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“Oration by Frederick Douglass, delivered on the occasion of the unveiling of the Freedman's monument in memory of Abraham Lincoln in Lincoln Park, Washington, D.C., April 14, 1876.” (April 14, 1876) - Encyclopedia Virginia
“Oration by Frederick Douglass, delivered on the occasion of the unveiling of the Freedman's monument in memory of Abraham Lincoln in Lincoln Park, Washington, D.C., April 14, 1876.” (April 14, 1876) - Encyclopedia Virginia
He was pre-eminently the white man’s President, entirely devoted to the welfare of white men. He was ready and willing at any time during the first years of his administration to deny, postpone, and sacrifice the rights of humanity in the colored people to promote the welfare of the white people of this country. In all his education and feeling he was an American of the Americans. He came into the Presidential chair upon one principle alone, namely, opposition to the extension of slavery. His arguments in furtherance of this policy had their motive and mainspring in his patriotic devotion to the interests of his own race. To protect, defend, and perpetuate slavery in the States where it existed Abraham Lincoln was not less ready
he delivered us from a bondage, according to Jefferson, one hour of which was worse than ages of the oppression your fathers rose in rebellion to oppose.
·encyclopediavirginia.org·
“Oration by Frederick Douglass, delivered on the occasion of the unveiling of the Freedman's monument in memory of Abraham Lincoln in Lincoln Park, Washington, D.C., April 14, 1876.” (April 14, 1876) - Encyclopedia Virginia
December 3, 1867: Third Annual Message to Congress | Miller Center
December 3, 1867: Third Annual Message to Congress | Miller Center
Eric Foner called this annual message of Andrew Johnson "perhaps the most blatantly racist pronouncement ever to appear on an official state document"
it must be acknowledged that in the progress of nations Negroes have shown less capacity for government than any other race of people. No independent government of any form has ever been successful in their hands. On the contrary, wherever they have been left to their own devices they have shown a constant tendency to relapse into barbarism.
·millercenter.org·
December 3, 1867: Third Annual Message to Congress | Miller Center
Special Message | The American Presidency Project
Special Message | The American Presidency Project
Grant's message to Congress on the anniversary of the 15th Amendment
Institutions like ours, in which all power is derived directly from the people, must depend mainly upon their intelligence, patriotism, and industry.
. To the race more favored heretofore by our laws I would say, Withhold no legal privilege of advancement to the new citizen. The framers of our Constitution firmly believed that a republican government could not endure without intelligence and education generally diffused among the people
·presidency.ucsb.edu·
Special Message | The American Presidency Project
Confederate Veteran Magazine
Confederate Veteran Magazine
Advertised as the official organ first of the United Confederate Veterans, United Daughters of the Confederacy, the Sons of Confederate Veterans, and the Confederate Southern Memorial Society, this magazine sold thousands of copies in the late 18th, early 19th century. This collection of copies can be used and searched as a "free range" primary doc exercise exploring the "Lost Cause"
·archive.org·
Confederate Veteran Magazine
Abraham Lincoln - Proclamation of Amnesty and Reconstruction
Abraham Lincoln - Proclamation of Amnesty and Reconstruction
"I, --------, do solemnly swear, in presence of Almighty God, that I will henceforth faithfully support, protect and defend the Constitution of the United States, and the union of the States thereunder; and that I will, in like manner, abide by and faithfully support all acts of Congress passed during the existing rebellion with reference to slaves, so long and so far as not repealed, modified or held void by Congress, or by decision of the Supreme Court; and that I will, in like manner, abide by and faithfully support all proclamations of the President made during the existing rebellion having reference to slaves, so long and so far as not modified or declared void by decision of the Supreme Court. So help me God."
·historyplace.com·
Abraham Lincoln - Proclamation of Amnesty and Reconstruction
CSI: Dixie - Coronors' Inquests from South Carolina between 1800 and 1900
CSI: Dixie - Coronors' Inquests from South Carolina between 1800 and 1900
Collecting extant coroners' inquests for the state of South Carolina between 1800 and 1900, "CSI: Dixie" provides rare glimpses into Victorian-era suicide, homicide, infanticide, abortion, child abuse, spousal abuse, master-slave murder, and slave on slave violence. Coroners’ inquests are some of the richest records we have of life and death in the nineteenth century South. As mortals, we all die, but we do not die equally. Race, place, gender, profession, behavior, and good and bad luck play large roles in determining how we go out of the world.
