Reconstruction - Series Review

Toolbook 

Imaginative hands-on U.S. History lessons 

US-1877 

Reconstruction 

1865-1877 

Copyright © 2004 Performance Education 

Updated March 2010 

www.performance-education.com

Performance Education provides a series of Toolbooks for Grades 4-12. 

A toolbook consists of reproducible lessons followed by the Mother Of All Tests. 

Ancient Civilizations 

Mesopotamia 

BZ-4751 

Birthplace of the world’s first civilization! The Fertile Crescent, Tigris & Euphrates rivers, irrigation, polytheism 

and Hammurabi’s Code. Cuneiform, Sumerian math, the wheel and sail. Compare and contrast 

Mesopotamia and Egypt. 84 test questions. 

Ancient Egypt & Kush 

BZ-4752 

The Nile River Valley, the afterlife, pharaohs, pyramids. Hieroglyphs and the Rosetta Stone. 

Mediterranean trade. Queen Hatshepsut and Ramses the Great. Includes the Kingdom of Kush. 104 

test questions. 

Ancient Hebrews 

BZ-4753 

The world’s first monotheists! The Hebrew Bible. The religion of Judaism. Mapping the Exodus. 

Speeches from Abraham, Moses, Naomi, Ruth and David. The Babylonian Captivity, destruction of the 

Temple, and the Diaspora. Includes the board game, “The Greatest Story Ever Told”. 92 test questions. 

Ancient Greece 

BZ-4772 

The world’s first democracy! The Aegean Sea, Athens and the Acropolis. Forms of government: tyranny, 

oligarchy, democracy and dictatorship. Direct vs. representative democracy. Greek mythology, Homer’s 

Iliad and Odyssey, and Aesop’s fables. The Persian Wars. Compare and contrast Sparta and Athens. 

The Peloponnesian Wars. Alexander the Great and the spread of Greek culture. Speeches by Pericles, 

Socrates, Plato, Aristotle, Euclid and Thucydides. Includes the board game, “The Rise & Fall of the 

Greek Empire.” 201 test questions. 

Ancient India 

BZ-4773 

The latest archaeological discoveries about the Harappan Civilization. The Indus River Valley, the 

Aryans and Sanskrit, Brahmanism and the caste system. An A+ explanation of Hinduism. The Mauryan 

Empire, the life and moral teachings of Buddha, and the political achievements of Emperor Asoka. The 

spread of Buddhism. Literature: the Rig Veda, the Ramayana, the Mahabharata and the Bhagavad Gita. 

The Hindu -Arabic numerals we use today. 185 test questions. 

Ancient China 

BZ-4321 

The only civilization that never fell. The rise of a civilization in the Huang He Valley, geographic isolation, 

hereditary rule, ancestor worship, calligraphy, the use of bronze. The “Mandate of Heaven.” How the 

Age of Warring States gave rise to Confucius and Confucianism. The first Emperor builds a centralized 

government and the Great Wall. The Han dynasty - expansion of the empire, bureaucratic state, civil 

service test, the Silk Road, Buddhism spreads to China and the invention of paper. 185 test questions. 

Ancient Rome 

BZ-4473 

The rise of the Roman Republic. Written constitution, tripartite government, checks and balances, civic 

duty. The stories of Aeneas, Romulus and Remus, Cincinnatus, Cicero, Julius Caesar and Augustus. 

The rise of the Roman Empire: control of the Mediterranean Sea, expansion of the empire and trade. 

The rise of Christianity: The Diaspora, Jesus of Nazareth, and St. Paul the Apostle. The Roman legacy: 

Art and architecture, science and technology, language and literature, law and government. 213 test 

questions. 

Place your order today! 


If you like this workbook, you’ll love the matching posters . . . 

Mesopotamia poster 17x22 BQ-2751 

The world's first civilization! Mesopotamia means “Land between the rivers.” How geography shaped the civilization. 

Mesopotamia has two major rivers - the Tigris and Euphrates. The rivers begin in the mountains and end in the sea. A ziggurat 

(temple) was built to resemble the mountains up north. The world’s first cities were walled cities. The Gate of Ishtar protected the 

citizens of Babylon. Hammurabi created the world’s first set of laws. Mesopotamia was the perfect place for growing grain to 

make bread. The Hanging Gardens of Babylon (built by slave labor!) resemble the mountains up north. People invented the wheel! 

The ABCs list shows all the inventions and innovations, from A to Z. The inset shows that Mesopotamia (today’s Iraq) lies in the 

Middle East. 

Ancient Egypt poster 17x22 BQ-1752 

The civilization arose along the Nile River. Egypt is sandy desert. It has one major river, the Nile, which flows to the sea. 

King Tut, an esophagus, statue of Ramses, bust of Queen Nefertiti, sacred animals (the cat), hieroglyphics. 

People lived in the Fertile Crescent and interacted with the Nile River. Using the river, they invented everything from irrigation to 

papyrus. Egypt’s religion arose largely from the desert! Its habitat, climate, and river gave rise to an elaborate mythology. 

The ABCs list shows all the inventions and innovations, from A to Z. The inset shows that Egypt lies in the Middle East. 

Ancient Greece poster 17x22 BQ-2472 

Greece is a hand-shaped peninsula that sticks out into the Aegean Sea. Everywhere (mainland and islands), the land is hilly and 

rocky! Greek religion and mythology is represented by the Parthenon, Athena, Aphrodite, and Nike (“Winged Victory, a statue without 

arms). Greek democracy is represented by Socrates. Greek wars are represented by the Trojan Horse. 

The rocky soil caused Greece to become a seafaring people. The ABCs list shows all the inventions and innovations, from A to Z. 

These are the gifts that Greece gave to the world! You can see the places in the history of the Greek Empire . . . Crete, Athens, 

Troy, Hellespont (Dardanelles), Peloponnesian Peninsula, Sparta, Marathon, Salamis, Thermopylae, Olympia, Corinth. Certain 

geographic features (peninsula, strait, isthmus) played a major role in Greek history. 

Ancient Rome poster 17x22 BQ-2473 

Italy is a peninsula that sticks out into the Mediterranean Sea. Italy is protected by a natural land barrier: The Alps. 

Romulus & Remus, Caesar Augustus (the first emperor), an aqueduct, and the Colosseum. The Romans were engineers. An 

aqueduct carries water from the mountains to Rome. A toga and sandals are perfect for the hot, dry climate. The Roman Empire 

was built on trade with colonies on the rim of the Mediterranean Sea. The ABCs list shows all the inventions and innovations, from 

A to Z. 

Map & Timeline of World Religions poster 36x20 BQ-9088 

Five major religion: Judaism, Christianity, Islam, Buddhism and Hinduism. 

The world is colored by religions, so you can see patterns and make general statements: 

Each religion is explained: 

When founded, founder, sacred book, sacred place, place of worship, symbols, and photo of the most famous religious site . . . 

Judaism ................Jerusalem 

Christianity ............St. Peter's Basilica 

Islam .....................Mecca 

Hinduism ..............The Ganges River 

Buddhism .............The Great Buddha shrine 

Buddha poster 28x22 BQ-2315 

A statue of Buddha. He is meditating. Meditation is a key tenet of Buddhism. Buddha is represented by statues. (This is not true of 

all religions. In the religion of Islam, Muhammad is never represented in pictures or sculpture.)This statue is located in Kamakura, 

Japan. It was created during medieval Japan. 

The Great Wall poster 17x22 BQ-2314 

The Great Wall was built by the First Emperor to keep out invaders. The Great Wall runs atop the mountain ridges. 

It was designed to be a fort: wide enough for soldiers on horseback and the soldiers live inside its walls. 

China Ricefields poster 28x22 BQ-2313 

The Han dynasty controlled South China, which is the “Rice Bowl.” 

What a rice paddy looks like - the teenage girls are ankle deep in water, planting rice.

The Middle Ages 

The Fall of Rome 

BZ-4474 

Why did Rome fall? What was the significance of the Byzantine Empire? What was the Great Schism? Student speeches by 

Constantine the Great. 114 test questions. 

The Middle Ages - Islam 

BZ-4754 

The life of Muhammad and the religion of Islam. The Koran: beliefs, practices, and law. The Five Pillars. A pilgrimage to Mecca. 

Ramadan. What beliefs do Muslims share with Jews and Christians? Sunni vs Shiite Muslims. How geography shaped Arab culture. 

Compare the nomadic and sedentary way of life. The spread of Islam by military conquests, cultural blending, and the spread 

of the Arabic language. The rise of cities. The role of merchants and their caravan trade routes throughout Asia, Africa and Europe. 

The Golden Age of Islam: Muslim scholars and their intellectual achievements. 348 test questions. 

The Middle Ages - China 

BZ-4322 

The Golden Age of China. Four dynasties - Tang, Sung, Mongols, and Ming. The reunification of China. Buddhism spread through 

China, Korea and Japan. Block printing was invented. The Mongol invasion, Genghis Khan, Kublai Khan, and Marco Polo. 

Confucianism. The Grand Canal. The Silk Road. Sea expeditions. The imperial state and its bureaucracy. Chinese inventions (tea, 

paper, woodblock printing, the compass, and gunpowder) and their impact on world history. 338 test questions. 

The Middle Ages - Africa 

BZ-4828 

Life in the Niger River Valley. How geography shaped the caravan trade. Desert people traded salt; rainforest people traded gold. 

The two peoples met in the savanna, “where the camel meets the canoe.” The Empire of Ghana was founded on the gold-salt 

trade. The story of Mansa Musa and the Empire of Mali. The importance of family, specialized jobs, and the oral tradition in West 

Africa. How Arab merchants spread the Arabic language and the religion of Islam. 246 test questions. 

The Middle Ages - Japan 

BZ-4331 

How geography shaped the culture. Nara. Prince Shotoku. The Golden Age of Literature: Lady Murasaki Shikibu’s The Tale of 

Genji, The Pillow Book, and haiku. The rise of a military society. Shinto and Zen Buddhism. The rise of cities like Edo (Tokyo). 

How weak Ashikaga shoguns tried to rule, yet the daimyo warred among themselves. The samurai’s impact on culture. Noh and 

Kabuki theater. How medieval Japan and medieval England were very similar. 631 test questions. 

The Middle Ages - Europe 

BZ-4403 

How geography shaped life in medieval Europe. How Christianity spread throughout northern Europe. The rise of feudalism and 

life on the manor. The rise of towns. The rise of monarchy. Kings & Popes. The story of Charlemagne. William the Conqueror and 

the Norman invasion. The Magna Carta, Parliament, the English court system - and how they influenced the U.S. Causes and 

results of the Crusades. Trace the route of the bubonic plague. The Catholic Church’s impact on Europe. Ferdinand, Isabella, and 

the Reconquista. 1,364 test questions. 

Maya, Inca, Aztec 

BZ-4755 

The Maya carved a civilization out the rainforest of Central America: slash-and-burn farming, pyramids, a system of writing, math 

and astronomy. The Aztecs moved to the Plateau of Mexico and built a floating city: Tenochtitlan, Lake Texcoco, floating gardens, 

tomatoes, maize, chocolate, causeways, aqueducts, a warlike society with slavery and human sacrifice. Like the Romans, the Inca 

were engineers: The Andes, roads along the rides, terrace farming, royal messengers, the quipu, the potato, Cusco and Machu 

Picchu. 178 test questions. 

Renaissance & Reformation 

BZ-4404 

THE RENAISSANCE: What was the Renaissance? Florence and Venice. Trade along the Silk Road. Marco Polo. The impact of 

the printing press. The achievements. The stories of Dante, Leonardo da Vinci, Michelangelo, Gutenberg, and Shakespeare. 

THE REFORMATION: What was the Reformation? The leaders - Erasmus, Martin Luther, John Calvin, and Tynedale. The impact 

of Protestantism. The Counter-Reformation: Jesuits, the Council of Trent, and Catholic missionaries throughout Asia, Africa, and 

Latin America. The Inquisition. 743 test questions. 

The Age of Exploration 

BZ-4410 

The story of the explorers from Columbus to Magellan. Their sea routes. The Columbian Exchange. Colonization. The Atlantic 

Slave Trade. Pirates of the Caribbean. Mercantilism. The consequences of the Age of Exploration. 153 test questions. 

Scientific Revolution & Enlightenment BZ-4405 

Covers the Scientific Revolution and the Enlightenment. 356 test questions.

Modern World History 

Three Revolutions 

BZ-4131 

Compare England’s Glorious Revolution, the American Revolution, and the French Revolution. Timeline to determine causes and 

results. Games to remember the Enlightenment philosophers: Locke, Montesquieu, Rousseau, Jefferson, Madison, Bolivar. How to 

analyze the documents: The Magna Carta, English Bill of Rights, Declaration of Independence, Declaration of the Rights of Man, 

U.S. Bill of Rights. Top Ten Reasons why the English Revolution was glorious. Top Ten Reasons why the French Revolution was 

bloody. “What if your school were run by Robespierre?” 633 test questions. 

The Industrial Revolution 

BZ-4132 

Why was England the first country to industrialize? Inventors: Watt, Whitney, Bessemer, Pasteur, Edison. Industrial cities, the factory 

system, and child labor. “What if your school were run by Karl Marx?” William Blake and his poem, “these dark satanic mills.” 

Charles Dickens, social critic. 556 test questions. 

Imperialism 

BZ-4133 

Motives for European imperialism. Europe’s impact on Asia and Africa. Tell the story through maps and political cartoons. Analyze 

Kipling’s poem, “The White Man’s Burden.” What if your school were run the way the British ran India? Students form an international 

court and put colonialism on trial. The rise of independence movements, including Gandhi in India. 455 test questions. 

