08: Reconstruction

08: Reconstruction

ACR270
ACR270
This concurrent resolution of the Assembly of the state of New Jersey lists the wrongs of slavery in New Jersey and the United States. Included in it are several statements that should be included in US History materials used by teachers of students in New Jersey. It was adopted in 2007. Note the admission that New Jersey originally rejected the 13th Amendment
Although the State of New Jersey passed a gradual emancipation law in 1804, it was the last northern state to emancipate its slaves,
New Jersey had one of the severest slave codes in the northern colonies and was one of the few northern states to sanction the Fugitive Slave Act of 1850,
New Jersey adopted the Thirteenth Amendment on January 23, 1866 only after originally rejecting it on March 16, 1865; and
·njleg.state.nj.us·
ACR270
32 Chilling Images of the Ku Klux Klan and Their Children
32 Chilling Images of the Ku Klux Klan and Their Children
Students seeing children initiated into the Ku Klux Klan might change their understanding of the Klan. It also teaches a lesson about "Framing". WHen an understanding of the KKK is framed through the stories of older white men, it traps it in that understanding. By showing children, women and families in the Klan, students have a more broad and authentic understanding.
·historycollection.com·
32 Chilling Images of the Ku Klux Klan and Their Children
The Tragic Era The Revolution After Lincoln : Bowers G. Claude
The Tragic Era The Revolution After Lincoln : Bowers G. Claude
The two page preface of this book can be put in front of students when teacher gets to the Reconstruction unit. Teachers could just give it to them at the beginning of the Unit as their introduction to the Era and see if any of them notice how it is written. IN this version of history, the white people of the south were the victims of Reconstruction. Would students even notice this, or just take it from the teacher as any other assignment and not even think about it
·archive.org·
The Tragic Era The Revolution After Lincoln : Bowers G. Claude
Reconstruction, political and economic, 1865-1877 : Dunning, William Archibald, 1857-1922 : Free Download, Borrow, and Streaming : Internet Archive
Reconstruction, political and economic, 1865-1877 : Dunning, William Archibald, 1857-1922 : Free Download, Borrow, and Streaming : Internet Archive
This 1907 history of Reconstruction argued that giving the right to vote to African Americans was a mistake, so efforts to take their vote away in the 20th century were thoroughly justified. This is a great example of the effort to rewrite this history of the south
·archive.org·
Reconstruction, political and economic, 1865-1877 : Dunning, William Archibald, 1857-1922 : Free Download, Borrow, and Streaming : Internet Archive
WHHS Home - Wade Hampton High School
WHHS Home - Wade Hampton High School
This high school is named after one of the richest families of the old south - owning more than 3,000 slaves. Wade Hampton III was active in Reconstruction, suppressing voting and terrorizing Black people. This is a letter to an editor of a local paper asking to change the name in 2017, wonder if it went anywhere. https://www.greenvilleonline.com/story/opinion/2017/05/25/leave-wade-hampton-history-books/102096444/
·greenville.k12.sc.us·
WHHS Home - Wade Hampton High School
Report on the Condition of the South - Carl Schurtz (1865)
Report on the Condition of the South - Carl Schurtz (1865)
Schurtz toured the south in the summer of 1865 and reported information back to the Johnson Administration. This can easily be mined for DBQ quotes, or a primary document exercise. It can also be used to teach "Ctrl-F" by having students search word like "murder". Teachers could also pull out the individual reports and letters collected by Schurtz that are included in this report
·ia800709.us.archive.org·
Report on the Condition of the South - Carl Schurtz (1865)
Marriage Certificate of John and Emily Pointer, Kentucky, October 20, 1866 | U.S. Capitol Visitor Center
Marriage Certificate of John and Emily Pointer, Kentucky, October 20, 1866 | U.S. Capitol Visitor Center
This couple was together for more than twenty years, and had eight children, but were not married in the eyes of the law until The Freedman's Bureau certified their marriage with this certificate. Teachers can have students look at this as part of a lesson intro or "do now" to launch a Reconstruction lesson.
