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#12250 (i3550)—Primary Sources: Reconstruction 2 © Teacher Created Materials

How to Use This Product . . . . . . . . . . . 3

Introduction to Primary Sources . . . . 5

Activities Using Primary Sources . . . 15

Photographs

Atlanta, Georgia . . . . . . . . . . . . . . . . . . .15–16A Major Impact . . . . . . . . . . . . . . . . . . . . .15

The Radical Republicans Massacre at New Orleans, 1866 . . . . . . . . . . . . . .17–18Republicans and Democrats . . . . . . . . . . .17

Presidential Campaign, 1864 . . . . . . . . .19–20Lincoln’s Reconstruction Versus

Johnson’s Restoration . . . . . . . . . . . . . . .19

The Fifteenth Amendment . . . . . . . . . . . .21–22Congressional Reconstruction . . . . . . . . . .21

Solution of the Labor Question in the South . . . . . . . . . . . . . . . . . . . . . . . .23–24Carpetbaggers . . . . . . . . . . . . . . . . . . . . . .23

Cotton Plantation. . . . . . . . . . . . . . . . . . .25–26Sharecropping . . . . . . . . . . . . . . . . . . . . . .25

Hiram Rhoades Revels. . . . . . . . . . . . . . .27–28African Americans Take Office . . . . . . . .27

Tuskegee Institute Laboratory . . . . . . . . .29–30Booker T. Washington and the

Tuskegee Institute . . . . . . . . . . . . . . . . . .29

Primary Sources

Harper’s Weekly, Scene in the House . . .31–34The Thirteenth Amendment. . . . . . . . . . . .31A Life List . . . . . . . . . . . . . . . . . . . . . . . . .33Harper’s Weekly, Scene in the House. . . .34

Courier—Extra Reports Lincoln’s Death. . . . . . . . . . . . . . . . . . . . . . . . . . .35–38Lincoln’s Assassination . . . . . . . . . . . . . . .35What Might Have Been . . . . . . . . . . . . . . .37Courier—Extra Reports Lincoln’s

Death . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Andrew Johnson’s Reconstruction and How It Works . . . . . . . . . . . . . . . . .39–42Andrew Johnson Becomes President. . . . .39Andrew Johnson’s Epitaph . . . . . . . . . . . .41Andrew Johnson’s Reconstruction

and How It Works. . . . . . . . . . . . . . . . . .42

Table of ContentsAdvertisement Against the Freedmen’s

Bureau. . . . . . . . . . . . . . . . . . . . . . . . . .43–46The Freedmen’s Bureau. . . . . . . . . . . . . . .43Bureau Agents Wanted!. . . . . . . . . . . . . . .45Advertisement Against the

Freedmen’s Bureau . . . . . . . . . . . . . . . . .46

Special Field Order No. 15 . . . . . . . . . . .47–50Promised Lands . . . . . . . . . . . . . . . . . . . . .47Promised Lands Letter. . . . . . . . . . . . . . . .49Special Field Order No. 15 . . . . . . . . . . . .50

White Supremacy Advertisement . . . . . . .51–54White Resistance . . . . . . . . . . . . . . . . . . . .51An Opposing Message. . . . . . . . . . . . . . . .53White Supremacy Advertisement . . . . . . .54

Migration Poster . . . . . . . . . . . . . . . . . . .55–58The Great Migration . . . . . . . . . . . . . . . . .55Mapping the Great Migration . . . . . . . . . .57Migration Poster . . . . . . . . . . . . . . . . . . . .58

Plessy v. Ferguson, 1896 . . . . . . . . . . . . .59–62Jim Crow Laws . . . . . . . . . . . . . . . . . . . . .59Separate but Equal . . . . . . . . . . . . . . . . . . .61Plessy v. Ferguson, 1896. . . . . . . . . . . . . .62

Document-Based Assessments . . . . . . 63Sherman’s Total Warfare. . . . . . . . . . . . . . . .63

Wanted! . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

A Nation in Mourning . . . . . . . . . . . . . . . . . .65

Keeping the Peace . . . . . . . . . . . . . . . . . . . . .66

Fighting the Freedmen’s Bureau . . . . . . . . . .67

Sharecropper at Work . . . . . . . . . . . . . . . . . .68

A Sharecropper’s Contract . . . . . . . . . . . . . .69

Freedmen’s Bureau School . . . . . . . . . . . . . .70

Education . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

The First Vote . . . . . . . . . . . . . . . . . . . . . . . .72

The Atlanta Compromise. . . . . . . . . . . . . . . .73

Separate but Equal . . . . . . . . . . . . . . . . . . . . .74

Appendix . . . . . . . . . . . . . . . . . . . . . . . 75About Your CD . . . . . . . . . . . . . . . . . . . . . . .75

