Download Reconstruction

Reconstruction
AIM
• 3.3 Analyze the effects of Reconstruction on
the southern states and on the role of the
federal government, including the impact of
the thirteenth, fourteenth, and fifteenth
amendments on opportunities for African
Americans.
Reconstruction Begins
• Union troops and cannons had devastated most Southern cities and the
South’s economy.
• The president and Congress had to deal with Reconstruction, the reestablishment of the southern states to the Union based on the South’s
_____________of the outcome of the war, including the __________of their
slaves. The rebuilding of the South would be left to the ________.
• President Lincoln’s Proclamation of Amnesty and Reconstruction called for a
general amnesty,_________, to all Southerners who took an oath of loyalty
to the United States and accepted the Union’s proclamations concerning
slavery. After ____ percent of the state’s voters in the 1860 presidential
election had taken the oath, the state could organize a new state
government. BUT…Lincoln was ____________ in April 1865; ________
___________ became President of the U.S.
• The South reacted to the end of the war with determination to retain their
way of life despite defeat by passing _________ __________ to replace their
slave codes and elected ____________ _______________ leaders to
Congress. In addition, Southern citizens and ____________ groups engaged
in violence against _____________.
• In March 1866, Congress passed the Civil Rights Act of
1866. The act gave citizenship to all persons born in the
United States, except Native Americans. It allowed African
Americans to own property and be treated equally in court.
It granted the U.S. government the right to sue people who
violated these rights.
• In response the South’s denial of rights, the Radical
Republicans in Congress, led by Representative Thaddeus
Stevens of Pennsylvania and Senator Charles Sumner of
Massachusetts, did not want to reconcile with the South.
They refused to admit Southern officials to Congress and
sent the _____ Amendment to the states for ratification
(due process/equal protection/citizenship).
• In March 1867, Congress passed the Congressional Reconstruction Plan
________________________________. This act did away with Johnson’s
reconstruction programs (too lenient). The act divided the former
Confederate states, except Tennessee because it had ratified the
Fourteenth Amendment, into five military districts. Each former
Confederate state had to hold another constitutional convention to write a
constitution Congress would accept. The constitution had to give the right
to vote to all adult male citizens. After the state ratified its new
constitution, it had to ratify the Fourteenth Amendment. Then the state
could elect people to Congress.
• The Republicans feared that President Johnson would refuse to enforce
the Military Reconstruction Act. Congress ___________ President Johnson
to ensure that as __________ ___ ________ he could not undermine its
efforts, and although he was NOT removed from office, his power was
curtailed and the __________ ______ was free to enforce the ____, ____.
and ____ amendments.
• By amending the _______________, Congress and the states
expanded __________ to protect the rights of freedmen.
• The 13th Amendment: ________ ____________ Recognition of this
amendment was required of southern states before they could
form new governments. However, the _______
__________illustrated Southerners were not willing to recognize
the rights of African Americans.
• The 14th Amendment: overturned _______ __________ by
recognizing citizenship of African Americans, upholding “_______
_________” before the laws and “_____ __________” of law.
• The 15th Amendment: all ______ citizens are guaranteed to right to
vote and cannot be denied based on “race, creed or previous
condition of servitude. This was issued, in part, to establish
__________ ______ in the South.
• __________ _______ stationed in the South attempted to ensure
that these rights were protected despite the terrorist tactics of the
____ _____ _____ and other vigilante groups.
Freedmen’s Bureau
• As a result of the refugee crisis, Congress established the___________
________. The Bureau was to feed and clothe war refugees in the South
using army surplus supplies. It also helped freedmen find work and
negotiated pay and hours worked on plantations.
• The Freedmen’s Bureau made a lasting contribution in education. The
Bureau provided _______, paid _________, and helped establish ______
for training African American teachers. One black college called the
__________ __________ was created by Booker T. _____________.
Others include Hampton University-1868, Morehouse – 1867, Spelman1881, and Howard-1867.
• Many freed African Americans served in the U.S. Cavalry after 1866; most
were stationed in the southwestern United States and were called “buffalo
soldiers.” Others became Exodusters and moved West to Kansas. MOST
stayed in the _________.
• African Americans in the South established_________, which served as
the center of many African American communities. African Americans
established thousands of other organizations to help and support each
other.
Republican Rule
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The 13th, 14th, and 15th Amendments were protected by the _____, and had a
___________ but significant impact on African Americans. As a result of the
______ Amendment, freedmen were able to exercise the right to vote and were
elected to state legislatures and Congress. In effect, the _____________ Party
ruled the South.
Many ______________ moved to the South and were elected or appointed to
positions in the state governments. Southerners referred to these Northerners as
_______________ because some brought suitcases made of carpet fabric and
viewed the Northerners as intruders who wanted to profit from the South’s
postwar troubles.
Southerners disliked ____________, as well,—white Southerners who worked with
the Republicans and supported Reconstruction.
The Republican Party became powerful in the South and started many major
reforms. The reforms included repealing the black codes, making many more state
offices elective, and establishing a system of public schools.
To pay for Republican reforms, many Southern state governments borrowed
money and imposed high property taxes.
Some Republicans in the South were corrupt. Graft, or getting money illegally
through politics, was common in both the South and the North.
