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SECTION
Section
Step-by-Step Instruction
Bind Up the Nation’s Wounds
“ With malice toward none, with charity for all, with
firmness in the right as God gives us to see the right,
let us strive on to finish the work we are in, to bind
up the nation’s wounds, to care for him who shall
have borne the battle and for his widow and his
orphan—to do all which may achieve and cherish a
just and lasting peace . . . .
Review and Preview
Students have learned about the causes
and devastation of the Civil War. Now
they will focus on the problems of
reuniting the nation.
”
—Abraham Lincoln,
Second Inaugural Address, 1865
!
Section Focus Question
How did the government try to
solve key problems facing the
nation after the Civil War?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: The government developed a plan for Reconstruction and set up the
Freedmen’s Bureau to try to solve postwar
problems.)
Prepare to Read
Build Background
Knowledge
Set a Purpose
■
Rebuilding the Nation
Objectives
• Describe the postwar challenges that faced
the nation.
• Compare and contrast President Lincoln’s
plan for Reconstruction with the plan
proposed by Congress.
• Identify the goals of the Freedmen’s Bureau.
• Describe the immediate impact of Lincoln’s
assassination.
Reading Skill
Identify Proposals In turbulent times, such as
L2
Ask students to preview the section by
reading the headings and looking at the
images. Then have students predict what
they will be learning about in this section.
Use the Numbered Heads strategy (TE,
p. T24) to elicit responses.
L2
after the Civil War, people may have many different
ideas about how to move forward. They identify goals
to achieve and propose solutions to problems. For
example, each proposal made by a government
leader was intended to achieve a specific goal. As you
read Section 1, identify these proposals and goals.
Preparing for Reunion
As the Civil War ended, enormous problems faced the
nation, especially the South. Vast stretches of the South lay in
ruins. What provisions would be made for people who had
been freed from slavery? Homeless refugees—both African
American and white—needed food, shelter, and work. (For
more on conditions in the South after the Civil War, see the
Life at the Time feature at the end of this section.)
Somehow, though, Americans had to master their hard
feelings and bring the North and the South together again.
This process, known as Reconstruction, would occupy the
nation for years to come.
Lincoln’s Ten Percent Plan Abraham Lincoln wanted
Abraham Lincoln
amnesty
to make it easy for the southern states to rejoin the Union. His
goal was to bind up the wounds of war as quickly as possible.
In December 1863, Lincoln introduced what was called
the Ten Percent Plan. As soon as ten percent of a state’s
voters swore an oath of loyalty to the United States, the
voters could organize a new state government. That government would have to declare an end to slavery. Then, the
state could send members to Congress and take part in the
national government again.
freedman
John Wilkes Booth
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements True or False.
Have students discuss the statements in
pairs or groups of four, then mark their
worksheets again. Use the Numbered
Heads strategy (TE, p. T24) to call on
students to share their group’s perspectives. The students will return to these
worksheets later.
Why It Matters After four years of bitter fighting, the
Union had won the Civil War. Even so, problems remained
as Americans tried to find the best way to restore the union
and rebuild the nation.
Section Focus Question: How did the government try to
solve key problems facing the nation after the Civil War?
Key Terms and People
Teaching Resources, Unit 5,
Reading Readiness Guide, p. 79
■
546 Chapter 16 Reconstruction and the New South
Differentiated Instruction
L1 English Language Learners
L1 Less Proficient Readers
Comparing and Contrasting Have stu-
dents create a two-column chart comparing and contrasting Lincoln’s Ten Percent
Plan and the Wade-Davis Bill. Have them
list the similarities in one column and the
546 Chapter 16
As Civil War soldiers returned home, President
Lincoln hoped to swiftly heal the nation.
L1 Special Needs
differences in the other column. Then create a chart on the board and have all
students fill in their answers. Students
should then add any answers to their
charts that they may have missed.
Lincoln’s plan included amnesty for former Confederates who
took the loyalty oath. An amnesty is a group pardon. The offer of
amnesty did not apply to Confederate government leaders and top
military officers.
Identify Proposals
What did Lincoln propose
in his Ten Percent Plan?
Preparing for Reunion
The Wade-Davis Bill Six months later, Congress passed a
much stricter plan for Reconstruction called the Wade-Davis Bill.
Under that bill, 50 percent of voters would have to sign a loyalty
oath before a state could return to the Union. Moreover, anyone who
had voluntarily fought for the Confederacy would be barred from
voting for delegates to a convention to write a new state constitution.
The bill did not give them a right to vote. Lincoln would not sign the
Wade-Davis Bill, so it never became law.