Suggested Literature and Websites . . . . . . . .77

Document-Based Assessment Rubric Example . . . . . . . . . . . . . . . . . . . . .78

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . .79

© Teacher Created Materials 5 #12250 (i3550)—Primary Sources: Reconstruction

Introduction to Primary Sources

“My Darling Sheik . . .” So opens a letter dated August 31, 1927, from Catherine Borup to her paramour, Anthony DiLieto. A native of the Bronx, 24-year-old Borup was the daughter of Irish and Danish immigrants, while trolley-car driver DiLieto, aged 27 and also from New York, was a first-generation American of Italian stock. Borup was away from her “Darling Sheik” and used pen and paper to express her feelings of loneliness at their separation.

The sentiment of the letter from Borup to DiLieto evokes a kind of vintage language from the time period. Clearly the reference to the “Sheik” refers to silent screen star Rudolf Valentino, the Brad Pitt of his day. There is a discussion about train schedules and a potential rendezvous. But so what? What’s the big deal about a letter between two anonymous lovers of the Roaring 20s? Well, they were my maternal grandparents, and upon the 1986 death of my grandfather, Anthony DiLieto, their letters were turned over to me for my care. Since then, I have occasionally shared these letters with my students when we are studying the 1920s. When I read the aforementioned letters to my students, I gently slip each one out of its original envelope, complete with a two-cent stamp, and the 1920s speak to us across a chasm of more than 80 years.

Primary sources are a powerful learning and teaching device that provide students, teachers, and scholars with a window to the past unlike any other kind of resource. In some ways, just about everything around us can be deemed a primary source. A primary source is any documentation of an event from a person who actually participated in the event. Such sources give us a firsthand look at the past.

At our school, students compile a slide show for the senior prom that is really a visual record of their four years of high school. Like the letters from my grandparents, these documents help the students define who they are and provide us direction for the future.

I have a sign on the podium in my classroom that has a quote from an anonymous British source. The quote reads, “A present tense culture that disdains the past has no future.” Let’s consider what might happen with the Senior Prom Slide Show should it be analyzed and interpreted by a historian 100 years from now. Not only would the images speak about our school at a particular time and place, but in a broader sense it would provide historians with a glimpse into life in the United States from the year 2010, offering a kind of global appreciation of trends and change over time. I like to point out to my students that fashion can also be a primary source. My students and I chuckle together when I relate the story of the kinds of tuxedos my peers and I wore to our proms in the 1970s—pastels and polyester.

With an array of primary sources at your disposal, you can help connect students to the past in ways that are unimaginable. “The past,” William Faulkner once wrote, “is not dead. It isn’t even the past.” So your teaching, through use of primary source materials, will not only enrich your students’ understanding and give the past meaning, but it will also enrich your repertoire of teaching tools by providing relevance and meaning. With primary sources at your side, you can easily answer the oft heard query, “So what?” that comes from those students chasing away the “I hate history” blues.


Introduction to Primary Sources

Where do you begin? Let me help you. Much of the material presented here is based on the important groundwork on teaching with primary sources developed by the Education Staff of the National Archives and Records Administration (http://www.archives.gov/education/index.html). In addition, keep in mind that using primary sources helps to create a greater sense of participatory democracy in the United States. This is particularly true when you are working with documents that are related to the United States government, such as the kind housed in repositories like the National Archives and Records Administration or the Library of Congress (http://www.loc.gov). The pages in this introduction are reproduced on the CD as student activity pages that you can print and distribute to your students (folder name: Lesson Support Files).

To get your students warmed up to the idea of using primary source material, consider doing the following exercise with your class shortly after the school year begins. As a homework assignment, direct your students, with the help of a family member or adult who is close to them, to look through souvenirs of their lives that have been saved as they have grown. These might include photographs, letters, diaries, newspaper clippings, birth certificates, report cards, library cards, or social security cards. Before bringing their selected documents to class, have students respond to the following questions as a warm-up to the activity that you will lead them through the next day in class: What do the documents have to do with the students? What do the documents say about the students’ lives? and What are the sources of the documents?

