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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
1900: Speech in the Senate - Benjamin Tillman
1900: Speech in the Senate - Benjamin Tillman
Here the former Governor of South Carolina, a Senator from that state at the time, proclaims clearly that his state disenfranchised black voters. There were schools and there are halls at Clemson University named after Tillman. There is a statue of him at the capitol of South Carolina
We did not disfranchise the negroes until 1895. Then we had a constitutional convention convened which took the matter up calmly, deliberately, and avowedly with the purpose of disenfranchising as many of them as we could under the fourteenth and fifteenth amendments. We adopted the educational qualification as the only means left to us, and the negro is as contented and as prosperous and as well protected in South Carolina today as in any State of the Union south of the Potomac. He is not meddling with politics, for he found that the more he meddled with them, the worse off he got. As to his “rights” – I will not discuss them now. We of the South have never recognized the right of the negro to govern the white men, and we never will. We have never believed him to be equal to the white man, and we will not submit to his gratifying lust on our wives and daughters without lynching him.<a href="#footnotes" name="_ftnref6" target="_top"><sup id="footnote6">6</sup></a> I would to God the last one of them was in Africa and that none of them had ever been brought to our shores. . . .
·teachingamericanhistory.org·
1900: Speech in the Senate - Benjamin Tillman
The Racial Dot Map: One Dot Per Person
The Racial Dot Map: One Dot Per Person
A great resource for teachers teaching Reconstruction, "white flight" or the Civil Rights movement because it shows the persistence of segregation down to the individual person. Is this de facto or de jure? Is the north more segregated than the south? Why? How does this map play into the different perspectives of Martin Luther King and Malcolm X? Does this explain why Montgomery saw a boycott and Watts saw riots?
·coopercenter.org·
The Racial Dot Map: One Dot Per Person
Legislation Impossible - BackStory with the American History Guys
Legislation Impossible - BackStory with the American History Guys
One of the segments of this program is a seven minute focus on the history of segregation. This could be applicable to a Reconstruction, Progressive Era or Civil Rights era lesson or homework assignment. Take a look at the transcript to get a quick idea of what the program addresses.
·backstoryradio.org·
Legislation Impossible - BackStory with the American History Guys
The Rise and Fall of Jim Crow | PBS
The Rise and Fall of Jim Crow | PBS
Jim Crow was not a person, yet affected the lives of millions of people. Named after a popular 19th-century minstrel song that stereotyped African Americans, "Jim Crow" came to personify the system of government-sanctioned racial oppression and segregation in the United States.  Companion site for American Experience documentary. Includes timeline and extra information of people and events in film
·pbs.org·
The Rise and Fall of Jim Crow | PBS
Confederate Monument Interpretation Guide | Atlanta History Center
Confederate Monument Interpretation Guide | Atlanta History Center
This is a helpful addition to anything students do with monumnets
Lost Cause ideology, an alternative explanation for the Civil War developed by white Southerners after the war’s end, seeks to rationalize the Confederacy.
This website can help you to better understand Confederate monuments and the context in which they were created. Start with the historical introduction, which includes information about who erected the monuments, along with when, where, and why.
·atlantahistorycenter.com·
Confederate Monument Interpretation Guide | Atlanta History Center
W. E. B. Du Bois Reflects on the Purpose of History | Facing History & Ourselves
W. E. B. Du Bois Reflects on the Purpose of History | Facing History & Ourselves
This short excerpt includes an audio version making it easy to plug into a Reconstruction lesson. This excerpt, from a chapter titled “The Propaganda of History,” questions the ways in which Reconstruction was being studied and taught at the time.
How the facts of American history have in the last half century been falsified because the nation was ashamed. The South was ashamed because it fought to perpetuate human slavery. The North was ashamed because it had to call in the black men to save the Union, abolish slavery and establish democracy.
·facinghistory.org·
W. E. B. Du Bois Reflects on the Purpose of History | Facing History & Ourselves