World War I 

BZ-4134 

Causes and results, people and events. Why was World War I horrific? (Total war.) Life in the trenches. How to use propaganda 

posters, political cartoons, and photos. Why the Russian Revolution caused the U.S. to enter the war. The Versailles Treaty. 

Timeline turned into a board game. 294 test questions. 

The Rise of Dictators 

BZ-4136 

What is a totalitarian government? Lenin, Stalin, and the Russian Revolution. Hitler, Mussolini, and the rise of fascism in Europe. 

An A+ comparison of communism and fascism. Hitler and Stalin: one was a wolf; the other a bear. Both will chill you to the bone. 

496 test questions. 

World War II 

BZ-4137 

Causes and results, people and events. Appeasement. The Hitler-Stalin Pact. The Allies vs the Axis. Theaters of war, turning 

points, and war conferences. Rank the leaders from best to worst. Using worksheets, students write essays - expressive, narrative, 

informative, and persuasive. Mapping the Holocaust is both painful and powerful. 656 test questions. 

The Cold War Across the Globe 

BZ-4138 

From the Iron Curtain to the fall of the Berlin Wall. Causes and results, people and events. All the crises on every continent. Tell 

the entire story using maps and political cartoons. The collapse of the Soviet Union. 602 test questions. 

The World Today 

BZ-4139 

A close examination of four regions of the world today. What are the trends in each region? We examine Asia (China), the Middle 

East (Saudi Arabia), Africa (the Congo), and Latin America (Mexico). Covers politics (key leaders, political systems, individual freedom), 

economics (natural resources, population patterns, economic systems), hot issues (nationalism, religious conflict), and international 

relationships. A+ on terms and definitions. Plenty of graphic organizers. 959 questions.

Performance Education provides a series of Teacher Toolbooks for Grades 6-12. 

A toolbook consists of reproducible lessons followed by the Mother Of All Tests. 

U.S. History 

AMERICAN FOUNDATIONS 

SET-4613 

Colonial America 

BZ-4116 

Everything from A to Z. Why the colonies were founded, life in colonial America, compare and contrast 

the three regions - New England, the Middle colonies, and the South. Why representative government 

arose in the Thirteen Colonies. 516 test questions. 

The American Revolution 

BZ-4117 

Everything you need to know about the American Revolution, from A to Z. The Causes. The 

Revolutionary War. The Leaders. The Results. A full analysis of the significance of the Declaration of 

Independence. 200 test questions. 

The U.S. Constitution 

BZ-4118 

You can’t touch this - no other workbook comes close. Topics: The origins, fundamental principles, 

Constitutional Convention, Bill of Rights, and how the Constitution works. The centerpiece: Guys and 

gals recreate the Constitutional Convention. (It’s easy, we provide a worksheet for each student in your 

class.) Action games and analysis of documents help students appreciate the principles that underlie our 

Constitution. 551 test questions. 

THE 19TH CENTURY 

SET-4614 

The Early Republic 

BZ-4128 

The Federalist era and the rise of the two-party system. Compare and contrast Alexander Hamilton and 

Thomas Jefferson. Thomas Jefferson and the Louisiana Purchase. The War of 1812: causes, events, 

people, and results. The Industrial Revolution: inventors, factories, and immigrant labor. 505 test questions. 

Growth & Conflict 

BZ-4129 

From 1830 onward, this explains the causes of the Civil War. Andrew Jackson and Jacksonian democracy. 

Westward expansion. The Mexican War. Slavery and slave resistance. The Abolitionists. The 

Reformers: Horace Mann and many more. 699 test questions. 

The Civil War 

BZ-4119 

Everything you need to know about the Civil War from A to Z: Causes, events, battles, turning points, 

leaders, and consequences. The concepts: states’ rights vs federalism, sectionalism, nullification and 

secession. Abraham Lincoln’s presidency and his speeches. 699 test questions. 


BZ-4188 

The Freedmen’s Bureau and the 13th, 14th, and 15th Amendments. Racial segregation, Jim Crow laws, 

Ku Klux Klan Freedmen moved to the Wild West, becoming Exodusters and Buffalo Soldiers. Why 

Reconstruction ended. 103 test questions. 

The Industrial Age 

BZ-4189 

The Industrial Revolution, 1870 to 1900. Railroads and high-tech farming shaped a new federal Indian 

policy. The Sioux Wars. The Homestead Act. Inventors and inventions: Edison, Bell, the Wright brothers. 

Industrialists and bankers (Carnegie, Rockefeller, Stanford, Morgan) shaped both economics and politics. 

Urbanization and industrialization. Child labor. Laissez-faire. The labor movement. Immigration. The 

Populist Party. 240 test questions.

THE 20TH CENTURY 

SET-4615 

The U.S. as a World Power 

BZ-4202 

The Spanish-American War, 1898. The Open Door policy. The Panama Canal. Theodore Roosevelt’s Big 

Stick diplomacy. Taft’s dollar diplomacy. Woodrow Wilson’s moral diplomacy. 603 test questions. 

The Progressive Era 

BZ-4201 

The Muckrakers. Upton Sinclair’s The Jungle. Life in the industrial cities: sweatshops and slums, and the 

political machine. Corporate mergers and the Trust. Social Darwinism and the Social Gospel. The 

Progressive Party. Federal regulation of big business. President Theodore Roosevelt. 944 test questions. 

World War I 

BZ-4120 

Everything you need to know about World War I, from A to Z. The causes, events, people, and consequences 

of the war. Plus: What was happening on the home front? 414 test questions. 

The Roaring Twenties 

BZ-4203 

Three Republican presidents: Harding, Coolidge and Hoover. The Palmer Raids. Marcus Garvey. The 

KKK. Immigration quotas. Groups that tried to protect individual rights: ACLU, NAACP, Anti-Defamation 

League. The 18th, 19th, and 21st Amendments. The new status of women. The Harlem Renaissance. 

Radio, movies, and popular culture. 586 test questions. 

The Great Depression 

BZ-4204 

The causes and consequences of the Great Depression. The Dust Bowl. FDR and the New Deal. 

Expansion of the federal government: WPA, Social Security, NLRB, farm programs, and the TVA. The 

role of organized labor. 784 test questions. 

World War II (at home and abroad) 

BZ-4137 

Everything you need to know about World War II, from A to Z. The causes, events, people, and consequences 

of the war. The Axis and Allies. Appeasement. Theaters of war, turning points, and war conferences. 

Churchill, FDR, Hirohito, Hitler, Mussolini, Stalin, MacArthur, and Eisenhower. The Holocaust. 

Plus: What was happening on the home front? 656 test questions. 

The Cold War across the Globe 

BZ-4138 

Everything you need to know about the Cold War, from A to Z. The two superpowers (U.S. and 

U.S.S.R.) face off. The causes: Yalta, Eastern Europe, the nuclear arms race. The Marshall Plan, 

rebuilding Germany and Japan. The Truman Doctrine, the Korean War, Vietnam. Competition for hearts 

and minds in Asia, Africa, the Middle East and Latin America. China from Mao to Tiananmen Square. 

Eastern Europe from the Iron Curtain to the 1990s. The Middle East from the birth of israel to the 1990s. 

602 test questions. 

The Civil Rights Movement 

BZ-4207 

How World War II changed expectations. Brown v. Board of Education. The leaders: A. Philip Randolph, 

Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, and Rosa Parks. Dr. King’s Letter 

from Birmingham Jail and his “I Have a Dream” speech. Resistance at Little Rock and Birmingham. The 

movement spreads to northern cities. The 1964 Civil Rights Act, the Voting Rights Act of 1965, and the 

24th Amendment. The impact on American Indians, Asian Americans, Hispanic Americans, and the 

women’s movement of the 1960s. 625 test questions. 

Place your order today! 


Stories to read aloud! 

Great for class warm-ups. 

Great for end-of-course review. 

Predicting the Past 

The teacher reads a profile of a famous person. 

Students predict what happens to the person! 

FOR U.S. HISTORY 

The Presidents, 1776-1865 

From George Washington to Abraham Lincoln 

Several pages for each president. 

One page for each major issue of his presidency. 

The Presidents, 1865-1900 

From Andrew Johnson to William McKinley 



The Presidents, 20th century 

From Teddy Roosevelt to George W. Bush 



BZ-6201 

BZ-6202 

BZ-6203 

African Americans of the 20th Century 

BZ-6250 

From W.E.B. DuBois to Maya Angelou 

Covers famous people from each decade, especially the Civil Rights movement. 

91 stories. 

One page for each person. 

Famous Women of the 20th Century 

From Helen Keller to Hillary Clinton 

Covers famous women from each decade. 


BZ-6251 

FOR WORLD HISTORY 

Famous People of the Ancient World 

BZ-6210 

From Hammurabi to Julius Caesar 

Covers Mesopotamia, Ancient Egypt, Ancient Hebrews, Ancient Greece, Ancient India, Ancient China, and Ancient Rome. 

102 stories. 


Famous People of the Middle Ages 

From Muhammad to Ferdinand & Isabella 

Covers medieval Islam, Africa, China, Japan, and Europe. 

92 stories. 


BZ-6211 

Famous People of the Renaissance & Reformation BZ-6212 

From Michelangelo to Martin Luther 

Covers the Renaissance and Reformation, plus the Scientific Revolution and Age of Exploration. 

67 stories. 


Famous People of the 20th Century 

From Archduke Ferdinand to Osama bin Laden 

127 stories. 


BZ-6252

Performance Education provides a series of Workbooks and Toolbooks for Grades 6-12. 

Each workbook consists of 50+ reproducible lessons. 

The Toolbooks conclude with the “Mother of All Tests.” 

World Regions 

What is Asia? Toolbook BZ-4326 

Asia, from A to Z! First, an overview of Asia’s geography, economics, politics, history, religion and culture. Then an in-depth look at 

China, Japan, India, and Southeast Asia. Brain games galore. 596 test questions. 

What is Africa? Toolbook BZ-4827 

Zip through Africa with ease! Physical regions: Sahara Desert, rainforest, savanna. Cultural regions: West Africa, North Africa, East 

Africa, South Africa. How to write four different essays on one historical figure - Mansa Musa, Ibn Battuta or Nelson Mandela. 

Topics: geography, history, culture, and economics. How to write country reports. 444 test questions. 

What is the Middle East? 

BZ-4328 

Action-packed lessons cover the region’s geography, economy, religion, history, and culture. Develop a mental map using action 

games like “The Great Mapmaster,” “Red Light, Green Light,” and “Where Am I?” Learn the story of oil to explain gasoline prices 

today. A sophisticated (but fun) look at religion: The life of Muhammad, the Hajj, the ABCs of Islam, a Muslim never eats port, and 

Life is like a rock group. 

What is Western Europe? 

BZ-4402 

Do you get bogged down in Western Europe? Zip through it, from A to Z. Fifty action-packed lessons designed for whole-class 

learning and cooperative groups. Each lesson is 20 minutes in and out. Perfect for block courses. 

What is Eastern Europe? 

BZ-4401 

The toughest region to teach: 19 countries that fell behind the Iron Curtain. Since 1990, most have new names, new borders, new 

governments, new everything! 

Central Asia 

BZ-4701 

Formerly known as “Afghanistan & the Seven Stans.” An overview of Central Asia, the fascinating route along the Silk Road. An 

overview of the region (history, culture, religion, politics, economics), then take a closer look Afghanistan, Pakistan, Uzbekistan, 

Kazakhstan, Turkmenistan, Tajikstan and Kyrgyzstan. Includes the suspense-filled story behind September 11, 2001. 

What is Australia? Toolbook BZ-4704 

Australia, the “Land Down Under”! A jillion activities covering the geography, economy, history and culture of fascinating Australia. 

Everything you ever wanted to know about this incredible island-continent. 426 test questions. 

What is Canada? Toolbook BZ-4702 

“O, Canada!” Everything you ever wanted to know about our northern neighbor. A jillion activities covering the geography, economy, 

history and culture of our northern neighbor. 1,008 test questions. 

What is Latin America? Toolbook BZ-4703 

Everything you ever wanted to know about our southern neighbors. Covers four regions: Mexico, Central America, South America, 

and the Caribbean. The five themes of geography. History, politics, and economics. Famous figures in history: Atahualpa, 

Montezuma, Simon Bolivar, Fidel Castro, Gabriela Mistral, Pele, Diego Rivera, and more. The ABCs of culture. Worksheets for 

country reports. 1,080 test questions. 

What is Mexico? Toolbook BZ-4710 

Everything you ever wanted to know about Mexico! Geography, history, government, economics and culture. Favorite lessons: 

Create a human map of Mexico. What’s it like to live in Mexico City, the world’s most populous city? Why people move from 

Mexico to the U.S. The Top Ten Reasons why immigration is good. The Top Ten Reasons why immigration is bad. Mapping “the 

Fence” along the U.S.-Mexico border. What Mexico inherited from Spain. The Mexican Revolution of 1910. The Constitution of 

Mexico gives government control over natural resources. Mexico is oil-rich. Corruption is the No. 1 political problem in Latin 

America today. NAFTA: What is free trade? Has it helped the Mexican economy? 410 test questions.

GEOGRAPHY 

What is Geography? 

