Download Radical Reconstruction (cont.)

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Chapter Introduction
Section 1 Reconstruction Plans
Section 2 Radicals in Control
Section 3 The South During
Reconstruction
Section 4 Change in the South
Chapter Summary
Chapter Assessment
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to replay the audio.
Chapter Objectives
Section 1: Reconstruction Plans
• Compare Lincoln’s plan for Reconstruction
and the plan of the Radical Republicans. 
• Explain Andrew Johnson’s proposal for
handling Reconstruction.
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Chapter Objectives
Section 2: Radicals in Control
• Identify what some Southerners did to
deprive freed people of their rights, and
explain how Congress responded. 
• Cite the main features of Radical
Reconstruction.
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Chapter Objectives
Section 3: The South During
Reconstruction
• Identify what groups participated in the
South’s Reconstruction. 
• Explain how Southern life changed during
Reconstruction.
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Chapter Objectives
Section 4: Change in the South
• Cite the changes that occurred in the South
during the last years of Reconstruction. 
• Describe how African Americans were denied
their rights.
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Why It Matters
We had survived our worst war, but the end
of the Civil War left Americans to deal with a
set of pressing issues. The status of some
3.5 million former enslaved people had yet
to be decided. Nor had the terms by which
the former Confederate states would rejoin
the Union been decided. How Americans
would handle these issues would shape the
future of our country.
The Impact Today
Debate over the rightful power of the federal
government and the states continues to this
day. Americans continue to wrestle with the
problem of providing civil rights and equal
opportunity to all citizens.
Guide to Reading
Main Idea
Differences over how Reconstruction should be
carried out divided the government. 
Key Terms
• Reconstruction 
• radical 
• amnesty 
• freedmen
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Guide to Reading (cont.)
Reading Strategy
Taking Notes As you read the section, re-create
the diagram on page 500 of your textbook and
describe each of the Reconstruction plans. 
Read to Learn
• how the Reconstruction plans of Lincoln and
the Radical Republicans differed. 
• what President Johnson’s Reconstruction plans
were.
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Guide to Reading (cont.)
Section Theme
Groups and Institutions The South worked to
rebuild its economy and its institutions.
Lincoln’s second
Inaugural Address
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Reconstruction Debate
• Americans faced many difficult issues over
how Reconstruction, or rebuilding the
South, should be carried out. 
• Before the war was over, Lincoln
proposed in 1863 the Ten Percent Plan for
accepting Southern states back into the
Union. 
• When ten percent of the voters of a state
took an oath of loyalty to the Union, the
state could form a new government and
adopt a new constitution banning slavery.
(pages 500–502)
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Reconstruction Debate (cont.)
- Lincoln wanted Southerners who supported
the Union to take charge of the state
governments. 
- Lincoln offered amnesty to all white
Southerners who were willing to swear loyalty
to the Union, except Confederate leaders. 
- He supported giving educated African
Americans or those who served in the Union
army the right to vote. 
- Louisiana, Arkansas, and Tennessee
established governments under Lincoln’s plan
in 1864. 
- A struggle occurred when Congress refused to
(pages 500–502)
seat their representatives.
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Reconstruction Debate (cont.)
• A more radical plan proposed by Radical
Republicans called for a tougher approach
to Reconstruction. 
• The plan called for breaking up Southern
institutions. 
• Since the Radical Republicans controlled
Congress, they voted to deny seats to any
state reconstructed under Lincoln’s plan.
(pages 500–502)
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Reconstruction Debate (cont.)
• Congress developed its own harsh plan in
July 1864 by passing the Wade-Davis Bill. 
- A majority of white males had to swear
loyalty. 
- Only white males who swore they had never
fought against the Union could vote for
delegates to a state convention. 
- Former Confederates were denied the right
to hold public office. 
- If a new state constitution abolishing slavery
was adopted at a convention, then the state
could be readmitted to the Union.
(pages 500–502)
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Reconstruction Debate (cont.)
- Lincoln refused to sign the bill. 
- He knew, though, that he would have to
compromise with the Radical Republicans.
(pages 500–502)
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Reconstruction Debate (cont.)
• Another difficult issue of Reconstruction
was how to help freed African Americans.

• A new government agency, the
Freedmen’s Bureau, was established to
help former enslaved persons. 
• It distributed food and clothing, provided
medical services, and established schools
staffed mostly by teachers from the North.
(pages 500–502)
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Reconstruction Debate (cont.)
• It helped African Americans buy land and
get jobs and receive fair wages. 
• It also gave aid to new African
American higher institutions of learning,
such as Atlanta University, Howard
University, and Fisk University.
(pages 500–502)
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Reconstruction Debate (cont.)
Why were several Reconstruction plans
proposed for allowing Southern states back into
the Union?
Lincoln wanted a mild plan to get the states back
together, but Congress wanted more stringent
guidelines. Lincoln wanted to encourage
Southerners who supported the Union to take
charge of the state governments. Congress did
not want the president to control how states
should be reconstructed, but wanted to control
Reconstruction themselves, so debate followed.
(pages 500–502)
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Lincoln Assassinated!
• The country mourned the death of a man
who saved the Union and helped African
Americans win freedom. 
• On the evening of April 14, 1865,
President Lincoln was shot while
attending a play at the Ford’s Theater
in Washington, D.C. 
