10.identify cause and effect - public.rcas.org. history 1 (2017)/topic … · web viewuse the...

Topic 8: ReconstructionAssignments to do:

1. Video: “Reconstruction After the Civil War” Write down 5 things you learned. -------

2. Topic 8 Lesson 1 Interactive Reading Notepad ______

3. Topic 8 Lesson 1 Quiz ______





8. Reconstruction Primary Resources ______

9. Topic 8: Reconstruction Test ______

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Interactive Reading NotepadTopic 8 Lesson 1: Plans for Reconstruction Clash—Pages: 283-290

Key Terms-- Use the textbook to define the following terms on a separate sheet of paper.

1. Reconstruction2. Radical Republicans3. Wade-Davis Bill4. Freedmen’s Bureau5. Andrew Johnson6. Black codes7. Civil Rights Act of 18668. Fourteenth Amendment9. Impeach10.Fifteenth Amendment

Academic Vocabulary—this is just for referencecompensate: to make up for somethingconfiscate: to officially take property away from someone, usually as punishmentstipulation: the act of specifying a condition in an argumentsupersede: to take the place of something that is outdated or no longer usefulundermine: to make someone or something weaker or less effective

The Challenges of Reconstruction: 1. Explain an Argument Explain why some Northerners wanted to give the freed African

Americans in the South “forty acres and a mule.” Explain why Southerners opposed this policy.

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2. Identify Supporting Details Identify three details that support the following main idea: the Civil War devastated the South.

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3. Summarize What happened to former slaves after they were emancipated? ______________________________________________________________________________

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Competing Reconstruction Plans: 4. Compare and Contrast Use the graphic organizer below to compare and contrast how

Lincoln and the Radical Republicans believed the South should be treated after the Civil War. Include information about the plans proposed by each.

Lincoln: Ten Percent Plan Radical Republicans: Wade-Davis Bill

5. Draw Conclusions Why did Lincoln support the Freedmen’s Bureau but oppose the Wade-Davis Bill?

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6. Draw Inferences Why did many Northerners, including the Radical Republicans, believe the Southerners deserved to be punished?

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The Johnson Presidency and Reconstruction: Text—287-2887. Compare and Contrast How were Johnson’s views about Reconstruction different from

Lincoln’s?

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8. Summarize How did Southerners limit the rights of former slaves? Give several examples. ______________________________________________________________________________

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Congress Passes a Plan for Reconstruction: Text—289-290

9. Cite Evidence How might Reconstruction have gone differently if Lincoln had still been alive? Support your answer with evidence from the text.

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10. Identify Cause and Effect Why were the Radical Republicans so powerful in the years following the Civil War?______________________________________________________________________________

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Topic 8 Lesson 1 Quiz4

Directions: You may use the text to answer the following 5 questions. Please clearly write the correct answer on the line next to the number.

_____1. What significant question would passage of the Fourteenth Amendment address?A. How will slavery be outlawed in the United States?B. Who should have the right to vote in a democratic republic?C. Who should have access to publicly funded education?D. Who is included as a citizen of the United States?

_____2. Before allowing them to set up a new state government, Lincoln required ten percent of southern voters in each state toA. enlist in the military.B. apply for a federal pardon.C. sell their land to the Union.D. take a loyalty oath to the Union.

_____3. Why did Andrew Johnson refuse to grant additional rights to African Americans?A. He once owned part of a large slave trading company.B. He believed in more gradual reform for black political rights.C. He believed Reconstruction measures were not constitutional.D. He wanted to sustain the tax revenue generated by large plantations.

_____4. Several moderate Republicans refused to impeach Andrew Johnson because they thought such a decision wouldA. upset the balance of power in the government.B. empower the judicial branch of government.C. hurt their chances at reelection given Johnson's popularity.D. distract from their efforts to gain rights for African Americans.

_____5. What was unprecedented about the Civil Rights Act of 1866?A. It was the first time Congress passed a law that had been vetoed by the

President.B. It was the first time that Congress passed a law to benefit African Americans.C. It was the first time Congress mandated public education for African Americans

in all the states.D. It was the first time a law was overturned by the Supreme Court.

Interactive Reading NotepadTopic 8 Lesson 2: Reconstruction Changes the South—Pages 291-298

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Key Terms—Use the textbook to define the following terms on a separate sheet of paper.

