the end of reconstruction - wikispaces. 16...read the text of the end of reconstruction ... ¥...

Differentiated Instruction

558 Chapter 16

Section 3Step-by-Step Instruction

Review and PreviewRadical Republicans succeeded in pass-ing three amendments in an effort to secure rights of freedmen. Students will now focus on the demise of Reconstruc-tion efforts and the resulting hardships for African Americans in the South.

Section Focus QuestionWhat were the effects of Recon-struction?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: military rule in the South; Democrats regaining power in southern states; African Americans losing rights they had gained during Reconstruction; many freed-men left poor and landless; the South’s econ-omy beginning to recover)

Prepare to Read

Build Background KnowledgeHave students recall the changes that took place in the South during Reconstruction. Use the Idea Wave strategy (TE, p. T24) to elicit responses and list them on the board. Tell students that they will learn that the South changed again after Reconstruction ended.

Set a Purpose■ Form students into pairs or groups of

four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart.

Teaching Resources, Unit 5, Reading Readiness Guide, p. 81

■ Use the Numbered Heads strategy (TE, p. T24) to call on students to share one piece of information they already know and one piece of information they want to know. The students will return to these worksheets later.

L1

English Language Learners L1

Less Proficient Readers L1

Special Needs

Gaining Comprehension Have students read the text of The End of Reconstruction as they listen to the Student Edition on Audio CD. Create exit cards for the stu-dents to complete at the end of the CD. The cards will read “What I learned about

_____” or “It made me feel _____.” Review their responses. Students can be given a copy of the CD to work independently at home or in the school Resource Center.

SE on Audio CD, Chapter 16

L2

L2

SE

CT

ION

SE

CT

ION

558 Chapter 16 Reconstruction and the New South

The End of Reconstruction

Key Terms and Peoplepoll taxliteracy testgrandfather clause

segregationHomer Plessysharecropper

A Southern Viewpoint“ It would be best for the peace, harmony, andprosperity of the whole country that there shouldbe an immediate restoration, an immediate bringingback of the states into their original practicalrelations.”

— Alexander H. Stephens, urging an end tofederal control of southern states, 1866

� Cartoon criticizing northern carpetbaggers in the South

Objectives• Explain why support for Reconstruction

declined.

• Describe how African Americans in the South lost many newly gained rights.

• Describe the sharecropping system and how it trapped many in a cycle of poverty.

• Identify the signs that the South began to develop a stronger economy by the 1880s.

Reading Skill

Evaluate Proposals When you read a proposal, ask yourself: Is the proposal likely to work as a way of advancing its goal?

Why It Matters The South experienced reforms during theReconstruction era. However, many of the changes werequite temporary. When Reconstruction ended, AfricanAmericans were subjected to new hardships and injustices. Itwould take more than a century to overcome these injustices.

Section Focus Question: What were the effects ofReconstruction?

Reconstruction’s ConclusionSupport for Radical Republicans declined as Americans

began to forget the Civil War and focus on bettering theirown lives. Scandals within President Grant’s administrationplayed an important role. Grant made poor appointments topublic offices, often appointing personal friends. Many ofthe appointees proved to be corrupt. Although Granthimself had no part in the corruption that took place, hisreputation suffered. Grant won reelection in 1872, but manynortherners lost faith in the Republicans and their policies.

Self-rule for the South Meanwhile, many people inboth North and South were calling for the withdrawal offederal troops and full amnesty for former Confederates.Starting with Virginia in 1869, opponents of Republicansbegan to take back the South, state by state. Slowly, theychipped away at the rights of African Americans.

In some states, campaigns of terror by secret societieswere a major factor in restoring their power. By 1874, Repub-licans had lost control of all but three southern states. By 1877,Democrats controlled those, too.

The Election of 1876 The end of Reconstruction was adirect result of the presidential election of 1876. Because ofdisputes over election returns, the choice of the President was

ssahtech16c09naSW3_s.fm Page 558 Tuesday, July 31, 2007 9:39 AM

Chapter 16 559

Teach

Reconstruction’s Conclusionp. 558

Instruction■ Vocabulary Builder Before teaching

this lesson, preteach the High-Use Words require and inferior, using the strategy on TE p. T21.Key Terms Have students complete the See It–Remember It chart.

