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Transcript
1 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