• His assassin, John Wilkes Booth, entered
the box Lincoln was sitting in, shot him in
the back of the head, and escaped. 
• Lincoln died a few hours later at the home
of a nearby tailor.
(pages 502–503)
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Lincoln Assassinated! (cont.)
• Vice President Andrew Johnson became
the president. 
• As a former senator, he was the only
Southern senator to support the Union. 
• He called his plan for the South
“Restoration.” 
- Most Southerners would be granted amnesty
once they swore an oath of loyalty to the Union.
(pages 502–503)
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Lincoln Assassinated! (cont.)
- High-ranking Confederate officials and
wealthy landowners could only be pardoned
by applying personally to the president. 
- This was his way of attacking the wealthy
leaders who he thought tricked Southerners
into seceding. 
- The president would appoint governors and
require them to hold elections for state
constitutional conventions. 
- Only whites that swore their loyalty and had
been pardoned would be allowed to vote.
(pages 502–503)
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Lincoln Assassinated! (cont.)
- Before a state could reenter the Union, its
constitutional convention had to denounce
secession and abolish slavery. 
- States had to ratify the Thirteenth Amendment
passed in January 1865 that abolished slavery.

• By the end of 1865, Johnson declared
Restoration was almost complete
because all the former Confederate
states, except Texas, had established new
governments and were ready to rejoin the
Union.
(pages 502–503)
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Lincoln Assassinated! (cont.)
Johnson believed in giving the states control over
many decisions, and he had no desire to help
African Americans. How did his restoration plan
show these beliefs?
His plan called for state governors to hold
elections for constitutional conventions. He gave
the vote to only whites who swore their loyalty to
the Union, leaving out African Americans. He
believed that each state should decide what to
do about freed people, so he did not specify any
guidelines.
(pages 502–503)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. the granting of pardon to a
large number of persons;
protection from prosecution
for an illegal act
A. Reconstruction
B. amnesty
C. radical
D. freedmen
__
A 2. the reorganization and
rebuilding of the former
Confederate states after the Civil War
__
C 3. extreme; referring to one who favors making
extreme changes to the government or society,
such as the New Left
__
D 4. persons freed from slavery
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Checking for Understanding
Reviewing Facts What did the Thirteenth
Amendment provide?
The Thirteenth Amendment provided
freedom from slavery throughout the
United States.
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Reviewing Themes
Groups and Institutions Why do you
think both Lincoln and the Radical
Republicans excluded former Confederate
officers from their Reconstruction plans?
They wanted to punish former Confederates
as traitors.
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Critical Thinking
Drawing Conclusions Do you think
President Johnson’s early ties to the South
influenced his treatment of African
Americans in his Reconstruction plans?
Explain your answer.
Analyzing Visuals
Picturing History Study the painting on
page 501 of your textbook. What words
would you use to describe the mood of the
people?
The people in the painting look sad,
dejected, hopeless, gloomy, and depressed.
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Math Use the Statistical Abstract of the United
States or another reference book to find
information on the percentages of African
American students enrolled in schools in 1860,
1870, and 1880. Use this information to create
a bar graph.
Guide to Reading
Main Idea
Radical Republicans were able to put their
version of Reconstruction into action. 
Key Terms
• black codes 
• override 
• impeach
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Guide to Reading (cont.)
Reading Strategy
Organizing Information As you read the section,
re-create the diagram on page 504 of your
textbook and provide information about
impeachment. 
Read to Learn
• what some Southerners did to deprive freed
people of their rights. 
• what the main features of Radical
Reconstruction were.
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Guide to Reading (cont.)
Section Theme
Civic Rights and Responsibilities Southern
states created new governments and elected new
representatives.
Ku Klux Klan flag
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African Americans’ Rights
• The new Southern states passed a series
of laws in 1865 and early 1866 called
black codes. 
• These laws reestablished slavery in
disguise. 
• They deprived freed people of their rights
and enabled plantation owners to exploit
African American workers. 
- Some laws allowed local officials to arrest and
fine unemployed African Americans and make
them work for white employers to pay off their
fines.
(pages 504–506)
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African Americans’ Rights (cont.)
- Other laws banned African Americans from
owning or renting farms. 
- One law allowed whites to take orphaned
African American children as unpaid
apprentices. 
• Congress challenged the black codes. 
• It extended the life of the Freedmen’s
Bureau in 1866 and granted it the power
to set up special courts to prosecute
people charged with violating the rights
of African Americans.
(pages 504–506)
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African Americans’ Rights (cont.)
• It also passed the Civil Rights Act of
1866, giving full citizenship to African
Americans, and gave the federal
government the right to intervene in
state affairs to protect them. 
• It overturned black codes and
contradicted the 1857 Supreme Court
Dred Scott decision saying that African
Americans were not citizens.
(pages 504–506)
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African Americans’ Rights (cont.)
• Johnson vetoed both bills. 
• However, Republicans were able to
override both vetoes and the bills
became law. 
• This split between the president and
the Radical Republicans led Congress
to draft a new Reconstruction plan.
(pages 504–506)
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African Americans’ Rights (cont.)
• In June 1866 Congress passed the
Fourteenth Amendment to the Constitution
granting full citizenship to all individuals
born in the United States. 
• The amendment also says that no state
can take away a citizen’s life, liberty, and
property “without due process of law.”
Every citizen was also entitled to “equal
protection of the laws.” 
- It did not include voting rights for African
Americans. 