·csidixie.org·
CSI: Dixie - Coronors' Inquests from South Carolina between 1800 and 1900
Trial Record in the Case of United States vs Susan B. Anthony (1873)
Trial Record in the Case of United States vs Susan B. Anthony (1873)
Susan B Anthony was arrested, tried and convicted for voting. Perhaps the manner in which women's rights is analyzed determines the nature of students' understanding. It is one thing to say that women did not have the right to vote, it is altogether another to say they were arrested for it. This could also be used in a discussion about democracy. If students agree the the founding fathers created a democracy, then how do they explain people going to jail for voting?
·law2.umkc.edu·
Trial Record in the Case of United States vs Susan B. Anthony (1873)
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
The Leopard's Spots: A Romance of the White Man's Burden---1902 : Thomas Dixon
The Leopard's Spots: A Romance of the White Man's Burden---1902 : Thomas Dixon
This novel is a revision of Reconstruction which portrays black voters as tyrants who are out to take wealth from white landowners and give it to themselves.  This is one of the many books that portray Reconstruction as a failure, not in the sense that it did not do enough for blacks after the Civil War, but because it took power away from white people.
·archive.org·
The Leopard's Spots: A Romance of the White Man's Burden---1902 : Thomas Dixon
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 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
General Robert E. Lee's Parole and Citizenship
General Robert E. Lee's Parole and Citizenship
Robert E Lee's formal rights of citizenship were never restored to him while he was alive but were restored to him posthumously in 1975. Perhaps Gerald Ford's comments when he signed the special congressional resolution could be used as a prompt in a lesson or even a "do now" activity at the start of a Reconstruction lesson.
·archives.gov·
General Robert E. Lee's Parole and Citizenship
The Battle Over Reconstruction: The Politics of Reconstruction | EDSITEment
The Battle Over Reconstruction: The Politics of Reconstruction | EDSITEment
This lesson plan will explore the clashes between the Radical Republicans in Congress and Presidents Lincoln and Johnson during the battles over direction of Reconstruction policy. It will also examine how these contentious divisions led to the impeachment of President Andrew Johnson.
·edsitement.neh.gov·
The Battle Over Reconstruction: The Politics of Reconstruction | EDSITEment
Letters of Note: To My Old Master
Letters of Note: To My Old Master
In August of 1865, a Colonel P.H. Anderson of Big Spring, Tennessee, wrote to his former slave, Jourdon Anderson, and requested that he come back to work on his farm. Jourdon — who, since being emancipated, had moved to Ohio, found paid work, and was now supporting his family — responded spectacularly by way of the letter seen below (a letter which, according to newspapers at the time, he dictated).
·lettersofnote.com·
Letters of Note: To My Old Master
Mississippi's Black Codes
Mississippi's Black Codes
A teacher doesn't ever have to talk about Black Codes, just have the students look through the text of the laws themselves. That should be enough. Just reading the first paragraph of Vagrancy should do it
·teachingamericanhistory.org·
Mississippi's Black Codes
eHistory - Projects - Mapping Occupation
eHistory - Projects - Mapping Occupation
Mapping Occupation, by Gregory P. Downs and Scott Nesbit, captures the regions where the United States Army could effectively act as an occupying force in the Reconstruction South. For the first time, it presents the basic nuts-and-bolts facts about the Army's presence, movements that are central to understanding the occupation of the South. That data in turn reorients our understanding of the Reconstruction that followed Confederate surrender. Viewers can use these maps as a guide through a complex period, a massive data source, and a first step in capturing the federal government's new reach into the countryside.
·ehistory.org·
eHistory - Projects - Mapping Occupation
The Meaning of Emancipation in the Reconstruction Era
The Meaning of Emancipation in the Reconstruction Era
This exercise focuses on the meaning and reality of emancipation for African Americans. How did life change for ex-slaves in the South during the Reconstruction era? What did emancipation mean to former slaves in terms of their hopes and expectations? What did emancipation mean in terms of the realities of their lives after the Civil War? Finally, if Reconstruction in some sense failed them, why? Was a greater degree of change possible given the players involved and the circumstances?
·investigatinghistory.ashp.cuny.edu·
The Meaning of Emancipation in the Reconstruction Era
Gold Price Board from Black Friday 1869
Gold Price Board from Black Friday 1869
The culmination of Jay Gould's failed scheme to corner the Gold Market resulted in a collapse of the gold market on Sept 24, 1869 - this is the blackboard that tracked the price of gold on that day. Students who've seen the ":zipper" of stock prices on the bottom of TV screens may want to see what crude technology was used after the Civil War. The handwriting on the bottom of the board was written by James Garfield, chairman of the House Banking and Currency Committee who investigated the scandal.
·upload.wikimedia.org·
Gold Price Board from Black Friday 1869
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
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
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
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
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"
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
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)