1. scalawags2. carpetbaggers3. segregation4. integration5. sharecropping6. share-tenancy7. tenant farming8. Ku Klux Klan9. Enforcement Acts

Academic Vocabulary—this is just for referenceintimidate: to make someone afraidintrinsic: basic; essentialnevertheless: in spite of

Republicans Dominate Government:1. Compare and Contrast Explain the similarities and differences between the scalawags and

the carpetbaggers. ______________________________________________________________________________

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2. Identify Cause and Effect Why were many African Americans able to gain political power and positions immediately following the Civil War? Give at least two reasons from the text.

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3. Draw Inferences Why did more African Americans gain legislative positions in the South than in the North?

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4. Summarize What was unique about the public school system that was established in the South?

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Freed People Rebuild Their Lives: 5. Draw Conclusions How was life different for African Americans after the Civil War? What

aspects of life were similar?

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6. Analyze Interactions Among Individuals, Ideas, and Events How did educational institutions and churches help develop African American society after the Civil War?

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Land Distribution in the South:

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7. Compare and Contrast Use the graphic organizer below to show the similarities and differences among the various ways of managing land in the South after the Civil War. Include information about how much autonomy the farmers had in each situation.

Sharecropping Share-T enancy Tenant Farming

8. Draw Inferences If you were a farmer, what system would you prefer: sharecropping, share-tenancy, or tenant farming? What about if you were a landowner? Explain.

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Changes in the South Spark Violence: 9. Draw Conclusions What tactics were used by the Ku Klux Klan? What was the goal of this

group? ______________________________________________________________________________

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10. Analyze Interactions Among Individuals, Ideas, and Events What events during the Reconstruction likely sparked the formation of the Ku Klux Klan?

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Topic 8 Lesson 2 Quiz

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_____1. Which factor best explains the advantages many northern carpetbaggers had in pursuing new careers in the South?A. local political connectionsB. a disenfranchised African American populationC. low literacy rates in the SouthD. a rebounding Southern economy

_____2. Why did the Republican Party refuse to support women's suffrage?A. Women tended to vote overwhelmingly for the Democrats.B. They felt it would hinder their goal of attaining African American suffrage.C. Women did not usually make financial contributions to the party.D. The party's wealthiest donors were opposed to voting rights for women.

_____3. What was the main reason why it was more expensive to operate a school system in the South than in the North?A. the powerful influence of religious groupsB. the policy of segregation practiced in the SouthC. the widespread corruption introduced by so-called "scalawags"D. the influx of thousands of so-called "carpetbaggers" from the North

_____4. Why was sharecropping so appealing to blacks and poor whites in the South?A. One could save money more effectively.B. One could start without any cash up front.C. It enabled them to purchase their own land.D. It allowed them to grow whatever crops they wanted.

_____5. What happened after 1872 that led to a decline in violence against African Americans?A. The federal government took legal action against many members of the Ku Klux

Klan.B. Many southern blacks chose to take advantage of new educational opportunities.C. Southern black congregations became increasingly involved in local

communities.D. The Ku Klux Klan abandoned violent tactics to focus on electoral strategies to

obtain their goals.

Interactive Reading NotepadTopic 8 Lesson 3: Reconstruction’s Impact--Pages 299-308

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Key Terms— Use the textbook to define the following terms on a separate sheet of paper.

1. Civil Rights Act of 18752. Redeemers3. Rutherford B. Hayes4. Compromise of 18775. Jim Crow laws6. poll tax7. literacy tests8. Booker T. Washington9. W.E.B. Du Bois10. Ida B. Wells

Academic Vocabulary—this is just for referenceexploit: to treat someone unfairly in order to earn money or gain an advantageostracize: to refuse to accept someone as part of a groupprecedent: a legal decision that can be used to guide future legal decisionsscope: range covered by a subjectstatus: legal position or condition of a person, group, country, etc.transition: the process of moving from one stage to another

Reconstruction Comes to an End: 1. Draw Conclusions How did the Slaughterhouse Cases and United States v. Cruikshank

affect the scope of the Fourteenth Amendment?

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2. Identify Supporting Details What techniques did the Democratic Party use to gain power in the South?

