Name



Name __________________________

Page 38

Instructions: Read the following article. Underline/highlight/etc. the main idea of each paragraph. 75% of the time it is the first sentence, 20% of the time it is the last sentence, and 5% of the time it is elsewhere.

A Shattered Fairy Tale: The South after the Civil War

[pic]

1     What happens when a fairy tale has an unhappy ending? For some people, the antebellum or pre-Civil War South was an American fairy tale. There were handsome princes, ladies fair, and a noble code of honor. The pace of life was serene and genteel. But in this fairy tale, no one was destined to live happily ever after.

 

2     Even before the Civil War, the South was not quite the place of enchantment it might have seemed. The agricultural economy relied heavily on slave labor. Thousands of black slaves were forced to work on the large plantations. They certainly did not lead storybook lives. Neither, for that matter, did poor whites. The fabled Southern culture may have been real only to the wealthy upper class.

 

3     In any case, nothing was the same for anyone after the war. By the time of Lee's surrender at Appomattox, the South lay in ruin. Cities, farms, and homes were burned and ravaged by cannon fire. Railroads and bridges were destroyed. Business and industry were nearly wiped out. Almost 300,000 men were dead.

 

4     In the midst of this shattered fairy tale, daily life followed a rocky path. Everything from food to fuel was in short supply, if it could be found at all. Families dug in burned and shell-studded fields for root crops or any kind of edible vegetation. Tents or ruined houses were shelter for many. Disease added to the huge death toll.

 

5     The Deep South lay in desolation. The rubble was a monument to General William T. Sherman's determined destruction of anything that could be used by the Confederacy. Rebuilding was a much lower priority than survival.

 

6     In the border states of Kentucky, Arkansas, and Missouri, prowling bands from both armies plundered homes and towns in "foraging" raids. Raiders took food, livestock, or whatever they could carry off. It took time for the official cease-fire to filter down to these guerilla-like groups. In some areas, these raids occurred regularly for weeks on end, even after the war was over. Raids were a big problem for these areas along the Western part of the Confederacy.

 

7     Shortly after the cease-fire, Northern relief agencies came with food and other basic supplies for displaced slaves and poor whites. One way or another, most people made it through until the fields began to produce enough food to stave off starvation. The immediate crisis passed because of time and outside help.

 

8     The federal government launched its rebuilding plans. Military governments and newly forming state agencies began to bring some order to the chaos. Life assumed a pattern that was not quite so desperate. But even for people not used to luxury, the war brought an existence totally different from what they had known.

How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts?

PART 1: DEFINING RECONSTRUCTION

a quick review:

How did the Civil War change the United States? In other words, how was the United States different after the Civil War?

Reconstruction

Define Reconstruction (include the years that it took place):

Below are four questions that define the challenges in Reconstruction. There are no easy answers, but what would you suggest for each? Remember, while you don’t want to let the South go unpunished, but you can’t punish Southerners too much or they will resist federal authority.

|challenge |What would you do? |

|1. Who should lead Reconstruction| |

|(i.e. President? Congress? | |

|Other?)? Why? | |

|2. What do ex-Confederate states | |

|have to do before they can rejoin| |

|the Union? | |

| | |

|3. To what extent do you punish | |

|ex-Confederates? | |

| | |

| | |

|4. What do you do regarding the | |

|freedmen (newly freed African | |

|Americans) in the South? | |

| | |

| | |

Name __________________________

Page 39

How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts?

PART 2: THE PRESIDENTS’ PLANS GO EASY ON THE SOUTH

political climate at the end of the war:

• Lincoln, a ________________________ Republican, would soon be ____________

• Andrew Johnson, a ____________________ Democrat, would become __________________________

• Influential minority of __________________________ Republicans in Congress who want to ______________________ the South

Follow these steps to explore Abraham Lincoln’s and Andrew Johnson’s Reconstruction plans:

❑ Read over the questions below and the charts on the back.

❑ Skim “Lincoln Sets a Moderate Course” on pages 271-3 in the textbook and “Johnson’s Reconstruction Plan” on pages 273-274 in the textbook. Pick one paragraph in both sections to add an additional note in the chart. Consider a main idea sentence for the additional note.

❑ Answer the questions below.