BZ-2501 

The perfect introduction to geography. Learn to see like a geographer, speak like a geographer. THE 5 THEMES: Examine your 

community, state, region, country, other countries. THE 5 SKILLS: Where is your school located? Why there? Where is your grocery 

store located? Why there? Heavy on maps, charts, diagrams, and using a atlas, globe, database. Heavy on terms. 

GLOBAL STUDIES 

Comparing Countries 

BZ-4336 

Compare and contrast countries! Topics: World population, wealth, natural resources. Why do some countries have such a large 

population? Why are some countries rich, others poor? Case study of oil and the Middle East. Make and interpret charts and 

graphs, thematic maps, cartograms and population pyramids. Heavy on terms. 

World Trade 

BZ-4501 

We begin with the personal and move to the global. 

Part 1: How is your family connected to the rest of the world? Much of the stuff in your house is imported: Where was it made? 

Why there? Part 2: The world in a chocolate bar. Where factories are located and why. 

WORLD CULTURES 

The ABCs of World Cultures BZ-4511 

What is culture? Using an encyclopedia and our graphic organizers, students can examine the culture of any country in the world!

Your state test is based on Bloom’s taxonomy. 

Bloom’s taxonomy 

Your state test is based on Bloom’s taxonomy. 

The men and women who have designed your end-of-course exam are experts in Bloom’s taxonomy. 

They can take one event, person, map, chart, or cartoon . . . and turn it into six separate questions. 

This Toolbook is based on Bloom’s taxonomy. 

Since your state test is based on Bloom’s taxonomy, so are the lessons in this Toolbook. 

The toughest questions on the state test involve synthesis and evaluation. 

What is Bloom’s taxonomy? 

It is critical thinking. 

Students must be able to manipulate the facts. 

1. Memorize Memorize the facts, especially terms and definitions. 

2. Interpret Translate the facts into your own words. 

3. Apply Can you find an existing match? 

4. Analyze Break down the facts (compare and contrast, cause and effect) 

5. Synthesize Add up the facts and draw conclusions 

6. Evaluate Using a high standard, how does this person or event measure up? 

Performance in front of the class 

In this book, the lessons give students practice in Bloom’s taxonomy. 

Performance - in front of the class. Peer pressure can be wonderful. 

Performance - on paper. 

Maps, graphic organizers, all the tricks in the book. 

Performance - on the practice test. Many students learn after the fact - by trial and error. 

A fat Toolbook 

To those non-teachers who say this is a long Toolbook, we say: “Why, yes. Did you not know? 

This is what it takes for a student to learn your state’s standards for Social Studies.” 

Your learning curve 

There is no learning curve for you. 

Reproducible lessons 

There are several types of lessons: 

1. Some are lectures. 

2. Some should be turned into transparencies. 

3. Some are student worksheets and must be copied. 

The Tests 

If your students can do well on these tests, the state test will be a breeze. 

The Master Teacher 

This book is based on two premises: 

Every child can achieve success on the test. 

Every teacher can become a master teacher. 

page 11

User’s Guide to reproducing 

Performance Education workbooks 

We grant individual purchasers of this workbook the right to make sufficient copies of reproducible 

pages for all students of a single teacher. This permission is limited to a single teacher, and does not 

apply to entire schools or school system. Institutions purchasing the workbook shall pass on the permission 

to a single teacher. Copying this document in whole or in part for re-sale is strictly prohibited. 

Questions regarding this policy should be directed to: 

Permissions Editor 

Performance Education 

3700 Millington Rd 

Free Union, VA 22940 

info@performance-education.com 

Using the internet 

Bad Links 

Due to the ever-changing environment of the Internet, Performance Education does not guarantee the 

availability of websites. While every effort is made to ensure the validity of the addresses listed within 

the workbooks, errors may occasionally occur. After several attempts, if you find a link that is no longer 

available, please notify us at info@performance-education.com. 

Content Appropriateness 

Performance Education makes every effort to screen for appropriateness all websites contained in our 

products. However, due to the ever-changing environment of the Internet, and differing tolerances for 

students, Performance Education does not guarantee the appropriateness of any of the content found 

herewithin. It is the obligation of the teacher to screen websites for appropriateness before 

assigning tasks to his/her students. 

To order more products 

Performance Education has a full line of maps, posters, and workbooks for U.S. History, World History, 

World Cultures, Geography, and Government/Civics. 

Visit us at www.performance-education.com

Reconstruction

Icons 

You will find these icons on the upper corner of each lesson. 

They identify each lesson as a particular type of activity. 

They will also alert you to lessons that need early preparation, 

such as transparencies, films or hands-on projects. 

Graphic Organizer 

Transparency 

Lecture 

A Story 

Timeline 

Transparency 

Chart 

Group Analysis 

Debate 

Skits 

Mapping 

Films 

Projects 

Library Research 

Writing Activities 

Games 

Documents 

Speeches 

Quotations 

Internet

There are 81 lessons. 

There are 103 questions on the test. 

Table of Contents 

1. Introduction page 23 

Lesson #1 Lecture What was Reconstruction? 

Lesson #2 Video Three plans 

Lesson #3 Game Three plans 

Lesson #4 Game Three plans 

Lesson #5 Game Three Amendments 

Lesson #6 Game Three Amendments 

Lesson #7 Video Reconstruction was violent 

2. The 13th Amendment page 38 

Lesson #1 Lecture The 13th Amendment 

Lesson #2 Political cartoons The 13th Amendment 

Lesson #3 Lecture The Freedmen’s Bureau 

Lesson #4 Political cartoons The Freedmen’s Bureau 

Lesson #5 Research Forty acres and a mule 

Lesson #6 Document The Black Codes 

Lesson #7 Research The Black Codes 

Lesson #8 Research The life of a sharecropper 

Lesson #9 Group analysis The sharecropping system 




Lesson #3 Lecture The Ku Klux Klan 

Lesson #4 Research The Ku Klux Klan 

Lesson #5 Research Race riots 

Lesson #6 Group analysis White supremacy 




5. Impeachment of Andrew Johnson page 84 

Lesson #1 Profile Andrew Johnson: How he became President 

Lesson #2 Profile Andrew Johnson: How did he reconstruct the South? 

Lesson #3 Profile Andrew Johnson: The veto 

Lesson #4 Profile Andrew Johnson: Impeachment 

Lesson #5 Lecture The impeachment of Andrew Johnson 

Lesson #6 Research The impeachment of Andrew Johnson 

Lesson #7 Political cartoons Andrew Johnson 

Lesson #8 Political cartoons The impeachment of Andrew Johnson 

Lesson #9 Group analysis Impeachment

6. The Radical Republicans page 99 

Lesson #1 Lecture The Radical Republicans 

Lesson #2 Research Military occupation of the South 

Lesson #3 Profile U.S. Grant: Fighting Robert E. Lee 

Lesson #4 Profile U.S. Grant: Surrender at Appomattox 

Lesson #5 Profile U.S. Grant: Election of 1868 

Lesson #6 Profile U.S. Grant: Reconstruction 

Lesson #7 Lecture African Americans were elected to office 

Lesson #8 Research African Americans were elected to office 

Lesson #9 Videos Carpetbaggers & Scalawags 

Lesson #10 Group analysis Carpetbaggers 

Lesson #11 Group analysis Scalawags 

7. Compare the two political parties page 118 

Lesson #1 Political cartoons The Republican Party 

Lesson #2 Political cartoons The Democratic Party 

8. The end of Reconstruction page 127 

Lesson #1 Political cartoons Some Northerners grew tired of Reconstruction 

Lesson #2 Lecture The Compromise of 1877 

Lesson #3 Political cartoons The Compromise of 1877 

Lesson #4 Group analysis The Compromise of 1877 

Lesson #5 Profile Rutherford B. Hayes: His political career 

Lesson #6 Profile Rutherford B. Hayes: The Panic of 1873 

Lesson #7 Profile Rutherford B. Hayes: Election of 1876 

Lesson #8 Profile Rutherford B. Hayes: The end of Reconstruction 

Lesson #9 Lecture Why Reconstruction came to an end 

Lesson #10 Lecture Reconstruction was a failure 

Lesson #11 Political cartoons Reconstruction was a failure 

Lesson #12 Graphic organizer Results of Reconstruction 

Lesson #13 Group analysis The “Solid South” 

9. The “New South” page 148 

Lesson #1 Lecture Jim Crow laws 

Lesson #2 Research Jim Crow laws 

Lesson #3 Student project What you could and couldn’t do 

Lesson #4 Group analysis Jim Crow laws 

Lesson #5 Political cartoons The South was “fine” 

10. African Americans fled the South page 157 

Lesson #1 Lecture Why did black families move out West? 

Lesson #2 Research The Exodusters 

Lesson #3 Political cartoons The Exodusters 

Lesson #4 Group analysis The Exodusters 

Lesson #5 Quotations Frederick Douglass and Colin Powell 

Lesson #6 Lecture The Buffalo Soldiers 

Lesson #7 Videos The Buffalo Soldiers 

Lesson #8 Mapping The Buffalo Soldiers

Summary page 174 

Lesson #1 Game The ABCs of Reconstruction 

Lesson #2 Game Can you talk like a Radical Republican? 

Lesson #3 Graphic organizer Reconstruction 

Lesson #4 Evaluate Rank the famous people 

Lesson #5 Group analysis Reconstruction 

Lesson #6 Group analysis Reconstruction 

Lesson #7 Game Mars / Venus 

Lesson #8 Game Honk if you hate history! 

Lesson #9 Game The Last Man Standing 

Test page 180 

The test consists of 103 questions.


page 19

The best websites 

These websites are incorporated into the lessons. 

page 20


Timeline of events 

http://history.sandiego.edu/GEN/civilwar/16/reconstruction1.html 

http://pages.prodigy.net/p38fan/Ch%2012.pdf 

http://memory.loc.gov/ammem/aap/timeline.html 

Powerpoints 

Powerpoints: Reconstruction 

www.pptpalooza.net/PPTs/AHAP/Reconstruction.ppt 

http://www.slideshare.net/dslrogers/the-reconstruction-of-the-south-presentation 

http://www.slideshare.net/USHistory/reconstruction-1100782 

Powerpoints: The 13th, 14th, and 15th Amendments 

http://www.slideshare.net/sita0519/reconstruction-amendments-449528 

http://www.slideshare.net/sita0519/reconstruction-amendments 

Two documents 

The Wade-Davis Bill (1864) 

http://en.wikipedia.org/wiki/Wade-Davis_Bill 

Only Congress can determine the manner in which the South should be reconstructed. 

Not the President. 

Amnesty for Confederates (1865) 

http://www.sewanee.edu/faculty/Willis/Civil_War/documents/AndrewJ.html 

Websites 

America’s Reconstruction: People & Politics after the Civil War 

http://www.digitalhistory.uh.edu/reconstruction/index.html 

Reconstruction: The Second Civil War 

http://www.pbs.org/wgbh/amex/reconstruction/index.html 

ERIC FONER 

PBS 

Federal Writers’ Project: Born in Slavery 

http://memory.loc.gov/ammem/snhtml/snhome.html 

Documenting the American South 

http://docsouth.unc.edu/fpn/ 

The South before and after Reconstruction 

http://www.teachingamericanhistory.org/neh/interactives/reconstruction/ 

page 21

Videos 

A brief overview of Reconstruction 

http://www.youtube.com/watch?v=bj0vzAuHqPk 


http://www.youtube.com/watch?v=6Q3iSPK8mzk&feature=related 

Aftershock - Beyond the Civil War THIS IS OUTSTANDING, BUT SHOCKING 

Part 1: http://www.youtube.com/watch?v=D9Qlnd_dqT0 

Part 2: http://www.youtube.com/watch?v=0eBlcfQIjDw&feature=related 

Part 3: http://www.youtube.com/watch?v=rRHJyOaXsAE&feature=related 

Part 4: http://www.youtube.com/watch?v=K9MGYddZBOY&feature=related 

Part 5: http://www.youtube.com/watch?v=CbtyDsMkjvg&feature=related 

Part 6: http://www.youtube.com/watch?v=icHQK4ZstWE&feature=related 

Part 7: http://www.youtube.com/watch?v=4XgzDgiv-gE&feature=related 

Part 8: http://www.youtube.com/watch?v=jSo3H_IqHTc&feature=related 

Part 9: http://www.youtube.com/watch?v=LV8VnOxFCBo&feature=related 

Produced by the History Channel, this is outstanding, but shocking. 

It is for high school students. 

Definitely not for middle schoolers. 

page 22

1. Introduction 

page 23

What was Reconstruction? 

page 24

Lesson #1: Lecture 

What was Reconstruction? 

When 

After the Civil War . . . from 1865 to 1877. 

Where 

Only in the South. 

Why 

The defeated Southern states had to be brought back into the Union. 

The African Americans (former slaves) needed help. 

Who 

1. President Abraham Lincoln - but he was assassinated in April 1865. 

2. President Andrew Johnson - he had been Lincoln’s vice president. 

Congress disliked Johnson, so they impeached him. 

What 

“Reconstruction was a praiseworthy effort to establish the principle of racial justice in America.” 

- Eric Foner 

How 

1. President Lincoln’s plan 

Lincoln was lenient toward the South: 

1. The loyalty oath: If 10% of voters took a loyalty oath to the U.S. government and U.S. Constitution. 

2. The President pardoned all Confederates who took the loyalty oath. 

3. The Southern state could establish a government and re-enter the Union. 

2. President Andrew Johnson’s plan 

Johnson was lenient toward the South: 

In addition to Lincoln’s plan, Southern states would have to ratify the 13th Amendment to end slavery. 

