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ssah16na.book Page 546 Tuesday, November 8, 2005 1:29 PM Section 1 SECTION 1 Step-by-Step Instruction 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. Objectives 1. Describe the postwar challenges that faced the nation. 2. Compare and contrast President Lincoln’s plan for Reconstruction with the plan proposed by Congress. 3. Identify the goals of the Freedmen’s Bureau. 4. Describe the immediate impact of Lincoln’s assassination. 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 ■ Main Idea President Lincoln and Congress did not agree about how to bring the Union back together. L2 L2 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. Reading Skill High-Use Words times, such as 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. voluntary, p. 547 resolve, p. 548 Key Terms and People Abraham Lincoln, p. 546 amnesty, p. 547 freedman, p. 548 John Wilkes Booth, p. 549 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. 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 Vocabulary Builder Identify Proposals In turbulent Lincoln’s Ten Percent Plan Abraham Lincoln wanted 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. Teaching Resources, Unit 5, Reading Readiness Guide, p. 79 ■ Prepare to Read Background Knowledge After four years of bitter war, the Union finally had won the Civil War. Even though the fighting had ended, the nation remained divided. In this section, you will read of early plans for rebuilding national unity after the war. 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. Set a Purpose Rebuilding 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. ssah16na.book Page 547 Tuesday, November 8, 2005 1:29 PM 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 Destruction in the South How did Lincoln’s plan for Reconstruction differ from that of the Radical Republicans in Congress? Vocabulary Builder High-Use Words Before teaching this section, preteach the High-Use Words voluntary and resolve, using the strategy on TE p. 545. Key Terms Following the instructions on p. 7, have students create a See It– Remember It chart for the key terms in this chapter. voluntary (VAHL ahn tair ee) adj. not forced; done of one’s own free will 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? L2 ■ 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.) 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 History Background Authors of the Wade-Davis Bill Benjamin Franklin Wade was a U.S. senator from Ohio (1851–1869). He was a strong abolitionist who had opposed the fugitive slave laws, the Kansas-Nebraska Act, and other proslavery measures. During the Civil War, he confronted Lincoln on the issue of how the war was being fought. Henry Winter Davis was a member of Congress from Maryland. During the Civil War, he opposed the governor of Maryland, who favored the South. A dynamic speaker, he continued to shape Radical Republican policies even after he was defeated and left Congress. 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 Section 1 547 ssah16na.book Page 548 Tuesday, November 8, 2005 1:29 PM The Freedmen’s Bureau Lincoln Is Murdered pp. 548–549 Instruction ■ The Freedmen’s Bureau provided education and economic help to freed slaves and poor whites. L2 Have students read The Freedmen’s Bureau and Lincoln Is Murdered. Remind them to look for details that support the main idea of each subsection. ■ 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. Teaching Resources, Unit 5, O Captain! My Captain!, p. 82 ■ Main Idea 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.) 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. 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. 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. ssah16na.book Page 549 Tuesday, November 8, 2005 1:29 PM Lincoln Is Murdered Main Idea 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. Abraham Lincoln’s assassination ended the chance of a lenient Reconstruction. 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 To further assess student understanding, use the Progress Monitoring Transparency. Progress Monitoring Transparencies, Chapter 16, Section 1 Reteach Vocabulary Builder 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. Interactive Reading and Notetaking Study Guide, Chapter 16, Section 1 (Adapted Version also available.) 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? L2 Teaching Resources, Section Quiz, Chapter 16, Section 1 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 Assess Progress Have students complete Check Your Progress. Administer the Section Quiz. Why did many people expect Johnson to take a hard line on Reconstruction? Section 1 Assess and Reteach 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 ssah16na.book Page 550 Tuesday, November 8, 2005 1:29 PM 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 11 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 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. ssah16na.book Page 551 Tuesday, November 8, 2005 1:29 PM " 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