Lincoln and his fellow Republicans hoped to see a strong Republican Party in the new South. Lincoln thought that his “soft,” or
lenient, Reconstruction policy would win support from influential
southerners. Supporters of a strict policy toward the South, known as
Radical Republicans, disagreed. They argued that only a strict
plan would keep the people who had led the South into secession
from regaining power and weakening the control of the Radical
Republicans.
Teach
p. 546
Instruction
■
Vocabulary Builder
L2
Vocabulary Builder Before teaching
voluntary (VAHL ahn tair ee)
adj. not forced; done of one’s
own free will
this section, preteach the High-Use
Words voluntary and resolve, using the
strategy on TE p. T21.
Destruction in the South
Key Terms Following the instructions
Parts of Richmond, capital of the
Confederacy, lay in ruins at war’s
end. Critical Thinking:
Interpret Photographs What
do you think would be the most
urgent need of the people of
Richmond?
on p. 7, have students create a See It–
Remember It chart for the key terms in
this chapter.
■
Read Preparing for Reunion with students using the Paragraph Shrinking
strategy (TE, p. T23).
■
Ask: What was the goal of Lincoln’s
plan for Reconstruction? (to bind the
wounds of war as quickly as possible)
■
Ask: What did the Wade-Davis Bill
propose? (Half of the voters in each state
had to swear loyalty to the Union; no Confederate volunteer could vote or hold office.)
■
Ask: What did the President and Congress each want to accomplish? (The
President hoped to win the loyalty of influential southerners to the Republican Party;
Congress wanted to prevent former Confederate leaders from regaining power.)
How did Lincoln’s plan for Reconstruction differ
from that of the Radical Republicans in Congress?
Independent Practice
Have students begin filling in the study
guide for this section.
Monitor Progress
As students fill in the Interactive Reading
and Notetaking Study Guide, circulate to
make sure individuals understand the
opposing plans for Reconstruction. Provide assistance as needed.
547
Use the information below to teach students this section’s high-use words.
High-Use Word
Definition and Sample Sentence
voluntary, p. 547
adj. not forced; done of one’s own free will
The state of Virginia’s ceding of western land to the U.S. government
was voluntary.
resolve, p. 548
v. to decide; to solve
The colonists resolved to fight the British.
Answers
Reading Skill A former Confederate state could rejoin the Union if 10 percent of its voters swore loyalty to the U.S.,
organized a state government, and
declared an end to slavery. He also offered
amnesty to all Confederates who swore a
loyalty oath, except top leaders.
Interpret Photographs to rebuild homes,
shops, and other buildings
His plan made it easier for
southerners to rejoin the Union and offered
amnesty to some former Confederates.
Chapter 16 547
The Freedmen’s Bureau
Lincoln Is Murdered
The Freedmen’s Bureau
It was urgent to deal with the needs of freedmen, enslaved
people who had been freed by the war, as well as other war refugees.
Congress created the Freedmen’s Bureau in March 1865. The
bureau’s first duty was to provide emergency relief to people
displaced by the war.
pp. 548–549
Instruction
■
L2
Have students read The Freedmen’s
Bureau and Lincoln Is Murdered.
Remind them to look for answers to the
Section Focus Question.
■
Ask: How do you know that education
was very important to newly freed
slaves? (They traveled long distances to
attend school.)
■
Assign the worksheet O Captain! My
Captain! Then lead a class discussion on
what the poet’s feelings were about Lincoln.
Education The Freedmen’s Bureau set up schools to teach
freedmen to read and write. So great was the hunger for education
that many African American communities started schools on their
own. To pay a teacher, people pooled their pennies and dollars.
Many teachers were northern white women, but a large number
were northern African American women. Edmonia Highgate, the
daughter of freed slaves, taught at a Freedmen’s Bureau school in
Louisiana. “The majority of my pupils come from plantations, three,
four and even eight miles distant,” she wrote. “So anxious are they to
learn that they walk these distances so early in the morning.”
Most southern states had lacked systems of public education
before the war. Now, public schools began to educate both blacks and
whites. The Freedmen’s Bureau helped to start schools at which
African Americans could extend their education. These schools gave
rise to such present-day institutions as Fisk University in Tennessee
and Hampton University in Virginia.
Teaching Resources, Unit 5, O
Captain! My Captain!, p. 82
■
Remind students that Andrew
Johnson became President under difficult circumstances. Ask: Do you think
Radical Republicans would support
President Johnson? (Yes, because they
thought he would take a hard line on Reconstruction.)
Vocabulary Builder
resolve (ree SAHLV) v. to decide; to
solve
Defending Freedmen The Freedmen’s Bureau helped freedmen
find jobs and resolved disputes between whites and blacks. Some people
tried to cheat the freedmen. The Freedmen’s Bureau set up its own courts
to deal with such disputes.
What was the Freedmen’s Bureau?
Independent Practice
Have students complete the study guide
for this section.