3. The Radical Repubicans’ plan 

The Radical Republicans were harsh on the South. 

1. 50% must take a loyalty oath. 

2. No one who fought for the Confederate army could run for political office. 

3. The Southern states must ratify the 13th and 14th Amendments. 

Military rule 

Congress divided the South into 5 military districts. 

The U.S. Army set up constitutional conventions in each state. 

African Americans were allowed to vote and were elected to office. 

What the Radical Republicans wanted 

1. Punish the South. 

2. Retain Republican power in the U.S. Congress. 

3. Protect industrial growth (high tariffs, etc.) 

4. Aid the freedmen. 

page 25

Graphic organizer 

Reconstruction: Who, what, where, when, why and how? 

When 

Where 

How 


Who 

What 

Why 

page 26

Three plans for Reconstruction 

page 27

Lesson #2: Homework on the Internet 

Show the film before you play the games. 

Video: Three plans for Reconstruction 


http://www.youtube.com/watch?v=bj0vzAuHqPk 

page 28

Three 

plans 

Lesson #3: 

Game 

Break into pairs. 

Examine each fact. 

Using the chart, 

categorize each fact. 

When you are finished, play 

the Bell Game. 

There were three approaches to reconstructing the South. 

1. President Abraham Lincoln Lenient toward the South 

It was simple for a Southern state to re-join the United States. 

1. Loyalty oath 

If 10% of voters took a loyalty oath to the U.S. government and U.S. 

Constitution. 

2. Amnesty 

The President pardoned all Confederates who took the loyalty oath. 

3. The Southern state could establish a government and re-enter the 

Union. 

2. President Andrew Johnson Lenient toward the South 

The same as Lincoln, plus: 

Southern states would have to ratify the 13th Amendment. 

By the end of 1865, most Southern states had formed new governments 

and were ready to send their Congressmen to Washington, D.C. 

3. Radical Republicans in Congress Harsh toward the South. 

In 1866, the Radical Republicans refused to seat Southern Congressmen. 

They insisted on new state governments in the South 

It was hard for a Southern state to re-join the United States. 

1. 50% must take a loyalty oath. 

2. Confederate leaders could not vote or run for political office. 

3. The Southern states must ratify the 14th Amendment. 

(Nearly every Southern state refused to do this.) 

1. Lenient toward the South. 

2. Harsh toward the South. 

3. Wanted 10% to take a loyatyl oath to the U.S. 

4. Wanted 50% to take a oyalty oath to the U.S. 

5. Allowed Confederate leaders to vote and run for political office. 

6. Banned Confederate leaders from voting and running for political office. 

7. Insisted that Southern states ratify the 13th Amendment. 

It ended slavery. 

8. Insisted the Southern states ratify the 14th Amendment. 

African Americans were citizens and had rights. 

9. They refused to seat Southern Congressmen. 

10. They were afraid that the old white planter aristocracy would rule the 

South. 

The Answers 

1. Lincoln, Johnson 

2. Radical Republicans in 

Congress 



Congress 



Congress 

7. All 3 


Congress 


Congress 


Congress 

page 29

A game to learn how to categorize. 

A game for those students who learn best by doing. 

A game to assess learning. 

The Bell Game: “Name that Strength!” 

The week before 

Go to Office Depot or Office Max and buy 3 bells. You know: 

You bop it to call for service. 

Make 3 signs: Lincoln, Johnson, The Radical Republicans in Congress 

Ask the school custodian for a wide table and 3 chairs. 

A panel of “experts” 

Place the table and 4 chairs in front of the classroom. 

In front of each, place a sign and bell. 

Ask for 4 volunteers to sit as a panel of experts. 

"You are responsible only for responding to facts which relate to your category." 

The Reader 

Choose a student to read the facts. 

Explain: "When the reader reads a fact which deals with your particular category, ring your bell." 

The Answer Man 

Choose a student to play this role. We suggest a boy or girl who has been absent. 

Give the student the answer sheet. 

Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is 

incorrect.'" 

How to begin 

Ask students to test their bells. 

"Do not ring your bell until the full statement has been read." 

“If you engage in frivolous bell-ringing, another student will take your place.” 

The Reader reads the facts, one by one. 

The Answer Man states whether the answer is correct or incorrect. 

What if several students ring their bells? 

All the better! 

Ask the class whether or not the incorrect answer is possible, based upon the student's explanation. 

Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" 

and, therefore, acceptable. 

More advanced 

Using the same topic, read from the encyclopedia. 

Ask students to explain their answers. 

That is, exactly why does this fact relate to your category? 

page 30

Lesson #4: Game 

Break into two teams. Choose a scorekeeper. 

The Great Race 

On the chalkboard, write 

Lincoln Johnson The Radical Republicans in Congress 

1865 1865-67 1867-1877 

1. Break into two teams: Team A and Team B. Try guys vs gals. 

2. Line up, single file - at least 15 feet from the board. 

3. The teacher reads the statement. 

4. Two students race to the board and put a check under the correct answer. 

5. Teacher gives correct answer. Students erase their check marks and go to the back of the lines. 

Do it over and over again, until every student has mastered the material. 

1. Lenient toward the South. 

2. Harsh toward the South. 

3. Wanted 10% to take a loyatyl oath to the U.S. 

4. Wanted 50% to take a oyalty oath to the U.S. 

5. Allowed Confederate leaders to vote and run for political office. 

6. Banned Confederate leaders from voting and running for political office. 

7. Insisted that Southern states ratify the 13th Amendment. 


8. Insisted the Southern states ratify the 14th Amendment. 

African Americans were citizens and had rights. 

9. They refused to seat Southern Congressmen. 

10. They were afraid that the old white planter aristocracy would rule the 

South. 

The Answers 



Congress 



Congress 



Congress 

7. All 3 


Congress 


Congress 


Congress 

page 31

The Reconstruction Amendments 

13th Amendment 



page 32

Lesson #5: 

Game 

Three 

Amendments 


Examine each fact. 

Using the chart, 

categorize each fact. 

When you are finished, play the 

Bell Game. 

The 13th Amendment Ended slavery 1865 

The 13th Amendment ended slavery in the U.S. forever. 

The 14th Amendment Citizenship 1868 

Every African American was now a citizen. 

Entitled to full rights under the law. 

The 15th Amendment Right to vote 1870 

Black men could now vote. 

This was the most controversial of all. 

1. It ended slavery. 

2. It made African Americans citizens. 

3. It allowed black men to vote. 

4. The Three-Fifths Clause (1787) 

In 1787, when the U.S. Constitution was written, a slave was counted as 3/5 

of a person. Which amendment erased the 3/5th clause? 

5. The Census (1787) 

Which amendment made sure that African Americans were counted as a full 

person? 

The Answers 

1. 13 

2. 14 

3. 15 

4. 14 

5. 14 

6. 14 

7. 13 

8. 15 

9. 15 

10. 14 

11. 15 

6. The Dred Scott decision (1857) 

In 1857, the Supreme Court ruled that African Americans (slave or free) were 

not citizens. Which amendment erased that court decision? 

7. The Emancipation Proclamation (1863) 

The Emancipation Proclamation was a temporary war measure. 

To make it permanent, the U.S. Constitution had to be changed. 

Which amendment ended slavery in the U.S. forever? 

8. Black politicians 

In many counties of the South, the black population was greater than the 

white population. If black men could vote, black men could be elected to 

office - everything from local sheriff to governor to Congress. 

9. The white power structure 

If black men could vote, the white power structure would be down the drain. 

For this reason, white officials (including the sheriff) joined the KKK to violate 

this Amendment. 

10. Brown v Board of Education (1954) 

Thanks to this amendment, in 1954 the Supreme Court ruled that segregation 

was illegal. 

11. Voting Rights Act (1965) 

Despite this amendment, African Americans did not get to vote in the South 

until the 1960s. 

page 33

A game to learn how to categorize. 

A game for those students who learn best by doing. 

A game to assess learning. 

The Bell Game: “Name that Amendment!” 

The week before 

Go to Office Depot or Office Max and buy 3 bells. You know: 

You bop it to call for service. 

Make 3 signs: 13th, 14th, 15th 

Ask the school custodian for a wide table and 3 chairs. 

A panel of “experts” 

Place the table and 4 chairs in front of the classroom. 

In front of each, place a sign and bell. 

Ask for 4 volunteers to sit as a panel of experts. 

"You are responsible only for responding to facts which relate to your category." 

The Reader 

Choose a student to read the facts. 

Explain: "When the reader reads a fact which deals with your particular category, ring your bell." 

The Answer Man 

Choose a student to play this role. We suggest a boy or girl who has been absent. 

Give the student the answer sheet. 

Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is 

incorrect.'" 

How to begin 

Ask students to test their bells. 

"Do not ring your bell until the full statement has been read." 

“If you engage in frivolous bell-ringing, another student will take your place.” 

The Reader reads the facts, one by one. 

The Answer Man states whether the answer is correct or incorrect. 

What if several students ring their bells? 

All the better! 

Ask the class whether or not the incorrect answer is possible, based upon the student's explanation. 

Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" 

and, therefore, acceptable. 

More advanced 

Using the same topic, read from the encyclopedia. 

Ask students to explain their answers. 

That is, exactly why does this fact relate to your category? 

page 34


Break into two teams. Choose a scorekeeper. 

The Great Race 

On the chalkboard, write 

13th Amendment 14th Amendment 15th Amendment 

1. Break into two teams: Team A and Team B. Try guys vs gals. 

2. Line up, single file - at least 15 feet from the board. 

3. The teacher reads the statement. 

4. Two students race to the board and put a check under the correct answer. 

5. Teacher gives correct answer. Students erase their check marks and go to the back of the lines. 

Do it over and over again, until every student has mastered the material. 

1. It ended slavery. 

2. It made African Americans citizens. 

3. It allowed black men to vote. 

4. The Three-Fifths Clause (1787) 

In 1787, when the U.S. Constitution was written, a slave was counted as 3/5 of a 

person. Which amendment erased the 3/5th clause? 

5. The Census (1787) 

Which amendment made sure that African Americans were counted as a full person? 

6. The Dred Scott decision (1857) 

In 1857, the Supreme Court ruled that African Americans (slave or free) were not citizens. 

Which amendment erased that court decision? 

The Answers 

1. 13 

2. 14 

3. 15 

4. 14 

5. 14 

6. 14 

7. 13 

8. 15 

9. 15 

10. 14 

11. 15 

7. The Emancipation Proclamation (1863) 

The Emancipation Proclamation was a temporary war measure. 

To make it permanent, the U.S. Constitution had to be changed. 

Which amendment ended slavery in the U.S. forever? 

8. Black politicians 

In many counties of the South, the black population was greater than the white population. 

If black men could vote, black men could be elected to office - everything 

from local sheriff to governor to Congress. 

9. The white power structure 


For this reason, white officials (including the sheriff) joined the KKK to violate this 

Amendment. 

10. Brown v Board of Education (1954) 

Thanks to this amendment, in 1954 the Supreme Court ruled that segregation was 

illegal. 

11. Voting Rights Act (1965) 

Despite this amendment, African Americans did not get to vote in the South until the 

1960s. 

page 35

The best video 

In theory, the Amendments gave rights to African Americans. 

In practice, terrorists denied them those rights. 

page 36


Video: Reconstruction was violent 

Produced by the History Channel, this is an outstanding, but shocking documentary. 

It is for high school students, but definitely not for middle schoolers. 











page 37

2. The 13th Amendment 

1865 

Slavery was a labor system. 

If you abolish slavery, what labor system would replace it? 

page 38


Ahead of time, print out the documents. 

The 13th Amendment 1865 

13th - ended slavery Made the Emancipation Proclamation legal. 

14th - citizenship Every black person is now a citizen. 

15th - can vote Every black man can now vote. 

The Causes 

In 1863, President Lincoln issued the Emancipation Proclamation. 

However, that was a temporary war measure. 

The U.S. Constitution had to be changed, so the 13th Amendment was added. 

African Americans asked for the 13th Amendment (1865) 

http://www.history.umd.edu/Freedmen/tenncon.htm 

What the Amendment says 

Section 1. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party 

shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction. 

Section 2. Congress shall have power to enforce this article by appropriate legislation. 

The Significance 

It ended slavery in the U.S. forever. 

Eyewitness accounts 

Illustration: A celebration in Washington, D.C. (1866) 

http://digital.nypl.org/schomburg/images_aa19/aa19c_info.cfm?ryid2685 

“A Jubilee of Freedom”: Freed Slaves March in Charleston, South Carolina, March, 1865 

http://historymatters.gmu.edu/d/6381/ 

Slaves happy to be free (1865) 

http://memory.loc.gov/cgibin/ampage?collId=mesn&fileName=100/mesn100.db&recNum=195&itemLink=S?ammem/mesnbib:@fie 

ld(AUTHOR+@od1(Holsell,+Rhody)) 

If the South had won (1864) 

http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=170 

The slavemaster was his father (1865) 

http://www.digitalhistory.uh.edu/social_history/18race_problem.cfm 

Gertrude Thomas (1865) 

http://teachingamericanhistory.org/library/index.asp?document=1724 

The South in Defeat (1865) 

http://www.eyewitnesstohistory.com/southindefeat.htm 

page 39

The short-term results 

The Freedmen’s Bureau 

The federal government set up agencies in the South to help the former slaves. 

