The End of Reconstruction

[Pages:6]3 Section

Step-by-Step Instruction

Review and Preview

Radical Republicans succeeded in passing three amendments in an effort to secure rights of freedmen. Students will now focus on the demise of Reconstruction efforts and the resulting hardships for African Americans in the South.

Section Focus Question

What were the effects of Reconstruction? Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: military rule in the South; Democrats regaining power in southern states; African Americans losing rights they had gained during Reconstruction; many freedmen left poor and landless; the South's economy beginning to recover)

Prepare to Read

Build Background

Knowledge

L2

Have students recall the changes that took

place in the South during Reconstruction.

Use the Idea Wave strategy (TE, p. T24) to

elicit responses and list them on the board.

Tell students that they will learn that the

South changed again after Reconstruction

ended.

Set a Purpose

L2

Form students into pairs or groups of four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart.

Teaching Resources, Unit 5,

Reading Readiness Guide, p. 81

Use the Numbered Heads strategy (TE, p. T24) to call on students to share one piece of information they already know and one piece of information they want to know. The students will return to these worksheets later.

SECTION

A Southern Viewpoint

" It would be best for the peace, harmony, and

prosperity of the whole country that there should be an immediate restoration, an immediate bringing back of the states into their original practical

" relations.

-- Alexander H. Stephens, urging an end to federal control of southern states, 1866

Cartoon criticizing northern carpetbaggers in the South

The End of Reconstruction

Objectives ? Explain why support for Reconstruction

declined.

? Describe how African Americans in the South lost many newly gained rights.

? Describe the sharecropping system and how it trapped many in a cycle of poverty.

? Identify the signs that the South began to develop a stronger economy by the 1880s.

Reading Skill

Evaluate Proposals When you read a proposal, ask yourself: Is the proposal likely to work as a way of advancing its goal?

Key Terms and People

poll tax literacy test grandfather clause

segregation Homer Plessy sharecropper

Why It Matters The South experienced reforms during the Reconstruction era. However, many of the changes were quite temporary. When Reconstruction ended, African Americans were subjected to new hardships and injustices. It would take more than a century to overcome these injustices.

Section Focus Question: What were the effects of Reconstruction?

Reconstruction's Conclusion

Support for Radical Republicans declined as Americans began to forget the Civil War and focus on bettering their own lives. Scandals within President Grant's administration played an important role. Grant made poor appointments to public offices, often appointing personal friends. Many of the appointees proved to be corrupt. Although Grant himself had no part in the corruption that took place, his reputation suffered. Grant won reelection in 1872, but many northerners lost faith in the Republicans and their policies.

Self-rule for the South Meanwhile, many people in both North and South were calling for the withdrawal of federal troops and full amnesty for former Confederates. Starting with Virginia in 1869, opponents of Republicans began to take back the South, state by state. Slowly, they chipped away at the rights of African Americans.

In some states, campaigns of terror by secret societies were a major factor in restoring their power. By 1874, Republicans had lost control of all but three southern states. By 1877, Democrats controlled those, too.

The Election of 1876 The end of Reconstruction was a direct result of the presidential election of 1876. Because of disputes over election returns, the choice of the President was

558 Chapter 16 Reconstruction and the New South

Differentiated Instruction

L1 English Language Learners L1 Less Proficient Readers L1 Special Needs

Gaining Comprehension Have students read the text of The End of Reconstruction as they listen to the Student Edition on Audio CD. Create exit cards for the students to complete at the end of the CD. The cards will read "What I learned about

_____" or "It made me feel _____." Review their responses. Students can be given a copy of the CD to work independently at home or in the school Resource Center.

SE on Audio CD, Chapter 16

558 Chapter 16

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Section 3 The End of Reconstruction 559

Teach

Reconstruction's Conclusion

p. 558

Instruction

L2

Vocabulary Builder Before teaching this lesson, preteach the High-Use Words require and inferior, using the strategy on TE p. T21.

Key Terms Have students complete the See It?Remember It chart.

Read Reconstruction's Conclusion with students using the Choral Reading technique (TE, p. T22).

Ask students to explain how Republicans began to lose power. (Scandals during Republican President Grant's term led northerners to lose faith in Republicans. People began calling for the end of military rule, which led to Democrats taking back control of southern states.)

Ask: What event marked the end of Reconstruction? (the election of 1876) What do you think might have happened if Reconstruction continued for many more years? (Answers will vary, but should reflect prior knowledge of the changes made during Reconstruction.)

Display the Voting Patterns During Reconstruction transparency. Discuss the changes that might have come when representation in Congress switched from mostly Republican in 1872 to mostly Democrat in 1876. (Possible answers: end of Reconstruction; fewer rights for African Americans; end to military rule in the South.)