Reconstruction Phase One: The Presidents’ Reconstruction Plans

1. Why was Lincoln’s plan called the Ten Percent plan?

2. How was Abraham Lincoln’s plan easy on the South?

3. How was Andrew Johnson’s plan easy on the South?

4. Whose plan was easier on the South? Why?

5. Johnson’s plan will begin a week after the war ends. What do you expect the results of his plan to be on rebuilding the South? In other words, what do you expect to see in the South after Presidential Reconstruction is enacted?

| |PLAN #1 |PLAN #2 |

|Whose plan? |Abraham Lincoln |Andrew Johnson |

|Name of the plan|Ten Percent Plan |Presidential Reconstruction |

|Who this plan |the President |the President |

|put in charge of| | |

|Recon-struction | | |

|Goals (motives |secession is unconstitutional, so South never really left; |supported states’ rights; wanted to bring the South back into |

|and beliefs) |wanted to bring the South back into the Union as quickly and |the Union as quickly and easily as possible; sought return of |

| |easily as possible |“government for white men” |

|what |ten percent of prewar voters in the state had to take a loyalty|state had to ratify 13th Amendment |

|Confeder-ate |oath to the Union; state had to ratify 13th Amendment and | |

|states needed to|provide education for African-Americans | |

|do to rejoin the| | |

|Union | | |

|treatment of |pardoned all except for high-ranking Confederates |pardoned all ex-Confederates; high-ranking ex-Confederates had |

|ex-Confeder-ates| |to write to him personally asking for pardon |

|provisions for |no slavery; guaranteed education; no guaranteed equality |no slavery |

|the African | | |

|American |Freedmen’s Bureau (passed by Congress): | |

|question |helped poor whites and blacks in the South | |

| |provided food, clothing, healthcare, and education | |

| |reunited separated families | |

| |represented blacks in court | |

|who opposed this|Radical Republicans opposed this as too easy on the South; |Radical Republicans opposed this as allowing South to return to |

|plan and why/how|proposed Wade-Davis Bill, designed to punish the South, |almost exactly how it was before the Civil War |

|they opposed it |instead. | |

| | | |

| |Wade-Davis Bill: | |

| |majority of states’ prewar voters swear loyalty to the Union | |

| |before state can reenter Union | |

| |guaranteed African American equality | |

| |Lincoln’s “pocket veto” killed this bill before it became a law| |

|additional note | | |

| | | |

| | | |

| | | |

Name ________________________________

Page 40

How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts?

PART 3: EFFECTS OF PRESIDENTIAL RECONSTRUCTION

Johnson’s Reconstruction plan is ____________________ on the South

ex-Confederates working to bring back the ways of the ____________________.

1. former

2.

• _________ passed by Southern states and cities denying many rights of citizenship to _____________________ after the Civil War

• some free blacks returned to the conditions of ___________________ through these

3. _________________________________: landowners give land and supplies on credit to be repaid with a portion of the crop grown; see below for usual results

________________________________: when farmers pay rent for land; a step up from sharecropping

Use the Venn diagram below to compare and contrast sharecropping and slavery. Make sure you have at least one thing in each part and five overall. Use the article below and the chart on the front if you were absent when we did the simulation. Things unique to either go in the outer portions of the circle, while similarities go where the circles intersect.

SLAVERY SHARECROPPING

Would you rather be a sharecropper after the Civil War or a slave before the Civil War? Explain.

To read if you are out for this page:

What the freed men and women wanted above all else was land on which they could support their own families, though this did not happen. During and immediately after the war, many former slaves established subsistence farms on land that had been abandoned to the Union army. But President Andrew Johnson, a Democrat and a former slaveowner, restored this land to its former owners. The failure to redistribute land reduced many former slaves to economic dependency on the South's old planter class and new landowners.

During Reconstruction, former slaves--and many small white farmers--became trapped in a new system of economic exploitation known as sharecropping. Lacking capital and land of their own, former slaves were forced to work for large landowners. Initially, planters, with the support of the Freedmen's Bureau, sought to restore gang labor under the supervision of white overseers. But the freedmen, who wanted autonomy and independence, refused to sign contracts that required gang labor. Ultimately, sharecropping emerged as a sort of compromise.

Sharecropping was not the economic opportunity that the freed men and women wanted. Instead of cultivating land in gangs supervised by overseers, landowners divided plantations into 20- to 50 acre plots suitable for farming by a single family. In exchange for land, a cabin, and supplies, sharecroppers agreed to raise a cash crop (usually cotton) and to give half the crop to their landlord. The high interest rates landlords and sharecroppers charged for goods bought on credit (sometimes as high as 70 percent a year) transformed sharecropping into a system of economic dependency and poverty. The freedmen found that "freedom could make folks proud but it didn't make 'em rich."

Nevertheless, the sharecropping system did allow freedmen a degree of freedom and autonomy far greater than that experienced under slavery. As a symbol of their newly won independence, freedmen had teams of mules drag their former slave cabins away from the slave quarters into their own fields. Wives and daughters sharply reduced their labor in the fields and instead devoted more time to childcare and housework. For the first time, black families could divide their time between fieldwork and housework in accordance with their own family priorities.