“There Was Never Any Pay-day For the Negroes”: Jourdon Anderson Demands Wages 

http://historymatters.gmu.edu/d/6369 

Martin Delany: “Slavery is over” (1865) 

http://www.pbs.org/wgbh/amex/reconstruction/40acres/ps_delany.html 

The Negroes demanded high wages (1867) 

http://www.pbs.org/wgbh/amex/reconstruction/plantation/ps_stone.html 

The long-term results 

How the South got around the 13th Amendment 

Sharecropping! 

Many African Americans became sharecroppers. 

This was debt slavery. 

They worked the same land as before, but gave a big share to the white landowner. 

Illustration: How Southern whites viewed “labor” 

http://www.digitalhistory.uh.edu/reconstruction/section3/section3_10b.html 

From slavery to free labor 

http://www.digitalhistory.uh.edu/reconstruction/section3/section3_intro.html 

How Southern states got around the 13th Amendment 

http://caselaw.lp.findlaw.com/data/constitution/amendment13/02.html#1 

page 40


Political Cartoons: 

The 13th Amendment 

The Republican Party created the 13th Amendment 

In 1863, the Emancipation Proclamation was a temporary war measure. 

In 1965, the 13th Amendment abolished slavery in the U.S. forever. 

Emancipation (1863) 

http://13thamendment.harpweek.com/asp/ViewEntryImage.asp?page=0&imageSize=m 

http://www.loc.gov/exhibits/odyssey/archive/05/0509001r.jpg 

http://memory.loc.gov/service/pnp/cph/3a00000/3a06000/3a06200/3a06245r.jpg 

President Lincoln riding through Richmond (1865) 

http://www.mrlincolnandfreedom.org/photo_credits.asp?photoID=4&subjectID=3&ID=56 

Take thy freedom for it has cost me much (1866) 

http://media-2.web.britannica.com/eb-media/56/78356-050-58520A6C.jpg 

Storming Fort Wagner (1863) 


A Negro regiment in action (1863) 

http://www.sonofthesouth.net/leefoundation/civil-war/1863/march/first-black-troops-combat.htm 

The Democratic Party was opposed to the 13th Amendment 

Sharecropping was a violation of the 13th Amendment 

The freedmen never received 40 acres and a mule. 

So they were reduced to sharecropping. 

Sharecropping was debt slavery. 

Forty acres and a mule 

http://4.bp.blogspot.com/_POulQGEzq8U/SsTW9gO7mVI/AAAAAAAACEI/xONb6XsxOdA/s320/40+acre 

s+and+a+mule.jpg 

King Cotton (1866) 

http://www.thomasnast.com/NastAndDegas/TheGrandCaricaturama/NastCaricaturama.htm 

The Black Codes were a violation of the 13th Amendment 

The Southern states passed laws that required African Americans to be “employed.” 

At all times, an African American had to have an “employer.” 

Selling a freeman to pay his fine at Monticello, Florida (1867)_ 


page 41

The Freedmen’s Bureau, 1865 

It built the first public school system in the South. 

page 42


Ahead of time, make copies of the documents you want to use. 


By 1869, the Freedmen's Bureau had created 3,000 schools in the South. 

Overview 

http://en.wikipedia.org/wiki/Bureau_of_Refugees,_Freedmen_and_Abandoned_Lands 

http://valley.vcdh.virginia.edu/HIUS403/freedmen/overview.html 

The Law 

The Freedmen’s Bureau (1865) 

http://www.historycentral.com/documents/Freedman.html 

Map 

Locations of Freedmen’s Bureaus in the South 

http://www.latinamericanstudies.org/slavery/freedmens-bureau-1.jpg 

Timeline 

Timeline of the Freedman’s Bureau 

http://www.pbs.org/itvs/homecoming/timeline.html 

Definition of terms: Reconstruction, Freedman’s Bureau, sharecropping, Jim Crow 

http://civilwar.fredericksburg.com/Teaching/Education/Aftermath_students 

Photos 

A school built by the Freedmen’s Bureau 

http://www.learnnc.org/lp/media/uploads/2009/07/freedmens_school.jpg 

Schools built by the Freedmen’s Bureau 

http://digital.nypl.org/schomburg/images_aa19/reconst.cfm?ryid2685 

Children at a Freedmen’s Bureau school 

http://www.latinamericanstudies.org/slavery/freedmens-school-1.jpg 

The teacher usually came from New England 

http://history.sandiego.edu/gen/sespics/05689.jpg 

A freedman’s house (1895) 

http://www.fivay.org/freedmen2.jpg 

Freedmen in Richmond, Virginia 

http://media-2.web.britannica.com/eb-media/12/712-050-D997D9F2.jpg 

Giant school built by the Freedman’s Bureau in New Orleans, 1866 

http://www.picturehistory.com/product/id/11355 

Going to college at Tuskeegee Institute in Alabama 

http://memory.loc.gov/ammem/aap/photo10.jpg 

page 43

Illustrations 

Freedmen’s schools 

http://blackhistory.harpweek.com/5CultureAndSociety/CultureLevelOne.htm 

A Freedmen’s school 

http://www1.assumption.edu/users/mcclymer/His130/P-H/freedmen/harpersREconstructschool.jpg 

A one-room schoolhouse 

http://home.comcast.net/~DiazStudents/CivilReconstructionFreedmenBureau2.jpg 

Uncle Tom and his grandchild (1866) 


An old scholar (1870) 


A wedding (1866) 



Freedmen’s quarters near Lake Jackson, Florida 

http://fpc.dos.state.fl.us/general/n038338.jpg 

Freedmen’s village, Arlington, VA (1865) 

http://ftp.pwp.att.net/w/i/willshepa/FREEDMANSVILLAGE.jpg 

Readings 

The services that the Freedmen’s Bureau provided 

http://www.civilwarhome.com/freedmen.htm 

The Meaning of Freedom AT THE BOTTOM, CLICK ON THE ARROW 


Education in the Southern states (1867) 


The Freedmen’s Bureau in Georgia 

http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-634&sug=y 

W.E.B. Du Bois: On the Freedmen’s Bureau 

http://history.eserver.org/freedmens-bureau.txt 

http://www.theatlantic.com/issues/01mar/du bois.htm 

How Reconstruction changed the lives of the freedmen 

http://lcweb2.loc.gov/ammem/aaohtml/exhibit/aopart5.html 

http://www.freedmensbureau.com/ 

The KKK attacks a Freedmen’s school (1874) 


page 44

President Andrew Johnson vetoed the Freedman’s Bureau 

Andrew Johnson was Vice President. 

He became President when Abraham Lincoln was assassinated in 1865. 

When Reconstruction began, he vetoed all of the Reconstruction Acts by Congress. 

But Congress over-rode his veto. 

Southern whites fear “mixed” schools (1864) 

http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=168 

Speech: President Andrew Johnson vetoes the Freedman’s Bureau (1866) 

http://www.let.rug.nl/usa//D/1851-1875/reconstruction/cleveland.htm 

“Before the Civil War there were 4,000,000 black people held as slaves by about 340,000 people living 

in the South. That is, 340,000 slave owners paid all the living expenses of the slaves. Then, the war 

began and the slaves were freed. Now we come to the [Radical Republicans]. And what do 

they want? To spend $12,000,000 a year to build schools and find jobs for these freed slaves. We have 

already spent $3,000,000,000 to set them free and give them a fair chance to take care of themselves - 

then these [Radical Republicans] ask for $12,000,000 to help them.” 

page 45

Documents 

It took a while for white planters to accept the end of slavery 

Documents from Freedom: A Documentary History of Emancipation, 1861-1867, University of Maryland 

http://www.history.umd.edu/Freedmen/sampdocs.htm 

Documents: The Freedman’s Bureau of Augusta County, VA 

http://valley.vcdh.virginia.edu/HIUS403/freedmen/introduction.html 

Websites 


http://www.freedmensbureau.com/ 

The Valley of the Shadow 

http://valley.lib.virginia.edu/VoS/choosepart.html 

Library of Congress 

http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5b.html 

Video 


http://www.youtube.com/watch?v=jp6edCjlTvY 

page 46


Break into pairs and translate the cartoon into your own words. 

Click on the cartoons to make them larger! 

Political cartoons: 


The Freedman’s Bureau, 1865 

Until Reconstruction, the South never had a public school system. 

Thanks to the Freedmen’s Bureau, the federal government set up schools in the South. 

In practice, it was the only Reconstruction reform that lasted. 

The Radical Republicans created it 

The Freedman’s Bureau (1868) 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=July&Date=25 

http://en.wikipedia.org/wiki/File:Freedman_bureau_harpers_cartoon.jpg 

Currier & Ives: The Freedman’s Bureau (1868) 

http://www.newworldencyclopedia.org/entry/Image:The_freedman's_bureau.png 

An old scholar (1870) 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=May&Date=21 

Reconstruction of the South (1870) 


The Democrats hated it 

An agency to keep the Negro in idleness at the expense of the white man (1866) 

http://upload.wikimedia.org/wikipedia/commons/3/33/Freedman's_bureau.jpg 


http://en.wikipedia.org/wiki/File:Freedman's_bureau.jpg 

It was an expensive luxury (1868) 

http://americanhistory.si.edu/petersprints/lithograph.cfm?id=325624&Category=African%20American&Re 

sults_Per=10&search_all=false 

page 47


What might have been done 

The Freedmen’s Bureau might have distributed land to the freedmen. 

Then each African American family would have had a farm. 

page 48


Ahead of time, make copies of the documents. 


What African Americans needed 

"Though slavery was abolished, the wrongs of my people were not ended. Though they were slaves, 

they were not yet quite free. No man can be truly free whose liberty is dependent upon the thoughts, 

feeling, and actions of others, and who has himself no means in his own hands for guarding, protecting, 

defending, and maintaining that liberty. Yet the Negro after his emancipation was precisely in this state 

of destitution. He was free from the individual master but the slave of society. He had neither money, 

property, nor friends. He was free from the old plantation, but he had nothing but the dusty road under 

his feet. He was free from the old quarter that once gave him shelter, but a slave to the rains of summer 

and the frost of winter. He was in a word, literally tuned loose, naked, hungry, and destitute to the open 

sky." - Frederick Douglass 

An experiment 

General Sherman’s Order in Savannah (1865) 

http://www.teachingamericanhistory.org/library/index.asp?document=545 

http://www.history.umd.edu/Freedmen/sfo15.htm 

The Port Royal experiment (1861-) 

http://www.digitalhistory.uh.edu/reconstruction/section1/section1_17.html 

Savannah and the Sea Islands 

http://www.pbs.org/wgbh/amex/reconstruction/40acres/ps_so15.html 

President Lincoln refused 


http://www.blackpast.org/?q=aah/forty-acres-and-mule 

page 49

The Radical Republicans wanted to give free land to the freedmen 

Some Radical Republicans in Congress wanted reparations to be paid to the former slaves. 

That is, the federal government should provide each freedman with 40 acres and a mule. 

This never happened. 

Richard Henry Dana’s speech: Give the freedmen a farm (1865) 


Thaddeus Stevens’ speech: Confiscate the Southerner’s land (1867) 

http://chnm.gmu.edu/courses/122/recon/stevens.htm 

“The North has the right to confiscate the land of the Southern rebels. The cause of the war was slavery. 

We have freed the slaves. It is our responsibility to protect them, and help them until they are able to 

provide for themselves. Freed slaves should have the right to vote, but owning land is even more important. 

I propose that each freed slave who is a male adult, or the head of a family, will receive forty acres 

of land, (with $100 to build a house). Four million people have just been freed from slavery. They have 

no education, have never worked for money, and don’t know about their rights. Unless they become 

independent, they will have to once again become the servants of their old masters. We must make the 

freed slaves independent so that their old masters can’t force them to work unfairly. This can only be 

done by giving them a small plot of land to farm. 

Richard H. Cain: The federal govenment should buy land and give homesteads to freedmen (1868) 


Congress refused 

Believing in the sanctity of private property, Congress never confiscated land to give to the slaves. 

Instead, all lands were restored to the planter aristocracy. 

Video 

The West Wing: African Americans believe in reparations for slavery 

http://www.youtube.com/watch?v=aUkm8BdG2RI 

page 50

The Black Codes, 1865 

This is how the South got around the 13th Amendment 

Instead, the freedmen were forced to work for whites. 

page 51

Lesson #6: Document 

Also available at: 

http://www.digitalhistory.u 

h.edu/reconstruction/section4/section4_blackcodes.html 

The Black Codes 

Mississippi, 1865 

Section 1. All freedmen, free negroes and mulattoes may sue and be sued, 

implead and be impleaded, in all the courts of law and equity of this State, 

and may acquire personal property, and chooses in action, by descent or purchase, 

and may dispose of the same in the same manner and to the same 

extent that white persons may: Provided, That the provisions of this section 

shall not be so construed as to allow any freedman, free negro or mulatto to 

rent or lease any lands or tenements except in incorporated cities or towns, 

in which places the corporate authorities shall control the same. 

Section 2. All freedmen, free negroes and mulattoes may intermarry with 

each other, in the same manner and under the same regulations that are provided 

by law for white persons: Provided, that the clerk of probate shall keep 

separate records of the same. 

Section 3. All freedmen, free negroes or mulattoes who do now and have 

herebefore lived and cohabited together as husband and wife shall be taken 

and held in law as legally married, and the issue shall be taken and held as 

legitimate for all purposes; and it shall not be lawful for any freedman, free 

negro or mulatto to intermarry with any white person; nor for any person to 

intermarry with any freedman, free negro or mulatto; and any person who 

shall so intermarry shall be deemed guilty of felony, and on conviction thereof 

shall be confined in the State 

penitentiary for life; and those shall be deemed freedmen, free negroes and 

mulattoes who are of pure negro blood, and those descended from a negro 

to the third generation, inclusive, though one ancestor in each generation 

may have been a white person. 