- It also barred certain former Confederates from
holding national or state office unless pardoned
(pages 504–506)
by a two-thirds vote of Congress.
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African Americans’ Rights (cont.)
• Congress declared that Southern states
must ratify the amendment in order to be
readmitted to the Union. 
• Because Tennessee was the only state
to ratify early, adoption of the amendment
was delayed until 1868 when the other
ten states finally ratified it.
(pages 504–506)
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African Americans’ Rights (cont.)
• Republicans won victories in the
congressional elections of 1866. 
• They increased their majorities in both
houses and gained control of every
Northern state government.
(pages 504–506)
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African Americans’ Rights (cont.)
Why did the Radical Republicans think Johnson’s
Reconstruction plans were not strong enough and what
actions did they take?
They wanted to protect the freedom of African Americans,
and Johnson’s plan offered no way to do this. Because the
states were allowed to decide what to do about freed people
under Johnson’s plan, Southern states passed black codes,
which were an extension of slavery. The Radical
Republicans challenged the black codes and overrode the
presidential vetoes both on the Civil Rights Act of 1866 and
on extending the life and powers of the Freedmen’s Bureau.
They also wanted to be sure that African Americans would
not lose any rights of the Civil Rights Act, so they passed the
Fourteenth Amendment.
(pages 504–506)
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Radical Reconstruction
• Radical Reconstruction was the period
that began when Congress passed the
Reconstruction Acts. 
• The First Reconstruction Act, passed on
March 2, 1867, called for the creation of
new governments in the ten Southern
states that had not ratified the Fourteenth
Amendment. 
• Tennessee was quickly readmitted to the
Union because it had ratified the
amendment.
(pages 506–508)
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Radical Reconstruction (cont.)
- The ten states were divided into five military
districts under the command of military
officers. 
- African American males were guaranteed the
right to vote in state elections. 
- Former Confederate leaders could not hold
political office. 
- To be readmitted, each state had to ratify the
Fourteenth Amendment and submit its new
state constitution to Congress.
(pages 506–508)
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Radical Reconstruction (cont.)
• The Second Reconstruction Act was
passed a few weeks later. 
• It required military commanders to begin
registering voters and to prepare for new
state constitutional conventions.
(pages 506–508)
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Radical Reconstruction (cont.)
• By 1868 seven Southern states had
established new governments and met
the conditions for readmission. 
• They were Alabama, Arkansas, Georgia,
Florida, Louisiana, North Carolina, and
South Carolina. 
• By 1870 the final three states restored to
the Union were Mississippi, Virginia, and
Texas.
(pages 506–508)
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Radical Reconstruction (cont.)
• The rift between Congress and President
Johnson grew wider. 
• Congress passed the Tenure of Office
Act in March 1867 to limit the
president’s power. 
• It prohibited him from removing
government officials without the
Senate’s approval.
(pages 506–508)
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Radical Reconstruction (cont.)
• When Congress was not in session in
August 1867, Johnson suspended his
secretary of war, Edwin Stanton. 
• When the Senate met again and
refused to approve this act, Johnson
fired Stanton. 
• Johnson also appointed as
commanders of Southern military
districts some generals whom the
Radicals opposed.
(pages 506–508)
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Radical Reconstruction (cont.)
• Because of Johnson’s actions, the House
voted to impeach him. 
• The case went to the Senate for a trial
that lasted almost three months. 
- His defenders said he was exercising his
right to challenge laws he thought
unconstitutional. 
- They said the impeachment was politically
motivated and that Congress was trying to
remove him from office without accusing
him of a crime.
(pages 506–508)
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Radical Reconstruction (cont.)
- His accusers argued that Congress should
retain the power to make laws. 
- A senator from Massachusetts said that
Johnson had turned “the veto power into a
remedy for ill-considered legislation . . . into a
weapon of offense against Congress.” 
- The Senate vote was one vote short of the twothirds majority needed to convict, so Johnson
remained in office until March 1869.
(pages 506–508)
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Radical Reconstruction (cont.)
• The 1868 presidential election was a vote
on Reconstruction. 
• Most states had rejoined the Union by the
election. 
• Americans chose Republican and former
Northern general Ulysses S. Grant as
their new president.
(pages 506–508)
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Radical Reconstruction (cont.)
• Another major piece of Reconstruction
legislation was the Fifteenth Amendment.

• It prohibited the state and federal
governments from denying the right to
vote to any male citizen because of race,
color, or previous condition of servitude. 
• It became law in February 1870. 
• The Republicans thought that the power
of the vote would allow African Americans
to protect themselves.
(pages 506–508)
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Radical Reconstruction (cont.)
Why did the Reconstruction Acts require the
states to ratify the Fourteenth Amendment
and submit their new state constitutions to
Congress?
Congress wanted to be sure that African
Americans would maintain their recently won
freedom from the Fourteenth Amendment,
so the states needed to ratify it. Congress
wanted the state constitutions to meet its
requirements, so the states had to submit
them to Congress for approval.
(pages 506–508)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A 1. laws passed in the South
just after the Civil War
aimed at controlling
freedmen and enabling
plantation owners to exploit
African American workers
__
B 2. to overturn or defeat, as a
bill proposed in Congress
__
C 3. to formally charge a public
official with misconduct in
office
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A. black codes
B. override
C. impeach
Checking for Understanding
Reviewing Facts Discuss two ways
Southerners violated Lincoln’s plan for
Reconstruction.