Name __________________________

Page 41

10% Plan and Presidential Reconstruction Crossword

[pic]

Across

2. type of Republicans that wanted to punish the South

3. type of farming that left farmers in a cycle of poverty with much debt

5. amendment that ended slavery

6. president whose Reconstruction plan allowed the South to return to its old ways

7. if a sharecropper was lucky, he might pay off debts and become this

8. city and state laws that limited the rights of blacks in the South

9. Radical Republicans' bill to punish the South that never passed

Down

1. name of Johnson's Reconstruction plan

4. rebuilding the South 1865-1877

5. percentage of citizens that had to pledge allegiance to Union according to Lincoln

How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts?

PART 4: CONGRESSIONAL RECONSTRUCTION

What could be done to stop President Johnson from returning the South to the way it was before the Civil War?

|Name of Congress’ plan for Reconstruction: |

| |

|components of plan |Description |

|1. |federal agency set up to help former slaves after the Civil War |

|2. |first U.S. civil rights law; declared everyone born in the United States a citizen |

| |with full civil rights |

|3. |Constitutional Amendment giving full rights of citizenship to all people born or |

| |naturalized in the US except for American Indians |

|4. |laws that divided the former Confederacy into military zones and required them to |

| |draft new constitutions upholding the 14th Amendment |

|5. |Congress charged the president with violating the Tenure of Office Act (this said he |

| |couldn’t fire a Cabinet member without Senate approval); one vote short of removing |

| |him from office |

|6. |Constitutional amendment that gave African American men the right to vote |

| | |

How does Radical Reconstruction try to force change on the South?

How much do you expect this to change the South by the end of Reconstruction in 1877?

Name _________________________

Page 42

How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts?

PART 5: EFFECTS OF CONGRESSIONAL RECONSTRUCTION

Aspects of the antebellum South

|ECONOMY |

| |

| |

| |

|POLITICS |

| |

| |

| |

|SOCIETY |

| |

| |

| |

Aspects of the modern South

|ECONOMY |

| |

| |

| |

|POLITICS |

| |

| |

| |

|SOCIETY |

| |

| |

| |

EFFECTS OF CONGRESSIONAL RECONSTRUCTION:

ECONOMY:

• rebuilding the South was _________________________; paid for with ________________________________________

• sharecropping and tenant farming remained

• Northern influence added some ___________________________ to diversify the farming economy

POLITICS:

• all states back in the __________ by 1870, but Reconstruction continued as _________________________ did not want to lose control of the South

• African Americans are now _______________ and many blacks won ______________________________

• _________________________ (scrawny goat)—Southerners who joined the _________________________ party

• _________________________—Northern _________________________ who moved South after the war

• _________________________ repealed

SOCIETY:

• African Americans form their own _______________ and ____________________________ to provide financial and emotional ____________________

Name _________________________

Page 43

How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts?

PART 6: POLITICAL CARTOONS

some common elements of political cartoons:

Symbols: Symbols are simple pictures that are commonly understood by people in our society to stand for ideas or groups. For example, a donkey is the symbol for the Democratic Party. Uncle Sam or an eagle symbolizes America and a dove symbolizes peace.

Caricatures: Caricatures are drawings of people that exaggerate certain features to make the cartoon picture of the famous person quickly and easily recognizable. Caricatures also serve sometimes to poke fun at the person they picture.

Stereotypes: Stereotypes are styles of picturing a person or a group of people that call to the reader’s mind commonly held ideas or prejudices about the type of person pictured. Stereotypes often found in editorial cartoons include the lazy, rich Congressman; the old fashioned, bespectacled teacher; the sneaky, fast-talking lawyer; the rumpled, disorganized scientist and many others.

Analogies: Analogies are comparisons. In simplest terms, they tell us that this thing is like that other thing, at least in one respect. They often use symbols and compare a current situation to a well-know historic event, story, book, movie, fairy tale or nursery rhyme.

Reconstruction Cartoon #1:

What objects or people do you see in the cartoon?

What action is taking place?

What is written in the political cartoon?

What is the event or issue that inspired the cartoon?

Which of the terms above (symbols, caricatures, stereotypes, analogies) are used in the cartoon?

Does the cartoon present the event or issue shown as a good thing or a bad thing? What is the message of the cartoon?

Reconstruction Cartoon #2:

What objects or people do you see in the cartoon?

What action is taking place?

What is written in the political cartoon?

What is the event or issue that inspired the cartoon?