Section 4. In addition to cases in which freedmen, free negroes and mulattoes 

are now by law competent witnesses, freedmen, free negroes or mulattoes 

shall be competent in civil cases, when a party or parties to the suit, 

either plaintiff or plaintiffs, defendant or defendants; also in cases where 

freedmen, free negroes and mulattoes is or are either plaintiff or plaintiffs, 

defendant or defendants. They shall also be competent witnesses in all criminal 

prosecutions where the crime charged is alleged to have been committed 

by a white person upon or against the person or property of a freedman, free 

negro or mulatto: Provided, that in all cases said witnesses shall be examined 

in open court, on the stand; except, however, they may be examined 

before the grand jury, and shall in all cases be subject to the rules and tests 

of the common law as to competency and credibility. 

Translation: 

1. Black people have the 

right to own property and 

be heard in court. 

2. Black people have the 

right to get married. 

3. If a black person marries 

a white person, it is a 

felony and the punishment 

is life in prison. 

4. A black person can 

testify in court against a 

white person. 

page 52

Section 5. Every freedman, free negro and mulatto shall, on the second 

Monday of January, one thousand eight hundred and sixty-six, and annually 

thereafter, have a lawful home or employment, and shall have written evidence 

thereof as follows, to wit: if living in any incorporated city, town, or village, 

a license from that mayor thereof; and if living outside of an incorporated 

city, town, or village, from the member of the board of police of his beat, 

authorizing him or her to do irregular and job work; or a written contract, as 

provided in Section 6 in this act; which license may be revoked for cause at 

any time by the authority granting the same. 

Section 6. All contracts for labor made with freedmen, free negroes and 

mulattoes for a longer period than one month shall be in writing, and a duplicate, 

attested and read to said freedman, free negro or mulatto by a beat, 

city or county officer, or two disinterested white persons of the county in 

which the labor is to performed, of which each party shall have one: and said 

contracts shall be taken and held as entire contracts, and if the laborer shall 

quit the service of the employer before the expiration of his term of service, 

without good cause, he shall forfeit his wages for that year up to the time of 

quitting. 

Section 7. Every civil officer shall, and every person may, arrest and carry 

back to his or her legal employer any freedman, free negro, or mulatto who 

shall have quit the service of his or her employer before the expiration of his 

or her term of service without good cause; and said officer and person shall 

be entitled to receive for arresting and carrying back every deserting employee 

aforesaid the sum of five dollars, and ten cents per mile from the place of 

arrest to the place of delivery; and the same shall be paid by the employer, 

and held as a set off for so much against the wages of said deserting 

employee: Provided, that said arrested party, after being so returned, may 

appeal to the justice of the peace or member of the board of police of the 

county, who, on notice to the alleged employer, shall try summarily whether 

said appellant is legally employed by the alleged employer, and has good 

cause to quit said employer. Either party shall have the right of appeal to the 

county court, pending which the alleged deserter shall be remanded to the 

alleged employer or otherwise disposed of, as shall be right and just; and the 

decision of the county court shall be final. 

5. Every January, a black 

person must get a license 

certifying that he/she has 

a job and a home. 

6. Employers will draw 

up labor contracts with 

their black employees. If 

a black man leaves his 

job, he is not paid for 

money that is owed him. 

7. If a black person quits 

his job, local policemen 

will arrest him and take 

him back to his employer. 

The policeman receives 

$5 for every employee he 

captures and returns. 

page 53

Section 8. Upon affidavit made by the employer of any freedman, free negro 

or mulatto, or other credible person, before any justice of the peace or member 

of the board of police, that any freedman, free negro or mulatto legally 

employed by said employer has illegally deserted said employment, such justice 

of the peace or member of the board of police issue his warrant or warrants, 

returnable before himself or other such officer, to any sheriff, constable 

or special deputy, commanding him to arrest said deserter, and return him or 

her to said employer, and the like proceedings shall be had as provided in 

the preceding section; and it shall be lawful for any officer to whom such warrant 

shall be directed to execute said warrant in any county in this State; and 

that said warrant may be transmitted without endorsement to any like officer 

of another county, to be executed and returned as aforesaid; and the said 

employer shall pay the costs of said warrants and arrest and return, which 

shall be set off for so much against the wages of said deserter. 

Section 9. If any person shall persuade or attempt to persuade, entice, or 

cause any freedman, free negro or mulatto to desert from the legal employment 

of any person before the expiration of his or her term of service, or shall 

knowingly employ any such deserting freedman, free negro or mulatto, or 

shall knowingly give or sell to any such deserting freedman, free negro or 

mulatto, any food, raiment, or other thing, he or she shall be guilty of a misdemeanor, 

and, upon conviction, shall be fined not less than twenty-five dollars 

and not more than two hundred dollars and costs; and if the said fine and 

costs shall not be immediately paid, the court shall sentence said convict to 

not exceeding two months imprisonment in the county jail, and he or she 

shall moreover be liable to the party injured in damages: Provided, if any person 

shall, or shall attempt to, persuade, entice, or cause any freedman, free 

negro or mullatto to desert from any legal employment of any person, with 

the view to employ said freedman, free negro or mulatto without the limits of 

this State, such costs; and if said fine and costs shall not be immediately 

paid, the court shall sentence said convict to not exceeding six months 

imprisonment in the county jail. 

Section 10. It shall be lawful for any freedman, free negro, or mulatto, to 

charge any white person, freedman, free negro or mulatto by affidavit, with 

any criminal offense against his or her person or property, and upon such 

affidavit the proper process shall be issued and executed as if said affidavit 

was made by a white person, and it shall be lawful for any freedman, free 

negro, or mulatto, in any action, suit or controversy pending, or about to be 

instituted in any court of law equity in this State, to make all needful and lawful 

affidavits as shall be necessary for the institution, prosecution or defense 

of such suit or controversy. 

8. If a black employee 

“illegally deserts” his job, 

the police will arrest him 

and return him to his 

employer. The cost will be 

born by the black employee. 

9. Anyone who persuades 

a black employee 

to leave his job will be 

given a hefty fine. If you 

cannot pay the fine, it’s 

two months in jail. 

10. A black person can 

charge a white person 

with a crime. 

page 54

A special law for young people 

Section 1. It shall be the duty of all sheriffs, justices of the peace, and other 

civil officers of the several counties in this State, to report to the probate 

courts of their respective counties semiannually, at the January and July 

terms of said courts, all freedmen, free negroes, and mulattoes, under the 

age of eighteen, in their respective counties, beats, or districts, who are 

orphans, or whose parent or parents have not the means or who refuse to 

provide for and support said minors; and thereupon it shall be the duty of 

said probate court to order the clerk of said court to apprentice said minors to 

some competent and suitable person on such terms as the court may direct, 

having a particular care to the interest of said minor: Provided, that the former 

owner of said minors shall have the preference when, in the opinion of 

the court, he or she shall be a suitable person for that purpose. 

Section 2. The said court shall be fully satisfied that the person or persons to 

whom said minor shall be apprenticed shall be a suitable person to have the 

charge and care of said minor, and fully to protect the interest of said minor. 

The said court shall require the said master or mistress to execute bond and 

security, payable to the State of Mississippi, conditioned that he or she shall 

furnish said minor with sufficient food and clothing; to treat said minor 

humanely; furnish medical attention in case of sickness; teach, or cause to 

be taught, him or her to read and write, if under fifteen years old, and will 

conform to any law that may be hereafter passed for the regulation of the 

duties and relation of master and apprentice: Provided, that said apprentice 

shall be bound by indenture, in case of males, until they are twenty-one years 

old, and in case of females until they are eighteen years old. 

Section 3. In the management and control of said apprentices, said master or 

mistress shall have the power to inflict such moderate corporal chastisement 

as a father or guardian is allowed to infliction on his or her child or ward at 

common law: Provided, that in no case shall cruel or inhuman punishment be 

inflicted. 

Section 4. 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 in the event of a refusal on the 

part of said apprentice so to return, then said justice shall commit said 

apprentice to the jail of said county, on failure to give bond, to the next term 

of the county court; and it shall be the duty of said court at the first term 

thereafter to investigate said case, 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, until he or she shall agree to return to the service of his or her 

master or mistress: 

Translation 

1. Every January and 

July, the sheriff makes a 

list of young black men 

under 18 who are 

“orphans.” The courts will 

turn these young men 

over to employers who 

will work them as 

“apprentices”. 

2. The “master” or “mistress” 

pay money to the 

state government of 

Mississippi and promise 

to provide the “orphan” 

with food, clothing, medical 

attention, and teach 

him to read and write. A 

young man works for no 

wages until he is 21. A 

young woman works for 

no wages until she is 18. 

3. The employers are 

allowed to beat the 

teenagers. 

4. If the teenager runs 

away, the employer can 

recapture him and bring 

him before the local justice 

of the peace, who will 

punish him. 

page 55

Provided, that the court may grant continuances as in other cases: And provided 

further, that if the court shall believe that said apprentice had good 

cause to quit his said master or mistress, the court shall discharge said 

apprentice from said indenture, and also enter a judgment against the master 

or mistress for not more than one hundred dollars, from the use and benefit 

of said apprentice, to be collected on execution as in other cases. 

Section 5. If any person entice away any apprentice from his or her master or 

mistress, or shall knowingly employ an apprentice, or furnish him or her food 

or clothing without the written consent of his or her master or mistress, or 

shall sell or give said apprentice spirits without such consent, said person so 

offending shall be guilty of a misdemeanor, and shall, upon conviction there 

of before the county court, be punished as provided for the punishment of 

person enticing from their employer hired freedmen, free negroes or mulattoes. 

Section 6. It shall be the duty of all civil officers of their respective counties to 

report any minors within their respective counties to said probate court who 

are subject to be apprenticed under the provisions of this act, from time to 

time as the facts may come to their knowledge, and it shall be the duty of 

said court from time to time as said minors shall be reported to them, or otherwise 

come to their knowledge, to apprentice said minors as hereinbefore 

provided. 

5. Anyone who persuades 

a teenager- 

”apprentice” to leave his 

job will be given a hefty 

fine. If you cannot pay the 

fine, it’s two months in 

jail. 

6. Everybody in local 

government is responsible 

for making sure 

black teenagers are 

always working. 

page 56



“Slavery by another name.” 

Explanation 


http://www.vahistorical.org/tah/15amendment.htm 

“Newly elected state legislatures enacted laws that defined black rights and responsibilities. These laws 

are often referred to as Black Codes. On the one hand, these codes affirmed the freedmen’s rights to 

own land, marry, make contracts, and testify in court. On the other hand, the laws were designed to stabilize 

black labor by restricting black mobility and economic opportunity. In Mississippi, African 

Americans were required to carry written evidence of their employment. In South Carolina, blacks who 

engaged in any occupation other than farm laborer or servant had to pay a special tax. Throughout the 

South, vagrancy laws were rewritten so that unemployed African Americans could be arrested, fined, 

and, if unable to pay a fine, leased to planters. A Virginia law defined as a vagrant anyone who failed to 

accept "the usual and common wages given to other laborers." Crimes such as petty theft became 

felonies, and those convicted faced long prison terms. Once in prison, convicts were leased to railroads 

and mining companies. Although many Freedmen's Bureau officers were sympathetic, they often placed 

planter demands for labor above the desires of the freedmen.” 

Readings 

The Black Codes, 1865 

Beginning in 1865, the Southern states passed laws that limited the rights of African Americans. 

Black Codes in the former Confederate states 

http://www.civilwarhome.com/blackcodes.htm 

Illustrations 

Illustration: A man in stocks in Apalachicola, Florida (1866) 


Illustration: Marks of Punishment Inflicted upon a servant in Richmond, Virginia (1866) 


Illustration: Whipping a girl in North Carolina (1867) 


Photo 

If you violated the Black Codes, you ended up on a chain gang 


page 57

Speech 

Address of the Colored State Convention to the People of the State of South Carolina 


Documents 

Black Code in Louisiana, 1865 

http://www.digitalhistory.uh.edu/reconstruction/section4/section4_blackcodes2.html 

Black Code in Mississippi, 1865 

http://chnm.gmu.edu/courses/122/recon/code.html 

Black Code in South Carolina, 1865 

http://www.sciway.net/afam/reconstruction/blackcodes.html 

http://www.crf-usa.org/bill-of-rights-in-action/bria-15-2-c.html 

Book 

Slavery by Another Name 

http://www.slaverybyanothername.com/ 

Videos 

Slavery by Another Name 

http://www.slaverybyanothername.com/the-book/videos/ 

page 58

Sharecropping 


By 1868, it was the predominant labor system throughout the South. 