Color Transparencies, Voting Patterns During Reconstruction

Answers

Reading Skill Hayes proposed to end Reconstruction. The Democrats wanted to end Reconstruction and the Republicans wanted to win the presidency.

northerners' losing faith in Republicans because of government corruption; Democratic candidates taking back the South; the election of 1876

(a) the South (b) No; the map shows that people in the South primarily voted one way--Democratic--and people in the North and West primarily voted a different way--Republican.

Chapter 16 559

Independent Practice

Have students begin filling in the study guide for this section.

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand how and why Reconstruction ended. Provide assistance as needed.

African Americans Lose Rights

p. 560

Instruction

L2

Read African Americans Lose Rights

with students. Have students look for

evidence that southern whites achieved

their goal--keeping African Americans

from voting.

Ask: What was the grandfather clause? (a provision that allowed a voter to skip a literacy test if his father or grandfather had been eligible to vote on January 1, 1867) Why was it passed? (to ensure that only white men could vote)

Lead a discussion on how the lives of African Americans and whites in the South might have differed when segregation was law. (Answers will vary, but students should point out that whites probably had access to better education, jobs, and facilities.)

To help students better understand the concept of segregation, which is important to the understanding of this section, use the Concept Lesson Segregation. Distribute copies of the concept organizer.

Teaching Resources, Unit 5, Concept Lesson, p. 86; Concept Organizer, p. 6

Independent Practice

Have students continue filling in the study guide for this section.

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand how African Americans lost rights they had gained during Reconstruction. Provide assistance as needed.

Answer

Draw Conclusions They could not make enough money to pay back their debt to landowners and buy their own land.

560 Chapter 16

Vocabulary Builder require (rih KWYR ) v. to order or command

African Americans Lose Rights

With the end of Reconstruction, African Americans began to lose their remaining political and civil rights in the South. Southern whites used a variety of techniques to stop African Americans from voting. They passed laws that applied to whites and African Americans but were enforced mainly against African Americans.

One such law imposed a poll tax--a personal tax to be paid before voting. This kept a few poor whites and many poor freedmen from voting. Another law required voters to pass a literacy test, or a test to see if a person can read and write. In this case, voters were required to read a section of the Constitution and explain it.

However, a grandfather clause allowed illiterate white males to vote. The grandfather clause was a provision that allowed a voter to avoid a literacy test if his father or grandfather had been eligible to vote on January 1, 1867. Because no African American in the South could vote before 1868, nearly all were denied the right to vote.

Southern states created a network of laws requiring segregation, or enforced separation of races. These so-called Jim Crow laws barred the mixing of races in almost every aspect of life. Blacks and whites were born in separate hospitals and buried in separate cemeteries. The laws decreed separate playgrounds, restaurants, and schools. They required African Americans to take back seats or separate cars on railroads and streetcars. When African Americans challenged the restrictions in court, they lost. State and local courts consistently ruled that Jim Crow laws were legal.

INFOGRAPHIC

Farming land they did not own, sharecroppers were locked into a cycle of debt, as shown by the illustration. Critical Thinking: Draw Conclusions Why was it hard for sharecroppers to escape the debt cycle?

1. Planting the Crop Landowners give the sharecropper land, seed, and tools in exchange for a share in the crop. Sharecroppers buy goods and supplies from the landowner on credit.

Farms Rented (tens of thousands)

Farms Rented for Shares of Products, 1880

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NewCoHnanmepcstihcirute Alabama Texas California Oregon

States Source: Inter-university Consortium for Political and Social Research

560

Differentiated Instruction

L3 Advanced Readers

L3 Gifted and Talented

Comparing Explain that like the election for President in 1876, the election of 2000 resulted in the winner of the popular vote losing the election. Have students research this election, in which George W. Bush

defeated Al Gore. Point out that thirdparty candidate Ralph Nader also played a role in the results. Then ask students to identify the similarities and differences between the two elections.

In 1896, the U.S. Supreme Court upheld segregation laws. Homer Plessy had been arrested for sitting in a coach marked "for whites only." In the case of Plessy v. Ferguson, the Court ruled in favor of a Louisiana law requiring segregated railroad cars. The Court said a law could require "separate" facilities, so long as they were "equal."

This "separate but equal" rule was in effect until the 1950s. In fact, facilities for African Americans were rarely equal. For example, public schools for African Americans were almost always inferior to schools for whites.

What methods did southern states use to deprive African Americans of their rights?

A Cycle of Poverty

At emancipation, many freedmen owned little more than the clothes they wore. Poverty forced many African Americans, as well as poor whites, to become sharecroppers. A sharecropper is a laborer who works the land for the farmer who owns it, in exchange for a share of the value of the crop.