Former Confederate officials were chosen
for Congress, and treatment of African
Americans did not improve.
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Reviewing Themes
Civic Rights and Responsibilities How
did Congress challenge the black codes set
up by Southern states?
It granted power to the Freedmen’s Bureau
to prosecute those who violated rights of
African Americans, and passed the Civil
Rights Act of 1866.
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Critical Thinking
Drawing Conclusions If you had been a
member of the Senate, would you have
voted for or against convicting President
Johnson? Why?
Analyzing Visuals
Geography Skills Examine the map that
appears on page 507 of your textbook;
then answer these questions. What are the
geographic divisions of the South shown
on the map? Which military district was
composed of only one state? Which states
made up the Third District?
The geographic divisions are the five
Southern districts controlled by the military
during Reconstruction. The Virginia district
was composed of only one state. Florida,
Georgia, and Alabama made up the Third
District.
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Expository Writing Write a one-page essay in
which you argue for or argue against the Radical
Republicans’ plan for Reconstruction.
Guide to Reading
Main Idea
After the Civil War the South had to rebuild not
only its farms and roads, but its social and
political structures as well. 
Key Terms
• scalawag 
• integrate 
• carpetbagger 
• sharecropping
• corruption 
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Guide to Reading (cont.)
Reading Strategy
Organizing Information As you read the section,
re-create the diagram on page 509 of your
textbook and describe improvements in the South
in the field of education. 
Read to Learn
• what groups participated in Reconstruction in
the South. 
• how Southern life changed during
Reconstruction.
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Guide to Reading (cont.)
Section Theme
Continuity and Change The Republican Party
dominated Southern politics during
Reconstruction.
Mississippi Senator
Hiram Revels
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New Groups Take Charge
• The Republican Party consisted of three
main groups that dominated Southern
politics: African Americans, white
Southerners who supported Republican
policies, and white settlers from the North
who moved to the South. 
- African Americans held important positions
but did not control the government of any
state. 
- Between 1869 and 1880, sixteen African
Americans served in the House and two in
the Senate.
(pages 509–511)
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New Groups Take Charge (cont.)
- Hiram Revels was elected to the Senate from
Mississippi in 1870 and served one year. 
- Blanche K. Bruce was the other senator, also
from Mississippi, who was elected in 1874
and served six years. 
- The Confederates called some Southern
whites who had opposed secession and were
nonslaveholding farmers or business leaders
scalawags or scoundrels. 
- They hated them for siding with the
Republicans.
(pages 509–511)
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New Groups Take Charge (cont.)
- Many Northern whites who moved to the South
and supported the Republicans were called
carpetbaggers by their critics. 
- They got the name because they carried
suitcases made of carpet fabric with all their
belongings. 
- Others were reformers who wanted to help
reshape Southern society.
(pages 509–511)
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New Groups Take Charge (cont.)
• Most white Southerners opposed efforts to
expand the rights of African Americans. 
• Plantation owners still tried to keep control
of the freed people. 
• They kept them on the plantations and
refused to rent land to them. 
• Store owners refused them credit, and
employers refused them work.
(pages 509–511)
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New Groups Take Charge (cont.)
• During Reconstruction secret societies
committed violence against African
Americans and white supporters of African
Americans. 
• The Ku Klux Klan, formed in 1866, killed
them and burned their homes, churches,
and schools. 
• The Klan’s supporters were Southerners,
especially planters and Democrats who
wanted to reestablish white supremacy
and saw violence as a way to attack
Republicans.
(pages 509–511)
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New Groups Take Charge (cont.)
• Southerners opposed to violence and
terrorism appealed to the federal
government. 
• In 1870 and 1871, Congress passed
several laws without too much success. 
• Some arrests were made, but most white
Southerners would not testify against
these people.
(pages 509–511)
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New Groups Take Charge (cont.)
Why do you think most white Southerners
opposed expanding the rights of African
Americans?
Plantation owners still needed laborers, so they
wanted to keep the freed African Americans
from leaving; some white Southerners were
afraid of losing their jobs to freed people; and
some were white supremacists, who believed
that whites should control the South. Many were
unable to think of African Americans as free or
possessing any rights.
(pages 509–511)
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Some Improvements
• Reconstruction brought important
changes, especially in education. 
• African Americans created their own
schools in some regions. 
• The Freedmen’s Bureau and private
charities spread the value of education. 
• Free African Americans from the North
and Northern women taught in the
schools. 
• By 1870 about 4,000 schools existed and
more than half the teachers were African
Americans.
(pages 511–512)
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Some Improvements (cont.)
• Public school systems for both races were
created in the 1870s. 
• Generally whites and African Americans
attended different schools. 
• More than 50 percent of white children
and about 40 percent of African
Americans went to public schools within
a few years.
(pages 511–512)
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Some Improvements (cont.)
• The other major change occurred in
farming. 
• Most African Americans were not able
to buy their own land. 
• Instead, they rented a plot of land from
a landowner along with a shack, some
seed, and tools. 
• They became sharecroppers.
(pages 511–512)
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Some Improvements (cont.)
• Sharecropping was not much better than
slavery for many because in return for the
use of the land, the sharecroppers had to
pay the landowner by giving him a share of
the crops they grew. 
• Barely anything was left for their families,
and they rarely had enough to sell and to
make any money.