It was debt slavery. 

page 59


The life of a sharecropper 


Not free yet (1865) 

http://www.pbs.org/wgbh/amex/reconstruction/sharecrop/ps_adams.html 

Story of the 3 peaches 


Drug him through the streets 


Still living under the bonds of slavery 


A sharecropping contract (1879) 

http://www.pbs.org/wgbh/amex/reconstruction/sharecrop/ps_dawson.html 

Good and kind treatment is required 

http://www.pbs.org/wgbh/amex/reconstruction/sharecrop/ps_delany2.html 

When we worked on shares, we couldn’t make nothing 


A Georgia Sharecropper’s Story of Forced Labor (1900) 


The New Slavery in the South: Georgia 

http://www.digitalhistory.uh.edu/social_history/15new_slavery.cfm 

Mattie Curtis: She eventually bought her own farm 


page 60

Maps 

Sharecroppers in the South 

http://websupport1.citytech.cuny.edu/Faculty/pcatapano/lectures_us2/sharecropping.jpg 

http://faculty.umf.maine.edu/~walters/web%20104/sharecrop%20map.jpg 

Photos 

Son of a sharecropper 

http://iws.punahou.edu/user/JStevens/project/lange_2.jpg 

A sharecropper in Alabama 

http://www.historycooperative.org/journals/ahr/110.5/images/zimmerman_fig02b.jpg 

A family of sharecroppers 

http://www.blackpast.org/files/blackpast_images/forty_acres_and_a_mule_sharecroppers.jpg 

A family of sharecroppers in Florida 

http://cghs.dadeschools.net/slavery/free_blacks/four_copy.jpg 

White people were sharecroppers, too - like Johnny Cash in Arkansas 

http://www.johnnycash.com/ 

Illustration 

Before sharecropping / After sharecropping 

THIS IS FASCINATING. 

http://www.historyonthenet.com/Slave_Trade/sharecropping.htm 

Why sharecropping creates a cycle of debt 

CHART WITH ARROWS 

http://www.lsrhs.net/departments/history/ShenM/Melisa%20Shen/Trials%20classwork_files/Sharecroppin 

g%20Game.pdf 

A sharecropper in South Carolina 

http://lowcountryafricana.net/_library/images/labor%20contracts/plowinginscloca.jpg 

Website 

History of Fort Benning, Georgia 

http://www.nps.gov/seac/benning-book/ch17.htm 

page 61

Videos 

The Emergence of the Sharecropping System 

http://www.youtube.com/watch?v=Uf_Hrbs2RdU 

Sharecropping: Why African Americans never made a profit 

http://www.youtube.com/watch?v=lkg-ZVRWjmg&feature=related 

Sharecropping in the Mississippi Delta 

http://www.youtube.com/watch?v=EmijJOwEDTg 

A sharecropper’s daughter 

http://www.youtube.com/watch?v=gjfzZsNvmpU 

There were white sharecroppers, too 

http://www.youtube.com/watch?v=ceDxO50GVes 

page 62

Lesson #9: Group analysis 

Break into six groups. 

Bloom! 

The sharecropping 

system 

Explain one concept using Bloom’s taxonomy. 

1. Define 

Using this website, define the term 

http://en.wikipedia.org/wiki/Sharecropping_system 

2. Interpret 

In your own words, 

explain this concept. 

3. Apply 

What if you applied this concept 

to your own life? 

4. Analyze 

List the parts. 

5. Synthesize 

Add up the parts . . . 

and create a new thing. 

6. Evaluate 

To what extent was sharecropping 

better than slavery? 

Here’s what we came up with . . . 

1. The sharecropping system 

A system of agriculture in which a landowner allows a tenant 

to use the land in return for a share of the crop produced 

on the land (usually 50%).. 

2. A sharecropper was paid no wages and owned no land. 

3. I have a big backyard. 

You spend hard labor creating a vegetable garden. 

I pay you no wages and you’ll never own the land. 

But you must give me 50% of all the fruits and vegetables. 

4. 

a. No wages 

Sharecroppers were not paid wages. 

b. Landless 

The sharecropper never owned the land he worked. 

c. What the sharecropper got 

The plantation was chopped into lots. 

The sharecropper family worked one plot of land. 

They built their own house, but they never OWNED the 

land. 

d. What the sharecropper gave 

From a merchant, he purchased seed, tools and fertilizer. 

During the planting season, he lived on credit at the store. 

After the harvest, he gave 50% of the crop to the landowner 

- and paid his bill at the store. 

e. Debt 

One bad harvest and the sharecropper went into debt. 

5. You could never leave until you paid off your debt. 

6. It was debt slavery. 

page 63


1868 

page 64







The Causes 

The U.S. Constitituion (1787) 

The Constitution was a bundle of compromises. 

In 1787, the Southern delegates made it very clear: 

If slavery was not written into the Constitution, the Southern colonies were not going to join the Union. 

As a result, the Founding Fathers wrote slavery into the Constutition. 

For example, a slave was counted as 3/5ths of a person for the purpose of taking the U.S. Census. 

The Dred Scott decision (1857) 

In 1857, the Supreme Court ruled that African Americans (slave or free) were not citizens of the U.S. 

They did so because the U.S. Constitution made slavery legal. 

The only way to change that was to change the Constitution. 

Life after the 13th Amendment 

http://www.history.rochester.edu/class/douglass/part5.html 


Entitles all persons born or naturalized in the U.S. to citizenship and equal protection under the laws of 

the United States. 

1. CITIZENSHIP 

The 14th Amendment made every African American a citizen. 

2. PROTECTED BY THE BILL OF RIGHTS 

It extended the Bill of Rights to all citizens in Southern states. 

Until then, Southern states did not regard African-Americans as citizens. 

So African-Americans were not protected by the Bill of Rights. 

3. EQUAL PROTECTION OF THE LAWS 

It guaranteed "equal protection under the law" for all citizens of the U.S. 

Eventually, all of the civil rights cases were based on the 14th Amendment. 

1. African Americans 

Segregation was ended by the Supreme Court’s ruling in Brown v Board of Education 1954). 

2. Other people of color - Native Americans, Asian Americans - were given full rights. 

3. Women - were given full rights. 

page 65


Section. 1. All persons born or naturalized in the United States and subject to the jurisdiction thereof, are 

citizens of the United States and of the State wherein they reside. No State shall make or enforce any 

law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State 

deprive any person of life, liberty, or property, without due process of law; nor deny to any person within 

its jurisdiction the equal protection of the laws. 

Section. 2. Representatives shall be apportioned among the several States according to their respective 

numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when 

the right to vote at any election for the choice of electors for President and Vice President of the United 

States, Representatives in Congress, the Executive and Judicial officers of a State, or the members of 

the Legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of 

age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or 

other crime, the basis of representation therein shall be reduced in the proportion which the number of 

such male citizens shall bear to the whole number of male citizens twenty-one years of age in such 

State. 

Section. 3. No person shall be a Senator or Representative in Congress, or elector of President and 

Vice President, or hold any office, civil or military, under the United States, or under any State, who, having 

previously taken an oath, as a member of Congress, or as an officer of the United States, or as a 

member of any State legislature, or as an executive or judicial officer of any State, to support the 

Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or 

given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, 

remove such disability. 

Section. 4. The validity of the public debt of the United States, authorized by law, including debts 

incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall 

not be questioned. But neither the United States nor any State shall assume or pay any debt or obligation 

incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or 

emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void. 

Section. 5. The Congress shall have power to enforce, by appropriate legislation, the provisions of this 

article. 

page 66



The 14th Amendment, 1868 

African Americans were now citizens. 

They were entitled to equal treatment under the law. 

A man knows a man (1865) 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=April&Date=22 

http://www.flocabulary.com/history/civilwarpoliticalcartoons.html 

Uncle Sam’s Thanksgiving dinner (1869) 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=November&Date=22 

http://cartoons.osu.edu/nast/images/unlce_sam_thanksgiving50.jpg 


page 67

The Ku Klux Klan 

1866. 


The KKK did not regard the African American as a citizen. 

The Klansman believed in white supremacy. 

page 68



When 

The Ku Klux Klan began in 1866 - one year after the South lost the Civil War. 

Where 

It was formed by former Confederate soldiers in the town of Pulaski, Tennessee. 

That was President Andrew Johnson’s home state. 

It then spread throughout the South. 

What 

It was a secret organization known as “The Invisible Empire.” 

It terrorized African Americans. 

Who 

The leaders 

The founder and first Grand Wizard was Nathan Bedford Forrest. 

As a general in the Confederate army, he had led a massacre at Fort Pillow near Memphis, Tennessee. 

The followers 

Many were Confederate soldiers during the Civil War. 

By day, they were dentists, doctors, businessmen, and even Baptist ministers. 

By night, they put on hoods and terrorized the African Americans who lived in or near their town. 

The Democratic party 

The Democratic party represented white rule in the South. 

The KKK guaranteed white rule. 

How 

The KKK terrorized African Americans 

The KKK terrorized any African American who exercised his rights as a human being. 

In particular, the KKK 

1. prevented African Americans from voting. 

2. prevented immigrants from voting (Republican). 

3. crushed black businesses. 

4. crushed black trade unions. 

5. crushed any African American who stood up for his rights. 

page 69

Why 

1. The Klan preserved white supremacy 

The Klansmen believed in the superiority of the white race. 

2. The Klan resisted Reconstruction 

It hated all of the Amendments to the U.S. Constitution: 

The 13th Amendment abolished slavery. 

The 14th Amendment made citizens of African Americans. 

The 15th Amendment allowed African Americans to vote. 

Of all of these, the Klan especially hated the 15th Amendment. 

They did not want African Americans to vote. 

The Klan hated the Republican party. 

It was the party of Lincoln. 

It was the party that: 

defeated the South in the Civil War. 

ran the federal government in Washington, D.C. 

sent the U.S. Army to occupy the South. 

ran Reconstruction. 

3. The Klan restored white rule 

Despite losing the Civil War, the former Confederates were going to make sure that the white power 

structure ruled the South. 

page 70


The Ku Klux Klan: Who, what, where, when, why and how? 

When 

Where 

How 

The 

KKK 

Who 

What 

Why 

page 71


Break into groups and divide up the work. 

Everyone should watch the video. 

The KKK 

When slavery was ended by the 13th Amendment . . . 

When African Americans became citizens under the 14th Amendment . . . 

When black men could vote . . . 

The KKK went into action. 

The Klan was born in the 1860s, and people made their own outfits. 

It was reborn in 1915; only then did the Klan wear white sheets. 


The story of Amy Spain (1865) 


Laws fail to protect us (1867) 

http://www.pbs.org/wgbh/amex/reconstruction/activism/ps_calhoun.html 

The Ku Klux Klan (1868) 

http://www.eyewitnesstohistory.com/kkk.htm 

The first-class men of our town (1869) 

http://www.pbs.org/wgbh/amex/reconstruction/kkk/ps_colby.html 

Ku Klux Klan violence in Georgia (1871) 


With the white people, right or wrong (1876) 

http://www.pbs.org/wgbh/amex/reconstruction/kkk/ps_marston.html 

Burned at the Stake: A Black Man Pays for a Town’s Outrage (1893) 


The lynching of a postmaster (1898) 


Burned into Memory: An African American recalls mob violence in Florida (1902) 


Thomas Dixon, The Clansman (1905) THIS WAS TURNED INTO FILM: “BIRTH OF A NATION” 

http://www.pbs.org/wgbh/amex/reconstruction/plantation/ps_dixon.html 

NAACP protests the film, “Birth of a Nation (1915) 


page 72

Map 

Map: Lynchings since 1900 

http://users.erols.com/mwhite28/usa-riot.htm 

Photos 

THESE PHOTOS WILL GIVE YOU NIGHTMARES 

Klansman on horseback (1868) 


Mississippi Klansman (1871) 


White sheets in Washington, D.C. (1915) 


Illustration 

Two Klansmen 


Three Klansmen in Mississippi (1871) 

http://en.wikipedia.org/wiki/File:Misissippi_ku_klux.jpg 

The Invisible Empire (1907) 


Overview 

Spartacus educational 

http://www.spartacus.schoolnet.co.uk/USAkkk.htm 

Wikipedia 

http://en.wikipedia.org/wiki/Ku_Klux_Klan 

The ADL 

http://www.adl.org/learn/ext_us/kkk/default.asp?LEARN_Cat=Extremism&LEARN_SubCat=Extremism_in 

_America&xpicked=4&item=kkk 

The ending of Reconstruction 


Websites 

Without Sanctuary: Photos and postcards of lynchings in America 

http://www.withoutsanctuary.org/ 

Lynchings in Arkansas (1892) 


page 73

Videos 











Ku Klux Klan: A secret history The History Channel 

Part 2: http://www.youtube.com/watch?v=7FewAck-PW8&feature=related 

Part 3: http://www.youtube.com/watch?v=aR_K5fgOR-Q&feature=related 

page 74

Race riots 

1866. 


Former Confederate soldiers made war on African Americans. 

page 75


A complete list of race riots during Reconstruction and Jim Crow eras 

http://en.wikipedia.org/wiki/List_of_race_riots#Reconstruction_Period:_1865_-_1877 

Race Riots 

The first race riots began during Reconstruction. 

Armed white men attacked African Americans. 

Why were the white men armed? 

They were former Confederate soldiers. 

Why were the black men armed? 

They were former Union soldiers. 

During the Civil War, 200,000 black troops served in the Union Army. 

1. Race Riot in Memphis, 1866 

On May 1, 1866 white civilians and police killed 46 African Americans. 

They burned 90 houses, schools, and four churches. 

Illustration: Burning the Freedmen’s schoolhouse in Memphis (1866) 


Illustration: The Memphis Riots, 1866 

http://blackhistory.harpweek.com/4Reconstruction/ReconLevelOne.htm 

Report by the Freedmen’s Bureau in Memphis (1866) 


http://freedmensbureau.com/tennessee/outrages/memphisriot.htm 

2. Race Riot in New Orleans, 1866 

On July 30, 1866 the police killed 40 black and white Republicans. 

150 were wounded. 