·visitthecapitol.gov·
Marriage Certificate of John and Emily Pointer, Kentucky, October 20, 1866 | U.S. Capitol Visitor Center
Episode 20: Reconstruction | 15 Minute History
Episode 20: Reconstruction | 15 Minute History
Historian H.W. Brands from UT’s Department of History reflects on this issues and how he has dealt with them in his thirty years of experience in teaching about Reconstruction: “It’s one of the hardest parts of American history to teach, in part because I think it’s the hardest to just understand.”
·15minutehistory.org·
Episode 20: Reconstruction | 15 Minute History
Heather Cox Richardson (TDPR) on Twitter: "After the Civil War, heroic individuals rebuild their lives and rededicated the nation. At the same time, angry and desperate men warped our politics in ways that still echo. Let's take a look at Reconstruction,
Heather Cox Richardson (TDPR) on Twitter: "After the Civil War, heroic individuals rebuild their lives and rededicated the nation. At the same time, angry and desperate men warped our politics in ways that still echo. Let's take a look at Reconstruction,
This twitter thread could easily replace any basic textbook reading about Reconstruction. Teachers should consider this as an alternative way to start student's contextual base before launching focused lessons in the era.
·twitter.com·
Heather Cox Richardson (TDPR) on Twitter: "After the Civil War, heroic individuals rebuild their lives and rededicated the nation. At the same time, angry and desperate men warped our politics in ways that still echo. Let's take a look at Reconstruction,
Full text of "Report on the Condition of the South"
Full text of "Report on the Condition of the South"
In the summer of 1865, President Andrew Johnson sent Carl Schurz through the South to study conditions. Schurz's report, which suggested the readmission of the states with complete rights and the investigation of the need of further legislation by a Congressional committee, was ignored by the President. This document can be mined by teachers for DBQ material, or by students in original research
Treason does, under existing circumstances, not appear odious in the south. The people are not impressed with any sense of its criminality. And, secondly, there is, as yet, among the southern people an _utter absence of national feeling_
·archive.org·
Full text of "Report on the Condition of the South"
Cultural panic and overwhelming change: Richard White looks back on America’s first Gilded Age | Library of America
Cultural panic and overwhelming change: Richard White looks back on America’s first Gilded Age | Library of America
The old ideal of a working life—the original American dream of a competency, the amount of money needed to support a family, provide a cushion for hard times and old age and to set children up in life, rather than great riches—seemed harder and harder to attain.
I would hope that they would realize that white supremacy (even though who counts as white has evolved and changed) has been a powerful and malicious force in American history. It triumphed following Reconstruction because the federal government failed to use the powers that it possessed to suppress terrorism. The failure of Reconstruction wasn’t inevitable. Terrorism won, but the Klan and other organizations could have been suppressed. The federal government and state militias did suppress terrorism in South Carolina, North Carolina, and Arkansas. Ultimately, it was the failure of the federal government to use its authority to place troops in the South and protect black voters—who demonstrated remarkable courage in attempting to retain their rights—that crippled the promise of a homogenous citizenry. Rapidly in some places, gradually in others, black men lost the vote
By 1880 John Hay thought that the Southern Democrats had so perfected their machinery of suppressing black votes “that even murder, the cheapest of all political methods in the South, will hardly be necessary this year.”
·loa.org·
Cultural panic and overwhelming change: Richard White looks back on America’s first Gilded Age | Library of America
Reconstruction SAC | Stanford History Education Group
Reconstruction SAC | Stanford History Education Group
The constitutional amendments passed during Reconstruction vastly expanded former slaves’ rights and opportunities. At the same time, the Black Codes passed in most Southern towns, cities, and states curtailed those rights and opportunities. The tension between African Americans’ federal and local rights raises questions about the impact of Reconstruction on the freedom of former slaves. In this structured academic controversy, students examine constitutional amendments, a Black Code, a personal account of a former slave, and other documents to answer the question: “Were African Americans free during Reconstruction?"