(pages 511–512)
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Some Improvements (cont.)
What were the positive and negative effects of
some improvements brought by Reconstruction?
Education improved for both races, but schools
were generally segregated. African Americans
were able to rent land and become
sharecroppers, although they would have
preferred owning their own land as well as
making some money from the crops they grew.
Instead, they had to give the landowner a share
of their crops, which left very little for them.
(pages 511–512)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
E 1. system of farming in which
a farmer works land for an
owner who provides
equipment and seeds and
receives a share of the crop
A. scalawag
__
B 2. name given to Northern
whites who moved South
after the Civil War and
supported the Republicans
E. sharecropping
B. carpetbagger
C. corruption
D. integrate
__
A 3. name given by former Confederates to Southern
whites who supported Republican
Reconstruction of the South
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
D 4. to end separation of
different races and bring
into equal membership
in society
A. scalawag
__
C 5. dishonest or illegal
actions
D. integrate
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B. carpetbagger
C. corruption
E. sharecropping
Checking for Understanding
Reviewing Facts How did some
Southerners try to maintain control
over freed people?
Some told freed slaves they could not
leave their plantations; many refused to
rent land to African Americans or give them
work; stores refused credit; some whites
resorted to violence and intimidation.
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Reviewing Themes
Continuity and Change How did the state
governments under Reconstruction reform
education?
They created public school systems for
both races.
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Critical Thinking
Drawing Conclusions Why was voting
and owning land so important to newly
freed African Americans?
Voting gave them a voice in government
and made them fully participating
citizens; owning land gave them
economic independence.
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Analyzing Visuals
Picturing History Study the picture on
page 512 of your textbook. Write a
paragraph that explains who the people
are and why reading is important to them.
Reading Bring newspapers to class and search
for stories that show groups of people struggling
for their rights throughout the world. After reading
the articles aloud in class, post the items on the
bulletin board with the heading “Let Freedom
Ring.”
Guide to Reading
Main Idea
Democrats steadily regained control of
Southern governments as support for Radical
Reconstruction policies decreased. 
Key Terms
• reconciliation 
• commission 
• cash crop 
• poll tax 
• grandfather
clause 
• segregation 
• lynching
• literacy test 
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Guide to Reading (cont.)
Reading Strategy
Comparing As you read the section, re-create
the diagram on page 513 of your textbook and list
the advantages and disadvantages of an
agricultural economy. 
Read to Learn
• what changes occurred in the South during the
last years of Reconstruction. 
• how African Americans were denied their
rights.
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Guide to Reading (cont.)
Section Theme
Continuity and Change The Democratic Party
began to regain control of Southern politics.
Struggle for the Speaker’s
chair in a Southern
statehouse, 1875
Click the Speaker button
to replay the audio.
Reconstruction Declines
• As Southern Democrats began to regain
political and economic control in the South,
support for Radical Reconstruction policies
decreased. 
• Many Northerners also began believing in
the end of Reconstruction. 
• They thought it was holding back
Southern economic expansion.
(pages 513–515)
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Reconstruction Declines (cont.)
• Grant was reelected in the 1872
presidential election despite division in
the Republican Party. 
• Reports of corruption in Grant’s
administration and in Reconstruction
programs caused a group of
Republicans to form the Liberal
Republicans. 
• They nominated Horace Greeley. 
• Although Greeley also had the support
of many Democrats, Grant won.
(pages 513–515)
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Reconstruction Declines (cont.)
• Congress passed the Amnesty Act in May
1872 that pardoned most former
Confederates. 
• This caused the political balance in the
South to change and allowed Democrats
to regain power. 
• During the 1872 election, Liberal
Republicans called for expanded amnesty
for white Southerners.
(pages 513–515)
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Reconstruction Declines (cont.)
• Democrats regained control of state
governments in Virginia and North
Carolina. 
• The Ku Klux Klan and other violent groups
terrorized Republican voters, thus helping
Democrats take power. 
• The Democrats used threats to pressure
white Republicans to become Democrats. 
• They also used violence to persuade
African Americans not to vote. 
• By 1876 Florida, South Carolina, and
Louisiana were the only Southern states
(pages 513–515)
to remain Republican.
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Reconstruction Declines (cont.)
• Scandals and corruption charges
weakened the Republican Party. 
• The nation was also in an economic
depression. Blame fell on the
Republicans. 
• In the 1874 congressional elections, the
Democrats won control of a part of the
federal government. 
• They gained Senate seats and won control
of the House. 
• This weakened Congress’s commitment to
Reconstruction and to protecting the rights
of newly freed African Americans. (pages 513–515)
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Reconstruction Declines (cont.)
How did Southern Democrats win back control in the
South?
Support for Radical Reconstruction policies
decreased. The Amnesty Act in 1872 pardoned most
former Confederates so that nearly all white
Southerners could vote and hold office again. Violent
groups such as the Ku Klux Klan terrorized
Republican and African American voters. Democrats
threatened white Republicans into becoming
Democrats and persuaded African Americans not to
vote. Scandals weakened the Republican Party. For
all these reasons, the Democrats were able to regain
(pages 513–515)
control in the South.
Click the mouse button or press the
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The End of Reconstruction
• The disputed election of 1876 confirmed
the Republican candidate Rutherford B.
Hayes the winner four months after the
election. 