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3. Draw Inferences What were the terms of the Compromise of 1877? Why did Southerners agree to it?

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4. Draw Conclusions What did the Election of 1876 signal for the Republican and Democratic Parties?

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Reconstruction Leaves a Mixed Legacy: 5. Cite Evidence Imagine you are an African American living during the late 1870s, after the

Civil War. How did Reconstruction benefit you? How did it fall short?

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6. Identify Cause and Effect How did the Civil War change the economy of the South?

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The South Restricts African American Rights:

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7. Identify Supporting Details Give two examples of how southern whites restricted the voting rights of African Americans in the years after the Civil War. Explain why these examples particularly impacted African Americans.

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8. Draw Inferences What was the goal of the Jim Crow laws? Explain whether this goal was achieved.

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African American Leaders Seek Reform: Text—306-307

9. Compare and Contrast Use the graphic organizer below to compare and contrast the philosophies of Booker T. Washington and W.E.B. Du Bois.

Booker T . Washington W.E.B. Du Bois

10. Summarize What was one issue that Ida B. Wells focused on? Why was that issue important for attaining equal rights for African Americans?

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Topic 8 Lesson 3 Quiz13


_____1. The group of politicians known as the "Redeemers" had the main goal ofA. reforming the election process in the South.B. regaining power in Congress for the South.C. battling widespread political corruption in the North.D. undoing civil rights legislation passed by congressmen from the North.

_____2. The Compromise of 1877 granted Rutherford B. Hayes the presidency in exchange for what?A. major tax cuts for southern statesB. removal of all remaining federal troops in the SouthC. reparations for damage caused in the South during the Civil WarD. additional electoral votes awarded to southern states in the next election

_____3. The enactment of the Jim Crow laws sought toA. promote education among blacks.B. keep blacks and whites separated.C. improve conditions for factory workers.D. deny voting and property rights to women.

_____4. After Reconstruction, many southern states enacted a poll tax, which was used toA. settle lawsuits filed by women rights' groups.B. collect funds to repair damages suffered during the Civil War.C. raise state revenue for the construction of factories.D. ensure poor African Americans could not afford to vote.

_____5. The idea that African Americans ought to accommodate segregation and focus their energy on education and economic advancement was a belief held byA. Ida B. Wells.B. W.E.B. Du Bois.C. Booker T. Washington.D. Elizabeth Cady Stanton.

Reconstruction Primary Sources

DIRECTIONS: READ THE FOLLOWING READINGS AND ANSWER THE QUESTIONS.

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READING 1

We hold it to be the duty of the government to inflict condign punishment on the rebel belligerents, and so weaken their hands that they can never again endanger the Union; and so reform their municipal institutions as to make them republican in spirit as well as in name....

We propose to confiscate all the estate of every rebel belligerent whose estate was worth $l0,000 or whose land exceeded two hundred acres in quantity....By thus forfeiting the estates of the leading rebels, the Government would have 394,000,000 of acres....Give if you please forty acres to each adult male freedman. Suppose there are one million of them. That would require 40,000,000 of acres....

The whole fabric of southern society must be changed....How can republican institutions, free schools, free churches, free social intercourse exist in a mingled community of nabobs and serfs; of the owners of twenty thousand acre manors with lordly palaces, and the occupants of narrow huts inhabited by "low white trash?"....

The property of the rebels shall pay our national debt, and indemnify freedmen and loyal sufferers.

Representative Thaddeus Stevens of Pennsylvania, 1865, on the radical or military program for Reconstruction

READING 2

Be it enacted, That said rebel States shall be divided into military districts and made subject to the military authority of the United States...That it shall be the duty of each officer...to protect all persons in their rights of persons and property, to suppress insurrection, disorder, and violence, or cause to be punished, all disturbers of the public peace and criminals....

Military Reconstruction Act of 1867

READING 3

The power...given to the commanding officer over all the people of each district is that of an absolute monarch. His mere will is to take the place of all law....It reduces the whole population of the ten states--all persons, of every color, sex, and condition, and every stranger within their limits--to the most abject and degrading slavery.