Which of the terms above (symbols, caricatures, stereotypes, analogies) are used in the cartoon?

Does the cartoon present the event or issue shown as a good thing or a bad thing? What is the message of the cartoon?

How can we learn from the good and bad of Reconstruction to succeed at current reconstruction efforts? PART 7: RECONSTRUCTION ENDS / CHANGES THE U.S.

WHY RECONSTRUCTION ENDED:

1. increased _________________________ from groups such as the ____________________ keep blacks from ____________________ and ____________________

2. Northerners get __________ of “Negro” question and problems of ______________________________ governments in the South. Instead, the North turns attention to _______________ of 1873 and _________________________ in President Grant’s administration, such as the ___________________________________ scandal.

3. Election of 1876 leads to ________________________________________ (military pulled out) that officially __________ Reconstruction

HOW RECONSTRUCTION CHANGED THE U.S.:

• ___________________ laws makes ______________________________ an official part of the South

• __________________________ = South that is solidly _________________________

• Some new ________________________ for African Americans (i.e. new ____________________________)

Was Reconstruction successful? Why or why not?

Reconstruction: Letter to Obama Project

On a separate sheet of paper, write a letter to Barack Obama about what lessons he might learn about how to reconstruct Afghanistan based on what we have learned about the Reconstruction (1865-1877) of the American South.

Include 2 pieces of advice. Explain your advice based on the lesson learned in Reconstruction in the American South. Point out a problem with Reconstruction and then suggest how the U.S. may avoid the same mistake in Afghanistan. Or, point out a success of Reconstruction and then suggest how the U.S. might achieve the same success. The rubric is on the back.

You may chose to begin:

Dear Mr. President,

I have recently been studying the era of Reconstruction in American History. Based on what happened then, I have some advise on how to handle the reconstruction of Iraq today…

Below are some similarities between Reconstruction and the current reconstruction in Afghanistan.

|criteria: |Reconstruction of the South after the Civil War: |reconstruction of Afghanistan today: |

|length of time |Northerners got impatient when it lasted from 1865-1877 |Americans increasingly get impatient since it |

| | |began in 2001 |

|who is in charge |Lincoln, then Johnson (both Presidents), then Congress |President Bush was and now President Obama is |

| | |at the forefront in creating the reconstruction|

| | |strategy |

|major goals of |rebuild infrastructure (see Freedmen’s Bureau) and rebuild government|goals to rebuild the infrastructure (buildings |

|reconstruction |(see carpetbag governments) |and roads) that was destroyed in war and create|

| | |a government that will be peaceful and not |

| | |support violence against others (has proven |

| | |slow and difficult) |

|enforcement of |winning side (Union) enforces (see Military Reconstruction); |military of the winning side (U.S.) enforces |

|reconstruction |continues to meet resistance |and continues to meet resistence |

|the new governments |claims of corruption common (see carpetbag governments) |claims of corruption are common in the new |

| | |government as it struggles to establish itself |

|resistance |terrorist groups resist (see KKK); many those in control before the |many terrorist groups such as Al-Qaeda resist; |

| |war |many of these groups are the ones who were in |

| | |control before the war |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|criteria |0 points if: |1 point if: |2 points if: |3 points if: |

|first good/bad about |does not clearly explain an|somewhat clearly explains |mostly clearly explains an |clearly explains an aspect |

|Reconstruction |aspect of Reconstruction |an aspect of Reconstruction|aspect of Reconstruction |of Reconstruction and why it|

| |and why it was good or bad |and why it was good or bad |and why it was good or bad |was good or bad |

|second good/bad about |same as above |same as above |same as above |same as above |

|Reconstruction | | | | |

|first piece of advice for |gives unclear advice on how|gives somewhat clear advice|gives mostly clear advice |gives clear advice on how to|

|current Reconstruction |to repeat good aspect or |on how to repeat good |on how to repeat good |repeat good aspect or avoid |

| |avoid bad aspect of |aspect or avoid bad aspect |aspect or avoid bad aspect |bad aspect of Reconstruction|

| |Reconstruction or no advice|of Reconstruction |of Reconstruction | |

| |at all | | | |

|second piece of advice for |same as above |same as above |same as above |same as above |

|current Reconstruction | | | | |

|grammar, spelling, and on |letter has none of these: |letter has one of these: |letter has two of these: |letter has: |

|time |proper grammar |proper grammar |proper grammar |proper grammar |

| |correct spelling |correct spelling |correct spelling |correct spelling |

| |been turned in on time |been turned in on time |been turned in on time |been turned in on time |

-----------------------

which causes

Congressional

Reconstruction

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