• Samuel Tilden, the Democrat, appeared
the winner, but disputed returns from
Florida, Louisiana, and South Carolina
changed the result. 
• A special commission was appointed to
resolve the election.
(pages 515–517)
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The End of Reconstruction (cont.)
• It awarded all 20 disputed electoral votes
to Hayes, giving him the required majority
for victory. 
• Congress confirmed the commission’s
findings, so Hayes became president
although he had fewer popular votes than
Tilden did.
(pages 515–517)
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The End of Reconstruction (cont.)
• Congressional leaders made a deal to
settle the election. 
• This was the Compromise of 1877. 
• It said that the new government would
give more aid to the South and withdraw
all remaining troops while the Democrats
promised to maintain the rights of African
Americans.
(pages 515–517)
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The End of Reconstruction (cont.)
• Hayes sent a clear message in his
Inaugural Address that Reconstruction was
over. 
• The federal government would no longer
attempt to reshape Southern society or
help African Americans.
(pages 515–517)
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The End of Reconstruction (cont.)
What caused Reconstruction to end?
The effects of the Compromise of 1877
caused Reconstruction to end. The
federal government would no longer
reshape Southern society. Hayes stated
that the South needed to restore “wise,
honest, and peaceful self-government.”
(pages 515–517)
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Change in the South
• By the 1880s the country saw the rise of
the “New South.” 
• Industry developed based on the region’s
resources of cotton, tobacco, lumber,
coal, iron, and steel. 
- The textile industry advanced. 
- Instead of shipping cotton to the North and
Europe, the South built its own textile mills. 
- The tobacco industry grew. James Duke’s
company, Duke’s American Tobacco Company,
eventually controlled almost all tobacco
manufacturing in the nation.
(pages 517–518)
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Change in the South (cont.)
- The iron and steel industry also grew. 
- Alabama had deposits of iron ore. 
- By 1890 Southern mills produced nearly 20
percent of the nation’s iron and steel.
(pages 517–518)
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Change in the South (cont.)
• The following factors helped this growth: 
- a cheap and reliable workforce of people who
worked long hours for low pay 
- the railroad rebuilding of destroyed track
caused a railroad boom; between 1880 and
1890, the miles of track doubled
(pages 517–518)
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Change in the South (cont.)
• A new ruling party, the Democrats, took
over. 
• Many of these people were merchants,
bankers, industrialists, and other business
leaders who supported economic
development and opposed Northern
interference. 
• They were conservatives. 
• They called themselves “Redeemers”
because they saved themselves from
Republican rule.
(pages 517–518)
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Change in the South (cont.)
• Policies included lower taxes, less public
spending, and reduced government
services. 
• Many social services that had started
during Reconstruction were cut or
eliminated, including public education.
(pages 517–518)
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Change in the South (cont.)
• The South still remained primarily a rural
economy even as it developed some
industry. 
• It sank deeper into poverty and debt as
time went on. 
- Some plantations, although not many, were
broken up. 
- When divided, the land was used for
sharecropping and tenant farming, which
were not profitable.
(pages 517–518)
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Change in the South (cont.)
- Reliance on sharecropping and cash crops,
or crops that could be sold for money,
hampered the development of a more
modern agricultural economy. 
- An oversupply of the biggest cash crop,
cotton, forced prices down. 
- With less money, farmers had to buy on credit
and pay high prices for their food
and supplies. 
- Thus, their debt increased.
(pages 517–518)
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Change in the South (cont.)
How did the South sink into debt?
The South was mainly a rural economy.
Sharecropping and tenant farming were
not profitable. The reliance on a single
cash crop was risky. If there was an
oversupply of that crop, the price
dropped. Farmers had less money to buy
the food and supplies they needed and
were forced to buy on credit. This
increased their debt.
(pages 517–518)
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A Divided Society
• Reconstruction was a success and a
failure. 
• It helped the South recover and begin
rebuilding. 
• However, the South remained a rural
economy that was very poor. 
• African Americans did not have true
freedom because the South created a
segregated society, separating them
from whites.
(pages 519–520)
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A Divided Society (cont.)
• Southern states imposed voting
restrictions even though the Fifteenth
Amendment prohibited any state from
denying the right to vote because of race. 
- Many states required people to pay a poll tax
before voting. 
- Because many African Americans and poor
whites could not afford to pay the tax, they
could not vote. 
- Many states required prospective voters to also
take a literacy test. 
- Because African Americans had little education,
they could not pass the test and therefore could
(pages 519–520)
not vote.
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A Divided Society (cont.)
- Some states passed a grandfather clause to
enable some whites who may not have been
able to pass the test to be able to vote. 
- The law said that if their fathers or grandfathers
had voted before Reconstruction, they were
also allowed to vote. 
- African Americans were excluded because they
did not gain the right to vote until 1867.
(pages 519–520)
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A Divided Society (cont.)
• The South became a segregated society. 
• Many states passed Jim Crow laws, which
were laws that required African Americans
and whites to be separated in almost every
public place and facility. 
• The facilities were separate but not equal. 
• Southern states spent more money on
schools and facilities for whites than for
African Americans. 
• This segregation lasted for more than 50
years.
(pages 519–520)
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A Divided Society (cont.)
• Violence against African Americans
increased. 
• Threats of violence and the voting laws
caused African American voting to drop. 
• Mob lynching, or killing African
Americans by hanging, increased. 