■ Read Reconstruction’s Conclusion with students using the Choral Reading tech-nique (TE, p. T22).

■ Ask students to explain how Republi-cans began to lose power. (Scandals dur-ing Republican President Grant’s term led northerners to lose faith in Republicans. People began calling for the end of military rule, which led to Democrats taking back control of southern states.)

■ Ask: What event marked the end of Reconstruction? (the election of 1876) What do you think might have hap-pened if Reconstruction continued for many more years? (Answers will vary, but should reflect prior knowledge of the changes made during Reconstruction.)

■ Display the Voting Patterns During Reconstruction transparency. Discuss the changes that might have come when representation in Congress switched from mostly Republican in 1872 to mostly Democrat in 1876. (Possible answers: end of Reconstruction; fewer rights for African Americans; end to military rule in the South.)

Color Transparencies, Voting Patterns During Reconstruction

Answers

Reading Skill Hayes proposed to end Reconstruction. The Democrats wanted to end Reconstruction and the Republicans wanted to win the presidency.

northerners’ losing faith in

Republicans because of government cor-ruption; Democratic candidates taking back the South; the election of 1876

(a) the South (b) No; the map shows that people in the South prima-rily voted one way—Democratic—and people in the North and West primarily voted a different way—Republican.

L2

PERCENTAGEELECTORAL VOTE

PERCENTAGEPOPULAR VOTE

51% 48% 50.1% 49.9%

1%Minor

70°W

60°W

80°W

90°W

100°

W

110°

W

120°

W

40°N

30°N

50°N

ATLANTICOCEAN

PACIFICOCEAN

Gulf of Mexico

L. Superior

L.M

ichi

gan

L. Huron

L. Erie

L. Ontario

OR

CA

NV UTTERR. CO

WYTERR.

NMTERR.

AZTERR.

MTTERR.

KS

NE

CANADA

MEXICO

INDIANTERR.

IA

MO

AR

TX LA

MS AL GA

SC

NCTN

KYVAWV

IL

WIMI

MN

IN

OHPA

MDDENJ

NYCT RI

NHVT

ME

FL

MA

IDTERR.

WATERR.

DAKOTATERR.

0 km

4000 miles

400

Albers Equal-Area Projection

N

S

E

W

Hayes, Republican

Tilden, Democrat

Disputed results

K E Y

Section 3 The End of Reconstruction 559


560 Chapter 16

Independent PracticeHave students begin filling in the study guide for this section.

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand how and why Reconstruction ended. Provide assistance as needed.

African Americans Lose Rightsp. 560

Instruction■ Read African Americans Lose Rights

with students. Have students look for evidence that southern whites achieved their goal—keeping African Americans from voting.

■ Ask: What was the grandfather clause? (a provision that allowed a voter to skip a literacy test if his father or grandfather had been eligible to vote on January 1, 1867) Why was it passed? (to ensure that only white men could vote)

■ Lead a discussion on how the lives of African Americans and whites in the South might have differed when segre-gation was law. (Answers will vary, but students should point out that whites proba-bly had access to better education, jobs, and facilities.)

■ To help students better understand the concept of segregation, which is impor-tant to the understanding of this section, use the Concept Lesson Segregation. Distribute copies of the concept orga-nizer.

Teaching Resources, Unit 5, Concept Lesson, p. 86; Concept Organizer, p. 6

Independent PracticeHave students continue filling in the study guide for this section.

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand how African Americans lost rights they had gained during Reconstruc-tion. Provide assistance as needed.

Answer Draw Conclusions They could not make enough money to pay back their debt to landowners and buy their own land.

L3

Advanced Readers L3

Gifted and Talented

Comparing Explain that like the election for President in 1876, the election of 2000 resulted in the winner of the popular vote losing the election. Have students research this election, in which George W. Bush

defeated Al Gore. Point out that third-party candidate Ralph Nader also played a role in the results. Then ask students to identify the similarities and differences between the two elections.