The landlord supplied living quarters, tools, seed, and food on credit. At harvest time, the landlord sold the crop and tallied up how much went to the sharecroppers. Often, especially in years of low crop prices or bad harvests, the sharecroppers' share was not enough to cover what they owed the landlord for rent and supplies. As a result, most sharecroppers became locked into a cycle of debt.

2. Harvesting the Crop and Settling Accounts

The sharecropper gives the landowner his crop. Landowner sells it and gives the tenant his share, minus the amount owed at the company store.

Vocabulary Builder inferior (ihn FIR ee uhr) adj. of lower rank or status, or of poorer quality

Visit: Web Code: myp-5127

3. Cycle of Debt After a year of hard work, the sharecroppers often owed more than they had earned and had no choice but to offer the landlord a greater percentage of next year's crop.

Section 3 The End of Reconstruction 561

History Background

Harlan's Predictions Supreme Court Justice John Harlan was the only voice of dissent in the Plessy v. Ferguson case. He showed incredible foresight in his opinion when he wrote: "Our Constitution is colorblind, and neither knows nor tolerates classes among citizens. In respect of civil rights, all citizens are equal before the law . . . In my opinion, the judgment this day rendered will, in time, prove to be quite as

pernicious as the decision made by this tribunal in the Dred Scott case . . . The present decision, . . . , will not only stimulate aggressions, . . . , upon the admitted rights of colored citizens, but will encourage the belief that it is possible, by means of state [laws], to defeat the [good] purposes which the people of the United States had in view when they adopted the recent amendments of the Constitution."

A Cycle of Poverty

p. 561

Instruction

L2

Read A Cycle of Poverty with students.

Have students look for causes and

effects.

Have students look at the Sharecropping Cycle of Poverty feature and ask them to describe the cycle in their own words. (Students' answers will vary, but should reflect an understanding of how sharecroppers got trapped in a cycle of debt.) Ask: Were African Americans in towns and cities struggling with poverty as well? Explain. (Yes, opportunities for skilled workers dwindled and many African Americans had to take any job they could find.)

Display the History Interactive transparency Sharecropping Cycle of Poverty. Ask students if they think there is a point where the cycle might be broken.

Color Transparencies, Explore the Sharecropping Cycle

Independent Practice

Have students continue filling in the study guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 16, Section 3 (Adapted Version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand why many African Americans struggled with poverty. Provide assistance as needed.

Answer

They used poll taxes and literacy tests to prevent African Americans from voting, and passed Jim Crow laws that prevented African Americans from using facilities that whites used.

Chapter 16 Section 3 561

Industrial Growth

p. 562

Instruction

L2

Read Industrial Growth with students.

As students read, circulate and make

sure individuals can answer the Check-

point question.

Ask: What part of the South's economy began to recover first during Reconstruction? (agriculture)

Ask: How did the South use its resources to develop manufacturing? Give an example. (It built mills and factories to develop its resources. For example, furniture factories were built to turn the South's lumber into furniture; textile factories used the region's cotton; factories used the South's iron and oil.)

Independent Practice

Have students complete the study guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 16, Section 3 (Adapted Version also available.)

Monitor Progress

Check Notetaking Study Guide entries for student understanding of how the South developed its industries during and after Reconstruction.

Tell students to fill in the last column of the Reading Readiness Guide. Ask them to consider whether what they learned was what they had expected to learn.

Have students go back to their Word Knowledge Rating Form. Rerate their word knowledge and complete the last column with a definition or example.

Teaching Resources, Unit 5, Reading Readiness Guide, p. 81; Word Knowledge Rating Form, p. 78

Answer

Sharecroppers bought farming supplies from landowners on credit and shared the profits from crops. They often did not make enough money to pay back the debt, so they had to keep working for the landowners to repay them.

562 Chapter 16

Fighting for Civil Rights

1896 In Plessy v. Ferguson, the Supreme Court upheld segregation laws in the South. These restrictions continued for more than 50 years. 1950s?1960s Some Americans launched a campaign to bring equal rights to African Americans. This civil rights movement used marches, petitions, and other public actions to end discrimination in education, use of public facilities, and voting.

Civil Rights Today Did the civil rights movement win equal rights for all Americans? Not everyone agrees. Go online to find out more about recent developments in civil rights.

For: Civil rights in the news Visit: Web Code: myc-5123

1963 Dr. Martin Luther King, Jr., speaks to Americans in Washington, D.C.

Opportunities dwindled for African Americans in southern towns and cities, too. African American artisans who had been able to find skilled jobs during Reconstruction increasingly found such jobs closed to them. Those with some education could become schoolteachers, lawyers, or preachers in the African American community. But most urban African Americans had to take whatever menial job they could find.