• If African Americans were suspected of
committing crimes or did not behave as
whites expected them to, they were
lynched.
(pages 519–520)
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A Divided Society (cont.)
What caused the South to become a segregated
society?
Southern states adopted unconstitutional Jim
Crow laws that separated African American and
white public places and facilities. Those for
African Americans were inferior and not equal to
those for whites. These states also allowed
more money to be spent on white schools than
on African American schools. Voting restrictions
such as the poll tax and the literacy test kept
African Americans from voting and exercising
their rights as free Americans.
(pages 519–520)
Click the mouse button or press the
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. a group of persons directed
to perform some duty
A. lynching
B. commission
__
D 2. a tax of a fixed amount per
C. cash crop
person that had to be paid
before the person could vote D. poll tax
__
A 3. putting to death a person by E. literacy test
the illegal action of a mob
__
E 4. a method used to prevent African Americans from
voting by requiring prospective voters to read and
write at a specified level
__
C 5. farm crop raised to be sold for money
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Checking for Understanding
Reviewing Facts Why was the presidential
election of 1876 controversial?
The returns from three states were
disputed, which left the electoral count
in doubt months after the election. The
decision of a 15-member commission
set up to settle the dispute was
considered partisan.
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Reviewing Themes
Continuity and Change In what industries
did the South make great gains after
Reconstruction?
The South made great gains in the textile,
lumbering, tobacco processing, iron, and
steel industries.
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Critical Thinking
Determining Cause and Effect Explain
how the Amnesty Act helped the Democratic
Party regain its strength.
It allowed nearly all white Southerners
to vote and hold office again; Southern
Democrats gradually began to regain
control of the state governments.
Click the mouse button or press the
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Analyzing Visuals
Study the election map on page 515 of
your textbook. Which candidate received
the greater number of popular votes? Who
won the election?
Tilden received the greater number of
popular votes, but Hayes won the election.
Click the mouse button or press the
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Government Research to find out how many
African Americans hold seats in Congress today.
Make a list of their names and states of
residence. Be sure to include members of both
the House of Representatives and the Senate.
Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A 1. the granting of pardon to a
large number of persons;
protection from prosecution
for an illegal act
A. amnesty
B. black codes
C. poll tax
D. freedmen
__
C 2. a tax of a fixed amount per
person that had to be paid
E. impeach
before the person could vote
F. segregation
__
D 3. persons freed from slavery
__
B 4. laws passed in the South just after the Civil War
aimed at controlling freedmen and enabling
plantation owners to exploit African American
workers
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
F 5. the separation or isolation
of a race, class, or group
A. amnesty
__
E 6. to formally charge a public
official with misconduct in
office
C. poll tax
B. black codes
D. freedmen
E. impeach
F. segregation
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Reviewing Key Facts
Who succeeded Lincoln as president?
Andrew Johnson succeeded Lincoln as
president.
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Reviewing Key Facts
How was the Fourteenth Amendment
supposed to help African Americans?
It granted full citizenship to all individuals
born in the United States and prohibited
states from denying citizens constitutional
privileges without “due process of law.”
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Reviewing Key Facts
What verdict did the Senate reach in the trial
of President Johnson?
It did not have the votes to convict him and
remove him from office. He was found not
guilty.
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Reviewing Key Facts
What right does the Fifteenth Amendment
protect?
It protected the right to vote for African
Americans.
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Reviewing Key Facts
What tactic did the Ku Klux Klan use to
influence elections in the South?
It terrorized African Americans and other
Republican voters to keep them from
casting their votes.
Click the mouse button or press the
Space Bar to display the answer.
Critical Thinking
Analyzing Themes: Civic Rights and
Responsibilities How did the black codes
deny rights?
They restricted the rights of freedmen and
allowed plantation owners to continue to
exploit African American laborers.
Click the mouse button or press the
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Critical Thinking
Analyzing Themes: Economic Factors
Why did growing cotton after the Civil War
send many Southern farmers into debt?
Farmers bought food and supplies on credit.
Farmers grew more cotton as a cash crop,
which forced prices down and plunged
farmers deeper into debt.
Click the mouse button or press the
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Geography and History Activity
Study the map below and answer the questions on the
following slides.
Geography and History Activity
Location
Electoral votes
are based on
population. What
were the six
most populous
states in 1876?
New York, Pennsylvania, Ohio,
Illinois, Missouri, and Indiana were
the most populous states.
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Geography and History Activity
Region Which
political party
gained the most
votes in the
western states?
The Republican
Party gained the
most votes in the
western states.
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Geography and History Activity
Place How
many electoral
votes were in
dispute?
There were 20
electoral votes
in dispute.
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Standardized Test Practice
Directions: Read the passage below. It is an excerpt from the
Fifteenth Amendment to the Constitution. Then answer the
question that follows.
The right of citizens of the United States to vote shall not
be denied or abridged by the United States or any State
on account of race, color, or previous condition of
servitude.
The Congress shall have power to enforce this article by
appropriate legislation.
Standardized Test Practice
Directions: Choose the best answer to the following question.
The main idea of Fifteen Amendment is that
A
enslaved people convicted of crimes had the right to a
fair trial.
B
slavery was made illegal in every state of the Union.
C
the government was not allowed to deny a person’s
right to vote on the basis of race.
D
Congress had the right to set voting restrictions in
whatever state it chose.