Monitor Progress
■
■
Check Notetaking Study Guide entries
for student understanding of the function of the Freedmen’s Bureau and the
effects of Lincoln’s assassination.
Tell students to fill in the last column of
the Reading Readiness Guide. Probe for
what they learned that confirms or
invalidates each statement.
Discovery School Video
This video summarizes the life and presidency of Abraham Lincoln.
Answers
It was a government agency
to provide emergency relief and to establish schools, particularly for freedmen.
Make Predictions Possible answer: It may
have delayed the start of Reconstruction
and dashed hopes for a lenient Reconstruction plan.
548 Chapter 16
Explore More Video
To learn more about Lincoln’s life and presidency,
view the video.
Assassinated!
Lincoln’s assassination set off an
intense hunt for the killer, John
Wilkes Booth. Critical Thinking:
Make Predictions What effect
do you think the assassination of
Lincoln would have on the nation?
548
Differentiated Instruction
L3 Gifted and Talented
L1 Less Proficient Readers
Analyzing Historical Poems Before you
assign the worksheet O Captain! My Captain!, assign a student with dramatic talent
to prepare in advance to read the poem
with appropriate delivery. The reading of
this poem with proper emphasis and
pauses will help less able readers and
auditory learners to comprehend its meaning more clearly.
Lincoln Is Murdered
Assess and Reteach
As the war drew to a close, President Lincoln hoped for a peaceful
Reconstruction. But Lincoln had no chance to put his plans into practice. He was shot dead on April 14, 1865, five days after Lee’s
surrender.
A Confederate sympathizer, John Wilkes Booth, slipped up
behind Lincoln while he and his wife were attending a play at the
Ford’s Theatre in Washington. Booth fired a single pistol shot into the
President’s head. Lincoln died a few hours later.
Booth was shot dead two weeks later after pursuers trapped him
in a barn and set it on fire. Eight people were convicted and four were
hanged for their parts in the plot to kill Lincoln.
News of Lincoln’s death shocked the nation. A special funeral
train carried Lincoln’s body back to Illinois for burial. In town after
town, vast crowds paid their last respects.
Lincoln’s successor was Vice President Andrew Johnson of
Tennessee. Johnson was a southern Democrat who had remained
loyal to the Union. Because Johnson had expressed bitterness toward
the Confederates, many expected him to take a strict approach to
Reconstruction.
Assess Progress
Teaching Resources, Section
Quiz, Chapter 16, p. 87
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies,
Chapter 16, Section 1
Reteach
Interactive Reading and
Notetaking Study Guide, Chapter 16,
Section 1 (Adapted Version also available.)
Looking Back and Ahead Many people feared the
effect of Lincoln’s assassination on the process of Reconstruction. In
the next section, you will learn how Reconstruction was affected by
tensions between Lincoln’s successor and members of Congress.
Check Your Progress
Comprehension
and Critical Thinking
1. (a) Recall How did the Civil War
affect the North? How did the
war affect the South?
(b) Contrast Why did the South
have greater difficulty than the
North in recovering from the Civil
War?
2. (a) Recall How did Lincoln’s
plan for Reconstruction differ
from the Wade-Davis Bill?
(b) Explain Problems What
problems do you see for reuniting
the nation in each plan?
Reading Skill
Extend
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mya-5121
Writing
3. Identify Proposals Reread the
paragraphs under the heading
“The Freedmen’s Bureau.” What
did the bureau propose to do to
help the freedmen?
Key Terms
Answer the following questions in
complete sentences that show your
understanding of the key terms.
4. What did former Confederates
have to do to get amnesty under
Lincoln’s plan to rebuild the
Union?
5. Who were the freedmen?
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
Why did many people expect Johnson to take a hard
line on Reconstruction?
Section 1
L2
Have students complete Check Your
Progress. Administer the Section Quiz.
6. Choose the best sentence to end
a research paper about Abraham
Lincoln. Explain your choice.
Sentences:
(a) Abraham Lincoln was humbly
born on February 12, 1809,
but he went on to be one of
our greatest Presidents.
(b) Because Abraham Lincoln did
not win a majority of the
votes cast, his presidency
turned out to be the nation’s
most turbulent period.
(c) His trials as President changed
Lincoln into the steady leader
who saved the Union in its
darkest hour.
L3
Have students read President Lincoln’s
Second Inaugural Address. Have them
write a paragraph explaining whether they
think Lincoln’s plan for Reconstruction
was in keeping with the ideas in his Second Inaugural Address. Have students
present their work to the class.
Exploring Primary Sources in U.S.
History CD-ROM, Lincoln’s Second
Inaugural Address
Progress Monitoring Online
Students may check their comprehension of this section by completing the
Progress Monitoring Online graphic
organizer and self-quiz.