·sheg.stanford.edu·
Reconstruction SAC | Stanford History Education Group
Radical Reconstruction | Stanford History Education Group
Radical Reconstruction | Stanford History Education Group
After the defeat of the South in the Civil War, Radical Republicans put forward a plan to reshape Southern society. Their plan faced fierce opposition from Democrats and from President Andrew Johnson. In this lesson, students will read speeches by Thaddeus Stevens and Johnson in order to explore why the Radical Republican plan was considered so “radical” at the time.
·sheg.stanford.edu·
Radical Reconstruction | Stanford History Education Group
How Southern socialites rewrote Civil War history - YouTube
How Southern socialites rewrote Civil War history - YouTube
7 minute video that can provoke a high-level thinking conversation about public memory and history. It would be easy to how the evidence in this video points to the persistence of racism, and it would certainly be correct to do so. At the same, how would any society give meaning to so many dead?
·youtube.com·
How Southern socialites rewrote Civil War history - YouTube
Whose Heritage? - Report on the history of Confederate monuments, Public works naming and iconography. Published by the Southern Poverty Law Center
Whose Heritage? - Report on the history of Confederate monuments, Public works naming and iconography. Published by the Southern Poverty Law Center

Following the Charleston massacre, the Southern Poverty Law Center launched an effort to catalog and map Confederate place names and other symbols in public spaces, both in the South and across the nation. This study, while far from comprehensive, identified a total of 1,503. *44 page report more for teachers and scholars though some advanced students may be able to use it for research - Get the CHART

·splcenter.org·
Whose Heritage? - Report on the history of Confederate monuments, Public works naming and iconography. Published by the Southern Poverty Law Center
Veto of the Civil Rights Bill 1866 - Andrew Johnson
Veto of the Civil Rights Bill 1866 - Andrew Johnson
This provision comprehends the Chinese of the Pacific States, Indians subject to taxation, the people called Gipsies, as well as the entire race designated as blacks, people of color, negroes, mulattoes, and persons of African blood. Every individual of these races, born in the United States, is by the bill made a citizen of the United States.
They establish for the security of the colored race safeguards which go indefinitely beyond any that the General Government has ever provided for the white race. In fact, the distinction of race and color is by the bill made to operate in favor of the colored against the white race.
This is an argument that has been around since this time - immediately after slavery, there were white people that were claiming that blacks were being given more rights than white people
·teachingamericanhistory.org·
Veto of the Civil Rights Bill 1866 - Andrew Johnson
Visualizing Emancipation
Visualizing Emancipation
Visualizing Emancipation is a map of slavery’s end during the American Civil War. It finds patterns in the collapse of southern slavery, mapping the interactions between federal policies, armies in the field, and the actions of enslaved men and women on countless farms and city blocks. It encourages scholars, students, and the public to examine the wartime end of slavery in place, allowing a rigorously geographic perspective on emancipation in the United States.
·dsl.richmond.edu·
Visualizing Emancipation
Mapping Occupation - Force Freedom and the Army in Reconstruction
Mapping Occupation - Force Freedom and the Army in Reconstruction
Students learning about Reconstruction will confront the reality that from the start of the Civil War and through the 1870s, the U.S. Army remained the key institution that newly freed people in the South could access as they tried to defend their rights. This site allows viewers to explore the practical details of when and where the Union Army was, specifically, and in what numbers. Capitalizing on the digitization of a massive data collection from the National Archives and other repositories presents this history and geography in two ways: as a spatial narrative, guiding the user through key stages in the spatial history of the army in Reconstruction; and as an exploratory map. Students can be free to build their own narratives out of the data curated here.
·mappingoccupation.org·
Mapping Occupation - Force Freedom and the Army in Reconstruction