United States History to 1877

Civil War and Reconstruction: 1860s to 1877

USI.10

The student will demonstrate knowledge of the effects of Reconstruction on American life by

a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United States and their impact on the expansion of freedom in America;
b) describing the impact of Reconstruction policies on the South.

SUGGESTED INSTRUCTIONAL STRATEGIES

Begin the unit with a question about the Reconstruction policies for the South.
Explain that the Reconstruction policies were harsh and created problems in the South.
Reconstruction attempted to give meaning to the freedom that the former slaves had achieved.
Review Reconstruction policies and problems:

Southern military leaders could not hold office.
Southerners resented northern "carpetbaggers," who took advantage of the South during Reconstruction.
African Americans held public office.
African Americans gained equal rights as a result of the Civil Rights Act of 1866, which authorized the use of federal troops for its enforcement.
Northern soldiers supervised the South.

Explain to students that the Reconstruction period from 1865 to 1877 continued the hostilities between the North and South. President Andrew Johnson, who became President after Abraham Lincoln was assassinated, and others wanted to pursue a conciliatory approach to reuniting the Union. However, Radical Republicans in Congress wanted to punish the South for seceding from the Union. These two factions argued over Reconstruction policies and created further ill will between the North and South. Racism in the South also prevented the newly freed slaves from achieving equality in the political, economic, and social arenas of American life.
Lead a discussion hypothesizing the impact of the Civil War on various groups of individuals, including newly freed slaves (freedmen); poor, white farm families in the South; wealthy Southern landowners and their families; and white Northerners (abolitionists, businessmen). Have the students work in pairs, or conduct the discussion as a whole-class activity. Use the following questions to prompt student thinking:

What obstacles did these groups face after the war?
What effect did the war have on their lives (emotional, financial)?
What was available to certain groups to help them overcome some of these obstacles?

Allow students to read the section in their text that covers Reconstruction. Ask them to write down their answers, or list their responses on the board. Complete the activity with a classroom discussion. A useful Web site is:

"Reconstruction and Its Aftermath." African American Odyssey. Library of Congress. http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html. This site explores the Reconstruction with concise text and illustrations.

After students have read the appropriate textbook section related to Reconstruction, have them work in pairs or small groups to create a T-chart like the one shown below. This example shows possible answers that students might provide. Students may create their chart on a poster-size piece of paper if working in groups. Another option is to hold a whole-group discussion and write the T-chart on the board.

President Andrew Johnson's Plan

Radical Republicans' Plan (Congress)

To reenter the Union, states had to:
- swear allegiance to the Union
- ratify the 13th amendment

Was willing to pardon high-ranking Confederate officers

Favored states' rights on issues such as giving African Americans the right to vote

Did not support the Freedman's Bureau

Took a conciliatory approach

Supported the Freedman's Bureau
- Created schools
- Created hospitals
- Created Industrial Institutes
- Created teacher-training centers
- Distributed food and clothing

Supported Civil Rights Act of 1866, which outlawed Black Codes

Passage of 13th, 14th, and 15th amendments required to reenter Union

Divided the South into five military districts

Supported equal rights for African Americans

After the chart is complete, lead a discussion with students about the actions actually taken by the federal government during Reconstruction. What were the obstacles to extending equal rights to African Americans?
Explain to students that political cartoons are important in conveying various political ideas and perspectives of a specific historical time period. Show students an example of a political cartoon that addresses a current political issue. Analyze the cartoon in a whole-group discussion. A helpful tool for analysis is the Cartoon Analysis Worksheet available at the U.S. National Archives and Records Administration Digital Classroom Web site: http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/cartoon.html.
Have students examine and analyze a selection of political cartoons from the Reconstruction period obtained from the following Web sites:

"A Brief History of Political Cartoons." American Studies at the University of Virginia. http://xroads.virginia.edu/~MA96/PUCK/part1.html. This Web site gives a concise overview of the subject.
The Impeachment of Andrew Johnson. HarpWeek http://www.impeach-andrewjohnson.com/ListOfCartoons/ListOfCartoons.htm. This site offers a selection of cartoons with commentaries.
Reconstruction: The Second Civil War: The Negro Question. American Experience. Public Broadcasting Service. http://www.pbs.org/wgbh/amex/reconstruction/nast/index.html.

WEB SITES

http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html
Reconstruction with concise text and illustrations

http://www.pbs.org/wgbh/amex/reconstruction/nast/index.html
Various units, teacher's guide, and a gallery of cartoons

http://www.hti.umich.edu/m/moagrp/
Making of America (MoA) is a digital library of primary sources.

http://www.pbs.org/wgbh/amex/reconstruction/
PBS on Reconstruction

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