Section 1 Rebuilding the Nation 549
Section
1 Check Your Progress
1. (a) The North had little destruction; the
South was in ruins.
(b) Because of the vast destruction, the
South had fewer resources to work with.
2. (a) Lincoln’s plan was more lenient. It
required that only 10 percent of voters
swear an oath of loyalty to the United
States and offered amnesty to Confederate fighters and supporters, except for
leaders. The Wade-Davis Bill required
50 percent of a state’s voters to swear
loyalty to the Union and denied political
rights to anyone who volunteered to
fight for the Confederacy.
(b) Lincoln’s plan might make it easier
for former Confederates to regain control of the state governments; Congress’s plan might cause resentment.
5. Possible answer: The freedmen were
enslaved people who had been freed as
a result of the Civil War.
6. Answers will vary, but should be well
supported. Students should indicate
that the answer would depend on the
focus of the research paper.
3. It tried to find them jobs.
Answer
4. Possible answer: In order to get amnesty
Johnson expressed bitterness toward the Confederates.
under Lincoln’s plan, they had to take
the loyalty oath to the U.S.
Chapter 16 Section 1 549
The South After
the Civil War
The South After the
Civil War
p. 550
Build Background
Knowledge
L2
Ask students to recall what they learned in
Chapter 15 about the Civil War battles.
Ask: Where did most of the battles take
place? (in the South) Using the Idea Wave
strategy (TE, p. T24), have students list
possible problems this might have caused
in the South.
Instruction
L2
■
Read the introduction aloud with students. Have students study the pictures
and have volunteers read the captions
aloud.
■
Ask: According to these pictures and
the picture on p. 547, what challenges
faced the South after the Civil War?
(Both whites and blacks had to find a way to
earn a living; schools had to be provided;
buildings and railroads had to be rebuilt.)
How do you think this level of devastation affected the region? (Possible
answer: It made economic recovery very
slow.)
■
The Civil War had a devastating impact on
the South. All southerners—rich and poor,
black and white—faced a long struggle to
rebuild their lives and their land.
Ask: What problems would the collapse of the banking system cause?
(Possible answer: It would be hard for people
to get loans to start businesses that would
provide employment.)
Monitor Progress
Ask students to work with a partner to
study the pictures on these pages and to
use what they have learned to write a new
caption for each picture. Monitor what
students have written.
Confederate battle flag
Destroyed plantation
"
Physical Destruction
Most of the fighting during the Civil
War took place in the South. Cities and
plantations lay in charred ruins. Two
thirds of the railroads were destroyed.
!
Wounded Soldiers
A quarter of a million Confederate
soldiers died in the war. Thousands
more were disabled by their wounds.
Returning Confederate veteran
550 Chapter 16 Reconstruction and the New South
Differentiated Instruction
L3 Gifted and Talented
Drawing a Poster Remind students that
the Freedmen’s Bureau helped freedmen
learn to read by setting up schools across
the South. Have students create a poster
advertising one of these new schools and
550 Chapter 16
encouraging freedmen to attend. Tell students that the poster should include several visuals and little, if any, text because
most of the former slaves could not read.
"
Freedmen
Freedmen’s school
For nearly 4 million freedmen, the end of the
Civil War was a time of both hope and fear.
They were no longer enslaved. But most had
no land, no jobs, and no education. The first
task was to teach them to read.
Teaching people to read
#
Financial Ruin
The economy of the South was ruined.
Confederate money was suddenly worthless. Many banks closed, and people lost
their life’s savings.
Confederate money
Analyze LIFE AT THE TIME
Take one of the following
roles: a wounded veteran; a
planter whose plantation has
been destroyed; a freedman.
Write a paragraph explaining
how you feel about the end
of the war and the possibilities
for the future.
Life at the Time 551
History Background
A Helping Hand Freed slaves and whites
who were left starving, injured, or homeless after the Civil War received help from
the Freedmen’s Bureau. From 1865 to 1869,
the Bureau distributed about 15 million
food rations to blacks and 5 million to
whites. By 1867, it had set up 45 hospitals.
Writing Rubric Share the rubric with the
students.
Score 1 Response has unsupported opinions, does not address topic.
Score 2 Response addresses some of the
issues, little support given.
Score 3 Response is thoughtful, support
given for opinions.
Score 4 Response is thorough, well-written, well-supported.
Answer
It also helped some freedmen settle on
abandoned lands. Once President Johnson
granted amnesty to former Confederates,
however, freedmen lost access to this land
and most were reduced to laboring for
others.
Analyze LIFE AT THE TIME
Students’ paragraphs should reflect what they have
learned from the chapter and this feature,
and display an understanding of what the
person’s perspective would probably be
based on how the person has been affected
by the war.
Chapter 16 551