Test-Taking Tip This question asks for the main idea of the
passage–in this case, of the Fifteenth Amendment. Read
through all the answer choices before choosing the best one.
Make sure you look for information in the passage to support
your answer.
Click the mouse button or press the
Space Bar to display the answer.
Which president mentioned in this chapter
served as an indentured servant to a tailor?
Andrew Johnson served as an indentured
servant to a tailor.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and
go to The American Republic to 1877 Web site. At this
site, you will find interactive activities, current events
information, and Web sites correlated with the chapters
and units in the textbook. When you finish exploring, exit
the browser program to return to this presentation. If you
experience difficulty connecting to the Web site, manually
launch your Web browser and go to
http://tarvol1.glencoe.com
Rutherford B. Hayes
Southern Production
Click on a hyperlink to view the corresponding slide.
Republicans held a private swearing in for
Hayes on the evening before the official
inauguration ceremony.
Today, the South still leads the nation in the
production of cotton and tobacco. But the Southern
region also leads the United States in the production
of foods such as chickens, hogs, turkeys, shrimp,
peanuts, pecans, sweet potatoes, and peaches.
Horace Greeley
Mississippi
Click on a hyperlink to view the corresponding slide.
Horace Greeley Greeley was a prominent
nineteenth-century writer and newspaper editor
whose editorials against the spread of slavery into
the Western territories before the war helped shape
antislavery public opinion in the North. Greeley is
known as the founder of The New Yorker magazine
and as the person who popularized the expression,
“Go west, young man.” He died one month after the
1872 election, in which he unsuccessfully challenged
Ulysses S. Grant’s bid for a second term as
president.
Mississippi Although the official returns for the
1876 election were disputed in just three states,
there were voting irregularities in other states as
well, such as Mississippi. Mississippi’s electoral
votes went to the Democratic candidate, Tilden. But
there is evidence that Republican voters, many who
were African American, were threatened and
assaulted as they tried to vote. Because a majority
of the people in Mississippi were African Americans
and Republicans, the suppression of the African
American vote could have changed the results of
the election in that state.
Jim Crow Jim Crow comes from the song “Jim
Crow” by Thomas D. Rice popularized in the mid1830s. The song portrayed African Americans as
happy-go-lucky, childlike people who wanted
nothing more from life than something good to eat
and a chance to sing and dance.
Identifying the
Main Idea
Why Learn This Skill?
Historical details, such as names, dates, and
events, are easier to remember when they are
connected to a main idea. Understanding the main
idea allows you to grasp the whole picture or story.
This feature can be found on page 521 of your textbook.
Click the Speaker button to replay the audio.
Identifying the
Main Idea
Learning the Skill
Follow these steps to identify a main idea: 
• Before you read the material, find out the setting of the
article or document: the time, the place, and who the
writer is. 
• Read the material and ask, “What is the purpose of this
information?” 
• Identify supporting details. 
• Identify the main idea or central issue.
This feature can be found on page 521 of your textbook. Click the
mouse button or press the Space Bar to display the information.
Identifying the
Main Idea
Practicing the Skill
In the passage below, W.E.B. Du Bois, an African American
scholar, describes the attitudes of people in Charleston,
South Carolina, just after the Civil War. Read the passage
and answer the questions that follow.
“The economic loss which came through war was great, but not nearly
as influential as the psychological change, the change in habit and
thought….
The hatred of the Yankees was increased. The defeated Southern
leaders were popular heroes. Numbers of Southerners planned to
leave the country and go to South America or Mexico….
The labor situation, the prospect of free Negroes, caused great
apprehension. It was accepted as absolutely true by most planters that
the Negro could not work without a white master.”
This feature can be found on page 521 of your textbook.
Identifying the
Main Idea
Practicing the Skill
1. Du Bois begins by naming two kinds of losses from the
war. What are they? Which does he say was greater?
The two loses were economic and psychological, and
psychological was greater.
2. What is the main idea of the passage?
The main idea is that psychological changes had the
greatest impact on the South after the Civil War.
This feature can be found on page 521 of your textbook. Click the
mouse button or press the Space Bar to display the answers.
Identifying the
Main Idea
Practicing the Skill
3. What details support the main idea?
The hatred of Yankees increased, defeated Southern
leaders were heroes, many Southerners planned to
leave the country, and the African American labor
situation caused apprehension.
4. Does the painting on page 521 of your textbook support
or negate Du Bois’s main idea?
Possible answer: The painting supports Du Bois’s
opinion that freed people were apprehensive after the
Civil War.
This feature can be found on page 521 of your textbook. Click the
mouse button or press the Space Bar to display the answers.
Life After the War
Objectives
After viewing “Life After the War,” you should: 
• Understand that baseball was a popular American
pastime during and after the Civil War. 
• Recognize that after the war,
people sometimes put their
prejudices aside when they
played baseball–but that it was
only a limited refuge from
institutional racism. 
• Know the difficulties the country
faced as it recovered from the Civil War.
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window above to view a preview of The American Republic to 1877 video.
Life After the War
Discussion Question
Where could baseball games be seen during
the Civil War?
Soldiers played baseball games in camps.
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Life After the War
Discussion Question
How did ballplayers act toward one another
and the umpire?
The players were gentlemen. There were
no fights and no arguments. If the umpire
called them out, they did not complain.
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Click the mouse button or press the
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They became sharecroppers because they could not buy land or pay rent in cash.
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