L2

Farms Rented for Shares of Products, 188060

50

40

30

20

10

0

Farm

s Re

nted

(ten

s of

tho

usan

ds)

Connectic

ut

New H

ampsh

ire

Texa

s

Califo

rnia

Oregon

Alabam

a

States

Northeast

South

West

Source: Inter-university Consortium for Political and Social Research

1. Planting the CropLandowners give the sharecropper land, seed, and tools in exchange for a share in the crop. Sharecroppers buy goods and supplies from the landowner on credit.

Farming land they did not own, sharecroppers were locked into a cycle of debt, as shown by the illustration.Critical Thinking: Draw Conclusions Why was it hard for sharecroppers to escape the debt cycle?

INFOGRAPHIC

560

African Americans Lose RightsWith the end of Reconstruction, African Americans began to lose

their remaining political and civil rights in the South. Southernwhites used a variety of techniques to stop African Americans fromvoting. They passed laws that applied to whites and African Ameri-cans but were enforced mainly against African Americans.

One such law imposed a poll tax—a personal tax to be paidbefore voting. This kept a few poor whites and many poor freedmenfrom voting. Another law required voters to pass a literacy test, or atest to see if a person can read and write. In this case, voters wererequired to read a section of the Constitution and explain it.

However, a grandfather clause allowed illiterate white males tovote. The grandfather clause was a provision that allowed a voter toavoid a literacy test if his father or grandfather had been eligible tovote on January 1, 1867. Because no African American in the Southcould vote before 1868, nearly all were denied the right to vote.

Southern states created a network of laws requiring segregation,or enforced separation of races. These so-called Jim Crow laws barredthe mixing of races in almost every aspect of life. Blacks and whiteswere born in separate hospitals and buried in separate cemeteries.The laws decreed separate playgrounds, restaurants, and schools.They required African Americans to take back seats or separate carson railroads and streetcars. When African Americans challenged therestrictions in court, they lost. State and local courts consistentlyruled that Jim Crow laws were legal.

Vocabulary Builderrequire (rih KWYR ) v. to order or command


History Background

Chapter 16 Section 3 561

A Cycle of Povertyp. 561

Instruction■ Read A Cycle of Poverty with students.

Have students look for causes and effects.

■ Have students look at the Sharecrop-ping Cycle of Poverty feature and ask them to describe the cycle in their own words. (Students’ answers will vary, but should reflect an understanding of how sharecroppers got trapped in a cycle of debt.) Ask: Were African Americans in towns and cities struggling with poverty as well? Explain. (Yes, opportunities for skilled workers dwindled and many African Americans had to take any job they could find.)

■ Display the History Interactive trans-parency Sharecropping Cycle of Pov-erty. Ask students if they think there is a point where the cycle might be broken.

Color Transparencies, Explore the Sharecropping Cycle

Independent PracticeHave students continue filling in the study guide for this section.

Interactive Reading and Notetaking Study Guide, Chapter 16, Section 3 (Adapted Version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals understand why many African Americans struggled with poverty. Provide assistance as needed.

Answer

They used poll taxes and lit-eracy tests to prevent African Americans from voting, and passed Jim Crow laws that prevented African Americans from using facilities that whites used.

Harlan’s Predictions Supreme Court Jus-tice John Harlan was the only voice of dissent in the Plessy v. Ferguson case. He showed incredible foresight in his opinion when he wrote: “Our Constitution is color-blind, and neither knows nor tolerates classes among citizens. In respect of civil rights, all citizens are equal before the law . . . In my opinion, the judgment this day rendered will, in time, prove to be quite as

pernicious as the decision made by this tribunal in the Dred Scott case . . . The present decision, . . . , will not only stimu-late aggressions, . . . , upon the admitted rights of colored citizens, but will encour-age the belief that it is possible, by means of state [laws], to defeat the [good] purpos-es which the people of the United States had in view when they adopted the recent amendments of the Constitution.”

L2

2. Harvesting the Crop and Settling Accounts

The sharecropper gives the landowner his crop. Landowner sells it and gives the tenant his share, minus the amount owed at the company store.

3. Cycle of DebtAfter a year of hard work, the sharecroppers often owed more than they had earned and had no choice but to offer the landlord a greater percentage of next year’s crop.


