked on the AP Test,
especially for a topic like the Civil War, in which the details of the war are not the topic.
Read it, think about its form, and what the author chose to include. Consider this essay
and its specifics for what could be asked on the AP test.
4. The questions asked in the opening paragraph of Chapter 22 (The battle was done . . . )
are similar to the questions covered in class recently. See the second to the last
question in that paragraph.
A. Regardless of reality, what would be your preferred answer? Or, if you wish,
write what your group came up with for this question when you discussed it in
class. (That is, if you’ve done that in class by now.)
B. Being that you know the Constitutional roles of our branches, what SHOUD be
the correct answer to the last question in this paragraph? In a sentence, defend
your answer.
 Bet Your Score –Trivia Game: In this game, you can gain an extra credit point if
you answer the following question correctly. But, you will LOSE a point off your score if
you answer it wrong! Leave this blank if you don’t want to play.
The last four words of the last paragraph on page 479 could have been in quotes or
italicized and capitalized for those “in the know.” Why?
(point value or risk: 1)
5. What societal institution became the center of newly formed black communities?
6. The Freedman’s Bureau: What was it created to do and what entity ran it?
7. Lincoln’s Reunification plan: What two things did Lincoln want any former rebel state to
do in order to be fully reinstated into the union and its members seated in Congress?
8. The powerful Republican Congress countered Lincoln’s 10% with a ratio of their own.
What was it?
9. In contrast to President Lincoln, what did Congress want done with former Confederate
leaders and rich planters?
10. When Johnson assumed the Presidency, did he go along with Congress or with what
Lincoln had wanted on these matters of re-entry and the old Southern leadership?
11. What did the 13th Amendment have to do with a southern state’s re-entry into the Union?
12. Define “Black Codes,” and give examples of some.
13. The overall (and planned) result of Black Codes was to do …what… to southern blacks?
(Make sure you read the last paragraph on 487.)
14. Page 488: When Southern leaders arrived in D.C. to claim their seats in Congress, what
did the Republican-controlled Congress do? Why?
15. As the single-minded, one-party (Republican) Congress passed “laws” to ensure the
rights of black Americans or to punish formerly powerful southerners, President Johnson
exercised his veto power a lot. However, with such a Congress, Johnson’s veto was
powerless. Why? (Answer is from your own knowledge of our constitution.)
16. This one-party, powerful Congress went further than just laws. They moved to Amend
our constitution, creating the 14th Amendment (and found ways to get it ratified by the
states). Though there is a lot in this amendment about punishing Confederate leaders
and discriminatory southern states, the 14th Amendment is famous for its first section,
known throughout the rest of our history as “the equal protection clause.” The book
does a poor job of displaying the 14th Amendment (adding its own headings, which are
misleading in my mind). So, look at these two wiki pages:
http://en.wikipedia.org/wiki/Fourteenth_Amendment_to_the_United_States_Constitution
http://en.wikipedia.org/wiki/Equal_Protection_Clause
In your own words, what does the 14th Amendment’s “equal protection clause” do when
it comes to local lawmaking?
17. I.D. Thaddeus Stevens for this time-period. (You will need to read the caption on his
picture as well as the general text on page 490.)
 Bet Your Score, Trivia Game! (See the rules up on page one.)
What went on in Thaddeus Stevens personal, home life that ruled his heart as he
legislated on matters of protected rights for blacks? (point value or risk: 3)
18. Since the 14th Amendment would prohibit former high-ranking officials of the
Confederacy from taking office, there were too few educated leaders available to
reconstitute southern state and county governments. And, since the South was generally
a wreck being “reconstructed” and policed by the military-run Freedman’s Bureau, what
did the military and congress do (as per the map on page 491 and the first full paragraph
on 492) to effectively oversee the south in all this?
The next question is #19. If your computer changed the numbering to something else, or if it is a
mess, fix your document! The “Bet Your Scores” did not have a number on them, if that helps.
19. As insurance, Congress rammed through the 15th Amendment. (Look, having the power
to alter our constitution at will had and has never happened before and since. This was
an extraordinary powerful Congress, to say the least.) Basically—in a sentence or
less—what did the 15th Amendment insure?