During the follow-up class, have each student share with the class his or her selected document. As each student presents his or her document, he or she should provide answers to the following questions: What type of document is this? What is the date of the document? How was the document saved, and who saved it? Who created the document? and How does the document relate to the student and the class?

Next, have students record for their documents and the documents of their classmates, their responses to the following questions: What does the existence of the document say about whoever created it? What does the existence of the document say about whoever saved it? and What does the existence of the document say about life in this era?

Once you have prepped your students with this strategy, you will be well on your way to introducing them to the work of historians as they make valid inquires into the past. Reproducible student pages for this activity are provided on the CD in the folder entitled Lesson Support Files (intro.pdf).

No matter how you use primary sources, you will find that they will invigorate your classroom, engage your students, and lead to student achievement. Effective use of primary sources can help you to challenge your students to question their assumptions about the past. Primary sources breathe life into one of the most exciting disciplines of all—history—because they reflect individual human spirit through the ages. There is a myriad of ways you can utilize primary sources in your teaching repertoires. Let the adventure begin!

This introduction (pages 5–14) was written and compiled by James A. Percoco. Percoco teaches history at West Springfield High School in Springfield, Virginia. He has received numerous awards for his work in the field of education. He was selected as a member of the USA Today’s All-USA Teacher Team in 1998, and he was named Outstanding Social Studies Teacher of the Year at the 1993 Walt Disney Company American Teacher Awards. He has authored three books, A Passion for the Past: Creative Teaching of U.S. History (Heinemann, 1998), Divided We Stand: Teaching About Conflict in U.S. History (Heinemann, 2001), and Summers with Lincoln (Fordham University Press, 2008).


Using Primary Sources Tuskegee Institute Laboratory

Booker T. Washington and the Tuskegee Institute

Standard/Objective

• Students will relate such factors as physical endowment and capabilities, learning, motivation, personality, perception, and behavior to individual development (NCSS).

• Students will create ad campaigns to promote the ideas of either Booker T. Washington or W.E.B. DuBois.

Materials

Copies of both sides of the Tuskegee Institute Laboratory photograph card; Copies of the historical background information (page 30); Copies of Another View: W.E.B. DuBois (webdubois.pdf); Chart paper or a dry-erase board; Art supplies, including poster board and markers

Discussion Questions

• Study the setting of this photo carefully. What kind of a place is this?

• What are the people in this photograph doing?

• Describe the man in the center of the photo.

Using the Primary Source

Display the Tuskegee Institute Laboratory photograph card. Ask students the discussion questions above. After students have shared their observations, explain that this is a photograph of a science laboratory at Tuskegee Institute, a college for African Americans founded by Booker T. Washington in 1881. Booker T. Washington is the tall man in the center of the photo.

Distribute copies of the historical background information (page 30). Have students read the information. Next, distribute copies of Another View: W.E.B. DuBois (webdubois.pdf). Make a T-chart on the board or overhead. Label one side of the chart Booker T. Washington, and label the other side W.E.B. DuBois. As a class, organize the facts from the article on the chart.

Divide the class into small groups of two to four students. Assign Booker T. Washington to half of the groups and W.E.B. DuBois to the other half. Explain to students that they are now either “Bookerites” or members of DuBois’ Niagara Movement. They must create campaigns, similar to modern-day political campaigns, to win more supporters for their leaders. Groups will each create one or more of the following: a slogan that summarizes the man’s views in a short phrase; a chant or cheer that states the man’s views in a catchy rhyme; or a poster that explains the views in a visually-appealing way.

As a final activity, assign various activities from the back of the photograph card.

Extension Idea

Have students write and produce television commercials to sell the views of Booker T. Washington or W.E.B. DuBois to the audience.


Using Primary Sources Tuskegee Institute Laboratory

Booker T. Washington and the Tuskegee Institute (cont.)

Historical Background Information

After the Civil War, freed slaves were trying to find their places in American society. There were many ideas about how to do this. Booker T. Washington, an African American teacher and leader, thought education was the answer.

In the South, it had been a crime to teach slaves to read and write. Most former slaves could not write their own names, read simple signs, or understand labor contracts. He thought uneducated people would not know how to use their civil rights. He wanted former slaves to go to school first. Then, they could tackle the issue of equal rights.

Washington was a man born with a love of learning. As a young slave, one of his chores was to carry the books of his master’s children to school for them. From the first moment he looked through the schoolhouse window, he was amazed. He viewed the school as a paradise.