In 1896, the U.S. Supreme Court upheld segregation laws. HomerPlessy had been arrested for sitting in a coach marked “for whitesonly.” In the case of Plessy v. Ferguson, the Court ruled in favor of aLouisiana law requiring segregated railroad cars. The Court said alaw could require “separate” facilities, so long as they were “equal.”

This “separate but equal” rule was in effect until the 1950s. In fact,facilities for African Americans were rarely equal. For example,public schools for African Americans were almost always inferior toschools for whites.

What methods did southern states use to deprive African Americans of their rights?

Vocabulary Builderinferior (ihn FIR ee uhr) adj. of lower rank or status, or of poorer quality

A Cycle of PovertyAt emancipation, many freedmen owned little more than the

clothes they wore. Poverty forced many African Americans, as wellas poor whites, to become sharecroppers. A sharecropper is a laborerwho works the land for the farmer who owns it, in exchange for ashare of the value of the crop.

The landlord supplied living quarters, tools, seed, and food oncredit. At harvest time, the landlord sold the crop and tallied up howmuch went to the sharecroppers. Often, especially in years of lowcrop prices or bad harvests, the sharecroppers’ share was not enoughto cover what they owed the landlord for rent and supplies. As aresult, most sharecroppers became locked into a cycle of debt.

Visit: PHSchool.comWeb Code: myp-5127



562 Chapter 16

Industrial Growthp. 562

Instruction■ Read Industrial Growth with students.

As students read, circulate and make sure individuals can answer the Check-point question.

■ Ask: What part of the South’s economy began to recover first during Recon-struction? (agriculture)

■ Ask: How did the South use its resources to develop manufacturing? Give an example. (It built mills and facto-ries to develop its resources. For example, furniture factories were built to turn the South’s lumber into furniture; textile facto-ries used the region’s cotton; factories used the South’s iron and oil.)

Independent PracticeHave students complete the study guide for this section.


Monitor Progress

■ Check Notetaking Study Guide entries for student understanding of how the South developed its industries during and after Reconstruction.

■ Tell students to fill in the last column of the Reading Readiness Guide. Ask them to consider whether what they learned was what they had expected to learn.

■ Have students go back to their Word Knowledge Rating Form. Rerate their word knowledge and complete the last column with a definition or example.

Teaching Resources, Unit 5, Reading Readiness Guide, p. 81; Word Knowledge Rating Form, p. 78

Answer

Sharecroppers bought farm-ing supplies from landowners on credit and shared the profits from crops. They often did not make enough money to pay back the debt, so they had to keep working for the landowners to repay them.

L3

Advanced Readers L3

Gifted and Talented

Predicting Have students work in pairs. Have each select a major event from this chapter and assume that either it had not occurred or that it had a different outcome. (For example, what if Samuel Tilden had

been elected President rather than Ruther-ford B. Hayes?) Have each pair give a brief oral presentation in which they speculate how subsequent events in American his-tory might have been different.

L2

562 Chapter 16 Reconstruction and the New South

Opportunities dwindled for African Americans in southerntowns and cities, too. African American artisans who had been able tofind skilled jobs during Reconstruction increasingly found such jobsclosed to them. Those with some education could become school-teachers, lawyers, or preachers in the African American community.But most urban African Americans had to take whatever menial jobthey could find.

How did many freedmen and whites become locked in a cycle of poverty?

Industrial GrowthIt would be a long process, but during Reconstruction the South’s

economy began to recover. By the 1880s, new industries appeared.Southerners hailed a “New South,” based on industrial growth.

The first element of the South’s economy to begin recovery wasagriculture. Cotton production, which had lagged during the war,quickly revived. By 1875, it was setting new records. Planters putmore land into tobacco production, and output grew.

Southern investors started or expanded industries to turn rawmaterials into finished products. The textile industry came to play animportant role in the southern economy.

Fighting for Civil Rights

1896 In Plessy v. Ferguson, the Supreme Court upheld segregation laws in the South. These restrictions continued for more than 50 years.1950s–1960s Some Americans launched a cam-paign to bring equal rights to African Americans. This civil rights movement used marches, petitions, and other public actions to end discrimination in education, use of public facilities, and voting.