How did many freedmen and whites become locked in a cycle of poverty?

Industrial Growth

It would be a long process, but during Reconstruction the South's economy began to recover. By the 1880s, new industries appeared. Southerners hailed a "New South," based on industrial growth.

The first element of the South's economy to begin recovery was agriculture. Cotton production, which had lagged during the war, quickly revived. By 1875, it was setting new records. Planters put more land into tobacco production, and output grew.

Southern investors started or expanded industries to turn raw materials into finished products. The textile industry came to play an important role in the southern economy.

562 Chapter 16 Reconstruction and the New South

Differentiated Instruction

L3 Advanced Readers

L3 Gifted and Talented

Predicting Have students work in pairs. Have each select a major event from this chapter and assume that either it had not occurred or that it had a different outcome. (For example, what if Samuel Tilden had

been elected President rather than Rutherford B. Hayes?) Have each pair give a brief oral presentation in which they speculate how subsequent events in American history might have been different.

The South had natural resources in abundance, but it had done little to develop them in the past. Atlanta newspaper editor Henry Grady described the funeral of a man from Georgia as follows:

"They buried him in the heart of a pine forest, and yet the pine coffin was imported from Cincinnati. They buried him within touch of an iron mine, and yet the nails in his coffin and the iron in the shovel that dug his grave were imported " from Pittsburgh. --Henry Grady to the Bay State Club of Boston, 1889

The South began to develop its own resources. New mills and factories grew up to use the South's iron, timber, and oil. Lumber mills and furniture factories processed yellow pine and hardwoods from southern forests.

Southern leaders took great pride in the region's progress. They spoke of a "New South" that was no longer dependent on "King Cotton." An industrial age was underway, although the North was still far more industrialized.

What was the "New South" that was emerging by 1900?

Looking Back and Ahead When Reconstruction ended

in 1877, its record showed many successes and some failures. Most importantly, all African Americans were finally citizens. Laws passed during Reconstruction, such as the Fourteenth Amendment, became the basis of the civil rights movement that took place almost 100 years later.

To further explore the topics in this chapter, complete the activity in the Historian's Apprentice Activity Pack to answer this essential question:

Was Reconstruction a success or a failure?

Factory in the "New South"

Section 3 Check Your Progress

For: Self-test with instant help Visit: Web Code: mya-5123

Comprehension and Critical Thinking 1. (a) Identify Who were share-

croppers? How did they differ from landowners? (b) Draw Conclusions Why did so many sharecroppers live in poverty?

2. (a) Recall What is segregation? (b) Analyze Cause and Effect How did Plessy v. Ferguson make the fight against segregation more difficult?

Reading Skill

3. Evaluate Proposals In Plessy v. Ferguson, the Supreme Court proposed the idea of "separate but equal" facilities. Do you think this idea meets the goal of ensuring equal rights?

Key Terms

Complete each of the following sentences so that the second part clearly shows your understanding of the key term. 4. African Americans and whites had

to pay a poll tax before _____.

5. Because of laws in the South requiring segregation, African Americans and whites _____.

Writing

6. Rewrite the following passage to correct the errors. Passage: The 1876 presidential election decided by a special commission. Samuel J. Tilden a democrat won the Popular vote over republican Rutherford B. Hayes. However, their were 20 disputed electorial votes. A special commission made an agreement with the democrats.

Section 3 The End of Reconstruction 563

Section 3 Check Your Progress

1. (a) Sharecroppers were farmers who rented land and paid a share of each year's crop as rent; they did not own the land they worked. (b) Sharecroppers often owed landlords more than they made at the end of a year.

2. (a) enforced separation of races (b) It ruled in favor of segregation as long as facilities were equal.

3. The Court reasoned that laws calling for separate facilities for whites and blacks were acceptable as long as facilities were equal. Students will probably disagree with the Court's proposition because the facilities for blacks were never equal to those for whites.

4. they could vote.

5. had to use separate facilities such as restaurants and playgrounds.

6. Check for grammar and organization of content.

Assess and Reteach

Assess Progress

L2

Have students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Section Quiz, p. 89

To further assess student understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chapter 16, Section 3

Reteach

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 3 (Adapted Version also available.)

Extend

L3

Have students complete the History Inter-

active activity online. Provide students

with the Web Code below.

For: Help in starting the History Interactive activity Visit: Web Code: myp-5127

Progress Monitoring Online

Students may check their comprehension of this section by completing the Progress Monitoring Online graphic organizer and self-quiz.

Answer

The New South began to develop its own resources, setting up mills and factories to turn its resources into useful goods.

Chapter 16 Section 3 563

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