It took years for Washington to get into such a paradise. The Civil War ended when he was nine years of age. He went to work with his stepfather in a hot, dirty salt furnace from dawn to dusk. He knew education was his only chance to escape such a life. But his family could not afford for him to quit his job to attend school. So, he studied late at night by candlelight and taught himself to read. Later, he went to night classes at a local freedmen’s school.

At age 16, Washington was accepted at Hampton Agricultural and Normal Institute. He was so determined to continue learning that he walked 500 miles to the college. When he arrived, he had to work as a janitor to pay for his classes. He was an outstanding student. He became a teacher and then a college professor.

In 1881, Washington got a job as principal of Tuskegee (tuhs-KEE-gee) Institute in Alabama. It was a new college for African Americans. When he arrived at his new job, the school building had not even been built. He had to start from scratch.

Washington based the school on practical skills that were useful in the rural South. There were classes in teaching, farming, wagon building, printing, brick making, blacksmithing, and other trades. He also taught students to take pride in themselves. He made sure students brushed their teeth, combed their hair, and dressed neatly. Washington believed he was grooming his students to fit into white society.

Washington believed that by learning these skills, African Americans would earn their civil rights. Many people, both black and white, agreed with Washington. His supporters were called “Bookerites.”

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© Teacher Created Materials #12250 (i3549)—Primary Sources: Reconstruction

Tuskegee Institute LaboratoryHistorical Background Information

After the Civil War, freed slaves were trying to find their places in American society. Two men emerged as leaders of this cause: Booker T. Washington and W.E.B. DuBois (doo-BOYZ). Both men believed that black people deserved the same rights as white people. But, they had very different ideas about how to get those rights. Washington thought education was the answer. He founded the Tuskegee (tuhs-KEE-gee) Institute to help African American students fit into white Southern society. DuBois thought protest was the answer. He started the radical Niagara (nahy-AG-ruh) Movement to fight for the rights of African Americans.

Analyzing History

Knowledge

If you were in this photo, what would you see taking place around you? Make a list of these things.

Comprehension

Write a short advertisement for a magazine that explains why the Tuskegee Institute is special.

Application

Write a half-page letter to Booker T. Washington asking for a teaching job at the Tuskegee Institute. Describe your education, experiences, and special talents to show how you are a good fit for this school.

Analysis

What if W.E.B. DuBois had been the founder of the Tuskegee Institute? How would the school have been different? Make a chart that compares and contrasts the two models of education.

Synthesis

Imagine what kind of school Booker T. Washington and W.E.B. DuBois would have designed if they had worked together. Write a list of at least 10 of the classes that would have been offered at this school.

Evaluation

Booker T. Washington and W.E.B. DuBois had two different ideas about schools for African Americans. Discuss the ideas of both leaders with a classmate. Decide whom you agree with the most.

Historical Writing

Fiction

Imagine that you are a young African American student in 1890. You want to further your education at the Tuskegee Institute. Write a short essay explaining why you believe attending this school could change your life.

Nonfiction

Design a brochure to tell interested students about the Tuskegee Institute. Include facts about these topics: school location, classes, places to live, ways to pay, and the values taught there.

History Challenge

Find out if the Tuskegee Institute still exists. If so, what is it like today?


Using Primary Sources Andrew Johnson’s Reconstruction and How It Works

Name ______________________________________________________

Andrew Johnson’s EpitaphBackground Information

Andrew Johnson was not a man who followed the crowd. He had his own ideas about government. And, he did not seem to care what anyone else thought. People even called him “King Andy.” His actions got him into deep trouble. Today, we remember him as the first president to be impeached.

Activity

Directions: Write a two- to four-line epitaph for President Andrew Johnson. An epitaph is a short poem or description on a gravestone. The tone of an epitaph can be serious or funny. Rhyming is optional. The challenge is to summarize a person’s identity in a few lines. Take your time and choose your words carefully!

Challenge

Find out what Andrew Johnson’s tombstone really says.


Using Primary Sources Andrew Johnson’s Reconstruction and How It Works

Andrew Johnson’s Reconstruction and How It Works

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Document-Based Assessments

Name ______________________________________________________

Freedmen’s Bureau School

Directions: Answer the following questions about this illustration.

1. Make three observations about the teachers and students in this illustration.

_______________________________________________________________________________

_______________________________________________________________________________

2. This school appears to have many students of all different ages. Why do you think that is?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3. Describe three ways the Freedmen’s Bureau helped people during Reconstruction.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Source: The Library of Congress

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