Southern Resistance
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Thousands of formerly enslaved people took part in governing the South. They
were delegates to state conventions, local officials, and state and federal
legislators. Joseph Rainey became the first African American elected to the House
of Representatives. Hiram Revels became the first African American in the United
States Senate.
Many Southern whites resented African Americans and the “Black Republican”
governments. Some Southerners organized secret societies such as the ____ _____
______ whose goal was to drive out the Union troops and carpetbaggers and
regain control of the South for the Democratic Party.
B. Klan members terrorized supporters of the Republican governments.
Republicans and African Americans formed their own militia groups to fight back.
C. In 1870 and 1871, Congress passed three ____________ _____to end the
violence in the South. The first act made it a federal crime to interfere with a
citizen’s right to vote. The second act put federal elections under the supervision
of federal marshals. The third act made the activities of the Ku Klux Klan illegal.
Effect
Overall, African Americans made significant _____
and ______ progress DURING Reconstruction, but
little economic progress. The ________ _______
helped to negotiate pay and provided a system of
courts to protect the rights of freedman, and in
addition, the land was distributed temporarily
under the promise of “_____ ____ ____ _ _____”
but the land was returned to whites once they
received amnesty. This led to _____________
agreements and the crop lien system which left
many African Americans destitute and dependent
on whites.
Two steps forward, one step back…
• 3.4 Summarize the end of Reconstruction, including
the role of anti–African American factions and
competing national interests in undermining support
for Reconstruction; the impact of the removal of
federal protection for freedmen; and the impact of Jim
Crow laws and voter restrictions on African American
rights in the post-Reconstruction era.
• 3.5 Evaluate the varied responses of African Americans
to the restrictions imposed on them in the postReconstruction period, including the leadership and
strategies of Booker T. Washington, W.E.B. DuBois, and
Ida B. Wells-Barnett.
Redeemers
• **During Reconstruction, _democracy_ was expanded as
the federal government protected the rights of the
_freedmen__. HOWEVER, when the federal government
abandoned their role of protector, _democracy_ was
compromised and the rights of African Americans were
limited by __southern__ state governments.
• During Reconstruction, Anti-African American groups, such
as the _____, organized to intimidate black voters through
economic and _________ intimidation, including
lynchings_.
• White voters aimed to “_________” the South by replacing
__________ governments and placing them under control
of white Democrats. This will be known as the “________
_________” until the Civil Rights era.
End of Reconstruction
• Corruption of the Grant administration (President from 1868-1876),
economic depression in the North (Panic of 1873), interest in
western settlement, and economic growth replaced the nation’s
interest in Reconstruction.
• In addition, continuing violence convinced many in the North that
the South would not change
• The
of 1876 was the final blow to Reconstruction when the
of 1877 was made. The election was a dispute between the
candidates Hayes (R) and Tilden (D) in which neither candidate won
the electoral votes. The compromise included the removal of
federal troops in return for a Republican gaining the presidency
(Hayes).
• *In all, the advances/liberties gained during Reconstruction were
TEMPORARY and African Americans were left to fend for
themselves.
Post-Reconstruction 1877 (Jim Crow)
• After the end of Reconstruction, southern states
began to remove African-American rights that
were promised under the 14th and 15th
Amendments.
• *Segregation began and was upheld under the
Supreme Court’s “______ but _______” ruling of
_______ v _______ (1896). This ruling negated
the equal protection provisions of the 14th
Amendment and enacted ____ _____ laws.
(Legitimized discrimination and segregated by
law—de jure segregation).
Voting Rights
• The right to vote under the _____
Amendment was denied through __________
($), _______ tests, and the __________
clause. The grandfather clause assured that
poor, illiterate whites could still vote.
• By the end of the 19th century, African
Americans suffered under economic hardships
due to soil exhaustion, low cotton prices, and
discrimination in hiring from textile mills.
Leadership
• Due to the restrictions post-Reconstruction in
the Jim Crow era, African American leaders
emerged to fight for full citizenship rights.
Each varied in his/her response based on
individual background and audience.
Booker T. Washington
• Tuskegee Institute
• Promoted vocational
education; economic rights
before social and political
rights (one will eventually
lead to the other); Atlanta
Compromise speech
• Southerner African
Americans praised his
efforts, but Northern
African Americans criticized
his gradualism and
“accommodation”.
George Washington Carver
• Scientist, botanist,
educator, inventor
• Advocated alternative
crops to cotton
• Worked at Tuskegee
Institute
• 105 food recipes using
peanuts!
W.E.B. DuBois
• PhD from Harvard
• Opposed Washington’s
“accommodation” policy and
advocated for African Americans
to have any education that fits
personal talents (social and
political rights)
• “Talented Tenth” would bring full
civil rights and increased political
representation
• Co-founder of the NAACP
• Acceptable to African American
middle-class, less so to whites
• North faced de facto segregation
(practice) and South faced de jure
segregation by law.
Ida B. Wells-Barnett
• Teacher, newspaper writer
• Fired from teaching for
writing an article critiquing
segregated schools; friend
lynched in Memphis;
criticized by whites
• Began anti-lynching
campaign; worked against
segregation in Chicago
schools with Jane Addams
(Hull House); supported
women’s suffrage
• Objected to Washington’s
“accommodation”