President Johnson's veto of the Military Reconstruction Act of 1867

READING 4Waving the Bloody Flag

Every state that seceded from the United States was a Democratic State....Every man that shot Union soldiers was a Democrat. Every man that loved slavery better than liberty was a Democrat. The man that assassinated Abraham Lincoln was a Democrat....Every man that raised bloodhounds to pursue human beings was a Democrat. Every man that clutched from shrieking, shuddering, crouching mothers, babies from their breasts, and sold them into slavery, was a Democrat.

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Robert G. Ingersoll, 1876

READING 5It was the most soul-sickening spectacle that America had ever been called upon to behold. Every principle of the old American polity was here reversed. In place of government by the most intelligent and virtuous part of the people for the benefit of the governed, here was government by the most ignorant and vicious part of the population for the benefit, the vulgar, materialistic, brutal benefit of the governing set.

Historian John W. Burgess, 1902

READING 6

In South Carolina, Mississippi and Louisiana, the proportion of Negroes was so large, their leaders of sufficient power, and the Federal control so effective that for the years l868-l874 the will of black labor was powerful; and so far as it was intelligently led, and had definite goals, it took perceptible steps toward public education, confiscation of large incomes, betterment of labor conditions, universal suffrage, and in some cases distribution of land to the peasant.W.E.B. DuBois

QUESTIONS1. Why did Thaddeus Stevens and the Radical Republicans want to punish the rebels? Do you

feel the punishment he proposed was enough? Explain your reasoning.

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2. What was the purpose of the First Reconstruction Act (Radical Reconstruction)? How would you feel if you were a former Confederate during the time of Reconstruction when this act became law?

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3. According to President Johnson, why did he veto the Radical Program for Reconstruction?

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4. Ingersoll is describing a Southern Democrat in 1876. What challenges do you think newly freed African Americans faced based on the history Ingersoll is describing?

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5. According to DuBois, what was life like for African Americans from 1868 to 1874? What factors do you predict would cause what DuBois describing to deteriorate?

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6. Was reconstruction a success or a failure? Explain your reasoning.______________________________________________________________________________

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Topic 8: Reconstruction Test

Multiple Choice—Each Question is worth 1 pointIdentify the choice that best completes the statement or answers the question.

______ 1. Which of the following issues contributed to conflict over Reconstruction?A.

power struggles among Democrats in Congress

B. lack of constitutional guidance on secessionC. lack of interest in the executive branchD.

divisions in the Supreme Court

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____ 2. In this Topic, you read the following text: "The Freedmen’s Bureau helped reunite families that had been separated by slavery and war. It negotiated fair labor contracts between former slaves and white landowners. By representing African Americans in the courts, the Bureau also established a precedent that black citizens had legal rights. The Freedmen’s Bureau continued its efforts until 1872." Based on the text, which piece of legislation would eventually extend the legal goals of the Freedmen’s Bureau?A.

Ten Percent Plan

B. the black codesC. Thirteenth AmendmentD.

Fourteenth Amendment

____ 3. “If any apprentice shall leave the employment of his or her master or mistress, without his or her consent, said master or mistress may pursue and recapture said apprentice, and bring him or her before any justice of the peace of the county, whose duty it shall be to remand said apprentice to the service of his or her master or mistress; … and if the court shall be of opinion that said apprentice left the employment of his or her master or mistress without good cause, to order him or her to be punished, as provided for the punishment of hired freedmen, as may be from time to time provided for by law for desertion …”—An Act to Confer Civil Rights on Freedmen, and for other Purposes, Tennessee, 1865 This law is an example ofA.

the black codes.

B. the Enforcement Acts.C. the Reconstruction Acts.D.

the Ten Percent Plan.

____ 4. The Civil Rights Act of 1866 sought to abolish the black codes byA.

dissolving the new state constitutions.

B. impeaching Andrew Johnson.C. using federal legislation to overrule state laws.D.

blocking readmission of Southern states.

____ 5. Which of the following was a key objective for the passage of the Military Reconstruction Act of 1867?A.

to make it easier for Southern states to reenter the Union after the Fourteenth Amendment was passed

B. to make the implementation of military rule a possible deterrent for other states considering secession

C. to allow the military to legally confiscate war supplies found on private property as a means of prevention

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to allow for a delay in the readmission of Southern states to the Union as requested by Congress

____ 6. Which of the following made the activity shown in this drawing possible?

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A.

publication of Free Speech

B. Plessy v. FergusonC. Fourteenth AmendmentD.

Fifteenth Amendment

____ 7. “As long as the shadow of the great house falls across you, you ain’t going to feel like no free man and no free woman.” —African American Minister This quotation reflects the desire of many newly freed slaves toA.

punish former slaveholders.