Civil Rights Today Did the civil rights movement win equal rights for all Americans? Not everyone agrees. Go online to find out more about recent developments in civil rights.

For: Civil rights in the newsVisit: PHSchool.comWeb Code: myc-5123

1963 Dr. Martin Luther King, Jr., speaks to Americans in Washington, D.C.

ssahtech16c09naSW3_s.fm 62 Tuesday, July 31, 2007 9:39 AM

Chapter 16 Section 3 563

Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Section Quiz, p. 89

To further assess student understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chapter 16, Section 3

ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question.


ExtendHave students complete the History Inter-active activity online. Provide students with the Web Code below.

For: Help in starting the History Interactive activityVisit: PHSchool.comWeb Code: myp-5127

Progress Monitoring OnlineStudents may check their comprehen-sion of this section by completing the Progress Monitoring Online graphic organizer and self-quiz.

Answer

The New South began to develop its own resources, setting up mills and factories to turn its resources into use-ful goods.

Section 3 Check Your Progress

1. (a) Sharecroppers were farmers who rented land and paid a share of each year’s crop as rent; they did not own the land they worked.(b) Sharecroppers often owed landlords more than they made at the end of a year.

2. (a) enforced separation of races(b) It ruled in favor of segregation as long as facilities were equal.

3. The Court reasoned that laws calling for separate facilities for whites and blacks were acceptable as long as facilities were equal. Students will probably disagree with the Court’s proposition because the facilities for blacks were never equal to those for whites.

4. they could vote.5. had to use separate facilities such as

restaurants and playgrounds.6. Check for grammar and organization of

content.

L3


Section 3 Check Your Progress

The South had natural resources in abundance, but it had donelittle to develop them in the past. Atlanta newspaper editor HenryGrady described the funeral of a man from Georgia as follows:

“They buried him in the heart of a pine forest, and yet the pine coffin was imported from Cincinnati. They buried him within touch of an iron mine, and yet the nails in his coffin and the iron in the shovel that dug his grave were imported from Pittsburgh.”

—Henry Grady to the Bay State Club of Boston, 1889

The South began to develop its own resources. New mills andfactories grew up to use the South’s iron, timber, and oil. Lumbermills and furniture factories processed yellow pine and hardwoodsfrom southern forests.

Southern leaders took great pride in the region’s progress. Theyspoke of a “New South” that was no longer dependent on “KingCotton.” An industrial age was underway, although the North wasstill far more industrialized.

What was the “New South” that was emerging by 1900?

Looking Back and Ahead When Reconstruction endedin 1877, its record showed many successes and some failures. Mostimportantly, all African Americans were finally citizens. Lawspassed during Reconstruction, such as the Fourteenth Amendment,became the basis of the civil rights movement that took place almost100 years later.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mya-5123

Comprehension and Critical Thinking1. (a) Identify Who were share-

croppers? How did they differ from landowners?(b) Draw Conclusions Why did so many sharecroppers live in poverty?

2. (a) Recall What is segregation?(b) Analyze Cause and EffectHow did Plessy v. Ferguson make the fight against segregation more difficult?

Reading Skill3. Evaluate Proposals In Plessy v.

Ferguson, the Supreme Court proposed the idea of “separate but equal” facilities. Do you think this idea meets the goal of ensuring equal rights?

Key TermsComplete each of the following sen-tences so that the second part clearly shows your understanding of the key term.4. African Americans and whites had

to pay a poll tax before _____.

5. Because of laws in the South requiring segregation, African Americans and whites _____.

Writing6. Rewrite the following passage to

correct the errors. Passage: The 1876 presidential election decid-ed by a special commission. Samuel J. Tilden a democrat won the Popular vote over republican Rutherford B. Hayes. However, their were 20 disputed electorial votes. A special commission made an agreement with the democrats.

Factory in the “New South”

To further explore the topics in this chapter, complete the activity in the Historian’s Apprentice Activity Pack to answer this essential question:

Was Reconstruction a success or a failure?

L1

L2


the end of reconstruction - wikispaces. 16...read the text of the end of reconstruction ... ¥...

Documents