20. Metaphorically, women got a slap in the face in all these new laws and amendments.
What am I getting at? (pg. 492-494)
21. How did black male suffrage work-out in practice for blacks in the south from 1867 to
1876? --Give examples. (494 AND 495)
22. Either from the book or the internet, define what a “carpetbagger” was in this time.
23. As may have been noted in class, and as is mentioned in the chapter, there was
probably only one way left for dissatisfied, bigoted whites to try and put blacks and
carpetbaggers “in their place.” Define and explain:
24. Define the Tenure of Office Act:
25. Define “Impeachment” as discussed earlier this year:
26. So, why did Congress impeach President Johnson?
27. Results of Johnson’s impeachment?
28. Among the many reasons for the Senate verdict on this impeachment, it appears that
Johnson cut a deal. Explain:
29. Page 504 & 505: The rationale for the still-Republican northern U.S. to put
________________ in the White House was … _____________________
_________________________________________________
30. Page 505 – 506: In two to three sentences summarize the overall problem with the U.S.
Government during the Grant Administration. Use two or more examples.

Put aside the book for a few, and concentrate on the following:
With your answer to the previous question, the Democratic Party saw their chance to
gain serious power with Northern voters. The Democrats were already appealing to
Southern voters. Remember, each political party has local state headquarters, where
they build their brand in-state. So, the Democratic Party of, say, Alabama easily won
favor locally by putting up local candidates that spoke out against Reconstruction polices
and especially against the troops still in occupation of parts of the South. If there be two
major parties, then the favorite of Southerners was anything BUT Republicans (the party
of Lincoln, the party of the North, the radical creators of Reconstruction). Secondly, with
the black vote waning in the South due to KKK-like activity, the Democratic Party began
to solidify its hold on the South. However, the great northern population could easily
outvote the South, as was the case when Lincoln was elected before the war, ---that is,
IF the North was largely of a single-voting-mind, as they had been in 1860 (for Lincoln)
and in 1868 (with the election of Grant). But, due to the info you summarized in the
previous question, the Democrats made headway in the North. It would be easy to
imagine the pitch made by the Democratic Party of New York or the Connecticut
Democrats. Democrats in those states would not necessarily be speaking out against
Reconstruction, but rather against the government corruption wrought by the Republican
Party. Remember, all politics are local. With such disgust over Republican scandals,
Northern communities and states began electing Democrats (who locally campaigned on
cleaning up the corruption.). By 1874, the Democrats controlled the House of
Representatives.
31. And so, we jump to the Presidential election of 1876, Tilden--Democrat against
Hays—Republican. With the above info, the stage was set for a real two-party
presidential election again.
A. Obviously, the southern states would vote for ___________________________.
B. In the North, what was now set to happen?
C. So, who would you forecast to win?
32. Jump now to the bottom of page 510, and read through page 511.
A. What was the horribly fishy problem with the official “returns” from the South? (In
a sentence, include specifics.)
B. The book does not delve into WHY there was this discrepancy. I would say
some folks CHEATED!!! --Cheated on the Presidential election! Can you believe
that? Look, bribing voters with patronage is one thing, and probably not
cheating, but creating a second set of returns?!!! Holy crap! Members of . . .
which party . . . were the logical culprits?
33. Why couldn’t we just leave it up to the whole of the Legislative Branch to decide which
returns to count and which to discard? (Answer on 511.)
34. The folks that proposed The Compromise of 1877 smartly looked at what the voters of
the two parties had wanted out of this election in the first place. Aside from patronage,
the Republican voters wanted to hold onto the power of the Presidency. But the
SOUTHERN Democrats were more interested in something else in the proposed
compromise. What most intrigued southerners was …what?
35. Put another way, Hayes (the Republican) could take the Presidency, and President
Hayes would do …what… in the South?
36. The result of this deal for blacks in the South? (page 512.)
37. The number for this line is supposed to be #37. The last question you answered was
#36. Again, fix the numbering on your document if it got messed up on your computer.
And the Era of Reconstruction Is Ended.
So was the war and Reconstruction all a waste?
That would make an interesting essay. For my take, see your answers to the first three
questions of this assignment. Maybe you could argue otherwise, especially with the life
Blacks (in the South) were relegated to.
Thus, your last potential play at “Bet Your Score!”
 This time, it is Bet Your Score –Essay! The bet here is 10 points! (Yes, if you do
a crummy job by just taking a quick, poor swing at this, you will lose points, rather than gain extra
credit. But, I do encourage you to go for the extra credit.)

Using knowledge from class, film, book, write an essay in which you postulate
that the results of the Civil War and Reconstruction were either worthy or not
worthy. Make a choice and defend it with rhetoric and examples.