B. pursue a fresh start in a new place.C. turn plantation houses into churches.D.

invest in educational opportunities.

____ 8. During Reconstruction, which of the following was a way African American churches worked to develop new leaders in the community?A.

training women to be nurses

B. giving jobs to unemployed carpetbaggersC. establishing the first public vocational schoolsD.

providing a platform for organizing and group planning

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____ 9. Which statement from the text is supported by the information in the graph?

A.

“Many of the South’s problems resulted from the uneven distribution of land.”

B. “The plan developed by General Sherman and the Radical Republicans to give or sell land to freed people did not provide a solution.”

C. “A few African American men…were able to gather together the means to buy land.”D.

“African American farmers who sold their crops often found the value lower than anticipated.”

____ 10. Why did tenant farmers need to be better at managing money than sharecroppers?A.

They were landowners and had to pay for an agricultural license.

B. They controlled more of their own planning and finances.C. They managed the financial accounts of the landowner.D.

They oversaw sharecroppers who worked for the landowner.

____ 11. In this Topic, you read the following paragraph: "After 1872, on account of the federal government's readiness to use legal action, there was a decline in violence against Republicans and African Americans. The hatred may have been contained, but it was from extinguished. Smoldering beneath the surface, it would flare up in the coming decades." This passage describes the effects of which legislative action?A.

Fifteenth Amendment

B. Compromise of 1877C. Jim Crow lawsD.

Enforcement Acts

____ 12. Which of the following was a lasting effect of Reconstruction?A.

Republican dominance in southern states

B. integration of public educationC. successful implementation of the Fifteenth AmendmentD diversification of the southern economy

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____ 13. Which of the following was a consequence of the Supreme Court decisions in 1883 called the Civil Rights cases?A.

Reconstruction was forced to end.

B. States and municipalities could impose segregation on public accommodations.C. The Ku Klux Klan lost a great deal of influence.D.

The Fifteenth Amendment gained popularity in the West.

____ 14. In what way did Booker T. Washington think the Tuskegee Institute could best help the African American community?A.

by organizing civil rights rallies

B. by teaching practical skillsC. by providing integrated educationD.

by providing advanced education in medicine and law

____ 15. During Reconstruction, Republicans dominated new stat governments because ofA.

the political support of former Confederates who helped to establish new state and local governments.

B. Southern white voters who took loyalty oaths.C. the political support of freed African Americans who voted Republican and took positions

in state and local governments.D.

the efforts of carpetbaggers and a new crop of women voters.

____ 16. How does this cartoon portray the South during the Grant administration (on the left) and during the Hayes administration (on the right)?

A Under Grant, the South is oppressed, while under Hayes it is thriving.22

.B. Under Grant, the South is rural, while under Hayes it is urbanized.C. Under Grant, the South is thriving, while under Hayes it is once again oppressed.D.

Under Grant, the South is producing cash crops, while under Hayes it is growing only food crops.

Essay questions are on the next page.

Essay--Answer 3 of the following 6 questions on a separate piece of paper. Use complete sentences that include capitalizing the first word in a sentence, capitalizing proper nouns, and putting punctuation at the end of each sentence. Spell the words to the best of your ability. Each question is worth 5 points.

1. Distinguish between the primary purposes of the Thirteenth, Fourteenth, and Fifteenth Amendments.

2. Contrast Lincoln’s Ten Percent Plan with the Wade-Davis Bill.

3. Summarize What did the Freedmen’s Bureau do during Reconstruction?

4. Identify Cause and Effect Summarize the key issues that led to Andrew Johnson’s impeachment.

5. Make Generalizations What were the overall positive and negative outcomes of educational reform in the South during Reconstruction?

6. Identify Cause and Effect What circumstances in the Republican Party contributed to the end of Reconstruction?

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10.identify cause and effect - public.rcas.org. history 1 (2017)/topic … · web viewuse the...

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