Illustration: The riot in New Orleans, 1866 


Illustration: The massacre at New Orleans, 1866 


Readings: The massacre at New Orleans, 1866 


http://chnm.gmu.edu/courses/122/carr/riottext.html 

page 76

3. The Colfax massacre in Louisiana, 1873 

In Louisiana, the White Leagues made war on the almost all-black state militia. 

Three whites and 100 blacks were killed. 

Most of the African Americans were killed after they had surrendered. 

Readings 

http://en.wikipedia.org/wiki/Colfax_Massacre 

http://www.pbs.org/wgbh/amex/grant/peopleevents/e_colfax.html 

http://www.washingtonpost.com/wp-dyn/content/article/2008/03/21/AR2008032102540.html 

Illustration: The White Leagues attacked the police (interracial) in 1874 

http://commons.wikimedia.org/wiki/File:Harpers1874LouisianaOutrage.jpg 

Gathering the dead and wounded (1873) 


4. The Hamburg Massacre in South Carolina, 1876 

Led by Gen. Matthew C. Butler, the most prominent Democrat. 

Hundreds of armed whites attacked the town's black militia. 

Letter: From President U.S. Grant to the Governor of South Carolina (1876) 


5. Race riot in Atlanta, 1906 

Eyewitness account: Defending hearth and home (1906) 


When the 14th Amendment was finally enforced 

Brown v Board of Education, 1954 

http://en.wikipedia.org/wiki/Brown_v._Board_of_Education 

page 77



Bloom! 

White supremacy 


1. Define 


http://en.wikipedia.org/wiki/White_supremacy 

2. Interpret 



3. Apply 



4. Analyze 


5. Synthesize 



6. Evaluate 

To what extent do 

white supremacist groups 

abide by the U.S. Constitution? 


1. White supremacy 

The belief that white people are superior to people of other 

racial backgrounds. 

2. They hate people of color. 

They form hate groups. 

3. I am superior to you because I have blonde hair. 

4. It is an ideology 

a. It is a social and political ideology 

Whites must dominate society. 

Whites must dominate politics. 

b. Ethnocentrism 

Hatred of other groups - racial and religious. 

Hatred of Jews and Catholics. 

c. Hegemony 

The whites see “others” as the enemy. 

d. Violence 

White supremacy has frequently resulted in anti-black and 

antisemitic violence. 

5. Paramilitary groups 

In the South, they formed armed groups. 

Like the KKK, the White Leagues, and the Knights of the 

White Camelia. 

6. They do not. 

They violate the 14th Amendment, which guarantees that 

all people of color are citizens with full rights. 

They violate the 15th Amendment, which guarantees that 

all people of color have the right to vote. 

page 78


Thanks to the Radical Republicans and their Reconstruction Acts, 

African Americans were able to vote in the South as early as 1867. 

In 1870, the 15th Amendment was ratified. 

page 79


Ahead of time, print out copies of the documents. 





The Causes 

The Radical Republicans in Congress 

They were not going to allow the South to be ruled by the same people who launched the Civil War. 

Speech by Frederick Douglass, 1865 

WHAT THE BLACK MAN WANTS 

http://www.frederickdouglass.org/speeches/index.html#wants 


Speech by Frederick Douglass, 1867 

http://www.theatlantic.com/past/docs/unbound/flashbks/black/douglas.htm 

What it says 

Section. 1. The right of citizens of the United States to vote shall not be denied or abridged by the 

United States or by any State on account of race, color, or previous condition of servitude. 

Section. 2. The Congress shall have power to enforce this article by appropriate legislation. 


The 15th Amendment gave black men the right to vote. 

This was the most controversial of all the amendments. 

In many counties, African Americans were in the majority. 

And they always voted Republican - for the party of Lincoln. 

President Andrew Johnson opposed the 15th Amendment 

His speech n March 2, 1867 

“The Radical Republicans also want to force the South to give blacks the right to vote. The blacks have 

not asked for the right to vote; most of them have no idea what it means. The Southern states should 

not be forced to do anything they don’t want to do. To force the right to vote out of the hands of the 

white people and into the hands of the blacks is against the law.” 

page 80

The short-term results 

Illustration: Voter registration in Asheville, North Carolina (1867) 


Illustration: African Americans voting in Richmond (1871) 


African Americans were elected to political office 

In many counties, the black population was greater than the white population. 

If black men could vote, black men could be elected to office! 

This did happen in the 1860s and 1870s. 

Georgia 

In 1868, Black elected officials were thrown out of the Georgia state legislature. 

“The Negro is unfit to run the state,” declared the state’s largest newspaper, the Atlanta Constitution. 

In 1869, Abram Colby, a black member of the state legislature was kidnapped and whipped. 

Georgia was the last former Confederate state to be readmitted to the Union. 

The long-term results 

The white power structure fought back 


First, white officials (including the local sheriff) joined the KKK. 

Later, they passed state laws (like the poll tax) that legally prevented African Americans from voting. 

How Southern states got around the 15th Amendment 

http://caselaw.lp.findlaw.com/data/constitution/amendment15/01.html#5 

1. The Grandfather Clause: You could vote only if your grandfather did. 

2. The White Primary: The Democratic party excluded African American candidates. 

3. Literacy Tests: You could vote only if you passed a literacy test. 

4. Racial gerrymandering: Voting districts were carved so that the black majority became a minority. 

5. The Poll Tax: You could vote only if you paid a fee. 

African Americans were prevented from voting (1895) 


Robert Smalls, Election methods in the South (1890) 

http://facweb.furman.edu/~benson/docs/smalls.htm 

A Word of Warning: A Former Slave Urges Constitutional Caution (1895) 


The Grandfather Clause in Louisiana (1898) 


page 81

When the 15th Amendment was finally enforced 

Thanks to the Civil Rights movement, African Americans in the South got to vote during the 1960s. 

The Voting Rights Act of 1965 

http://en.wikipedia.org/wiki/Voting_Rights_Act_of_1965 

“And We Shall Overcome”: President Lyndon B. Johnson’s Special Message to Congress (1965) 


page 82



The 15th Amendment, 1870 

The Republican Party created the 15th Amendment. 

The 15th Amendment guaranteed African Americans the right to vote. 

The first vote (1867) 



The 15th Amendment (1870) 


http://americanhistory.si.edu/Brown/resources/pdfs/teachersguide_unit1.pdf 

The Democratic Party violated the 15th Amendment 

They wanted former Confederates to vote, but not African Americans. 

A Confederate general was pardoned and allowed to vote (1865) 

http://blackhistory.harpweek.com/7Illustrations/Reconstruction/Pardon.htm 

An African American soldier who fought for the Union should have the right to vote (1865) 


http://cartoons.osu.edu/nast/images/Shall_I_Trust_These_Men_50.jpg 

http://sheg.stanford.edu/upload/Lessons/Unit%205_Civil%20War%20and%20Reconstruction/Nast%20Ca 

rtoons%20Lesson%20Plan1.pdf 

The Northern states that did not ratify the 15th Amendment (1870) 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=March&Date=12 

page 83

5. The Impeachment of Andrew Johnson 

1868 

page 84

He was a Southern Democrat 

page 85

Andrew Johnson 

Democrat 

1865-1869 

Vice President 

Late in the Civil War, Andrew Johnson was elected 

Vice President. 

He served under President Abraham Lincoln. 

He was chosen because he was a Southern 

Democrat who was loyal to the Union. 

When the Civil War ended, President Lincoln 

wanted to reunite the country. 

Predict: 

How did Andrew Johnson become President? 

Abraham Lincoln was 

assassinated! 

In November 1864, Abraham Lincoln was re-elected 

President - and Andrew Johnson became Vice President. 

Six weeks later, Lincoln was dead. 

Andrew Johnson was the first Vice President to succeed 

to the U.S. presidency upon the assassination of a 

President. 

Here’s what happened 

On April 9, 1865 the South surrendered. 

On April 14, 1865 John Wilkes Booth (a Southern sympathizer) 

assassinated President Lincoln. 

John Wilkes Booth 

John Wilkes Booth was the leader of a conspiracy: 

1. President Abraham Lincoln 

Booth was in charge of killing him, and did. 

2. Vice President Andrew Johnson 

George Atzerodt was supposed to kill him, but never even 

tried. 

3. Secretary of State William Seward 

Lewis Powell broke into Seward's bedroom and stabbed 

him repeatedly, but Seward survived. 

Booth wanted to decapitate the federal government. 

The Confederate government could then continue the 

war. 

page 86


Democrat 

1865-1869 


When the Civil War ended, the South was defeated. 

But the President was a Southerner. 

Predict: 

How did Andrew Johnson - a Southerner - 

reconstruct the South? 

He was gentle on the 

South . . . 

1. He was conciliatory toward the South. 

2. He wanted to reincorporate the former Confederates 

back into the mainstream. 

3. He ignored the civil rights of the former slaves. 

The Southern states passed the Black Codes, which 

restricted the rights of freedmen. 

His model 

As military governor of Tennessee, Andrew Johnson was 

easy on the former rebels. In order to vote, all they had to 

do was 

1. sign a loyalty oath to the Union. 

2. accept the end of slavery. 

Congress did not listen to him 

1. He was a Democrat from the South who once owned 

slaves. 

2. He was stubborn, uncompromising, inflexible, and selfrighteous. 

And so were they. 

His last act in office 

President Andrew Johnson gave a blanket pardon to all 

Southerners who had fought in the Civil War. 

page 87


Democrat 

1865-1869 

Radical Reconstruction 

Beginning in 1866, Congress was dominated by 

the the Radical Republicans. 

They were a group of radicals led by Thaddeus 

Stevens of Pennsylvania, Charles Sumner of 

Massachusetts, and Benjamin Wade of Ohio. 

The Radical Republicans took over Reconstruction 

and demanded three changes in the South. 

1. The former Confederate leaders could not 

return to political power in the South. 

Congress put the South under military rule. 

Former rebels (Confederate generals, political 

leaders, and the average rebel) were not allowed 

to vote or run for office. 

2. African Americans would be allowed to 

vote. 

The Republican Party was a minority party. 

(In 1860, Lincoln got only 40% of the popular 

vote.) 

But if African Americans could vote, the 

Republicans would be the majority party. 

3. African Americans would be protected in 

the South. 

The Freedmen’s Bureau was established to help 

the former slaves learn to read and write. 

Predict: 

Which of these laws - passed by Congress - 

did President Andrew Johnson veto? 

He vetoed them all! 

President Andrew Johnson felt the leaders in Congress 

were too radical for the South. 

Just take a look at how he regarded the changes to the 

U.S. Constitution: 



He agreed with it. 


Every African American was now a citizen. 

As a Southerner, the President had mixed feelings about 

this. 


African American men could now vote. 

As a Southerner, the President had mixed feelings about 

this. 

The Civil Rights Act of 1866 protected their civil 

rights. 

page 88


Democrat 

President Andrew Johnson did not agree with the 

Radical Republicans who dominated Congress. 

They were harsh on the South. 

There was a power struggle 

1. Congress passed bills. 

2. The President vetoed the bills. 

3. Congress over-rode his veto. 

The power struggle exploded in 1867 

Congress passed the Tenure of Office Act: 

1. The President could not fire his Cabinet unless 

he consulted Congress. 

2. In response, the President fired a Cabinet 

member. 

A constitutional crisis 

President Andrew Johnson fired his Secretary of 

War, Edwin Stanton. But Stanton refused to be 

fired. He barricaded himself in the War 

Department and refused to move. When his successor 

tried to move in, Stanton had him arrested. 

1865-1869 

Impeachment 

Predict: 

Congress decided to punish the President. 

How so? 

They impeached him! 

There are only two presidents who have been impeached: 

Andrew Johnson (1868) and Bill Clinton (1998). 


1. The House drew up the charges. 

2. The Senate held the trial. 

He was acquitted by only one vote. 

As a result, the President maintained his independence. 

This is important because each of the three branches is 

supposed to be independent and equal. 

Weak presidents for the next 30 years 

But the next presidents were extremely weak. 

The Tenure of Office Act 

In 1926, the Supreme Court ruled that what Congress 

had done was unconstitutional. Congress cannot tell the 

President who to hire or fire in his Cabinet. 

page 89

He was impeached 

page 90


The Impeachment of Andrew Johnson 

The Radical Republicans in Congress tried to remove the President. 

President Johnson vetoed most of the laws 

Radical Republicans in Congress passed laws concerning Reconstruction. 

President Johnson vetoed the laws. 

Congress over-rode his veto. 

1865 

Congress was adjourned from March to December. 

During that time, President Johnson created white-only governments in the South. 

They were headed by leaders of the Confederacy: 

Including the Confederate vice president, six members of the Confederate cabinet, and four Confederate 

generals. 

1866 

Civil Rights Act passed despite Johnson's earlier veto. 

Freedmen's Bureau responsibilities and powers expanded by Congress. Legislation is vetoed by 

Johnson but Congress overrode his veto. 

When President Johnson opposed the 14th Amendment (granting citizenship to African Americans), 

Congress took over running Reconstruction. 

1867 

First Reconstruction Act passed over Johnson's veto. 

Second Reconstruction Act passed over Johnson's veto. 

Third Reconstruction Act passed over Johnson's veto. 

The Radical Republicans passed the Tenure of Office Act. 

Under this, the President could not fire his cabinet without the approval of the Senate. 

(Congress did not want Abraham Lincoln’s cabinet to be fired.) 

President Johnson ignored the law and fired the Secretary of War (Edwin Stanton). 

1868 

So Congress impeached the President!. 

The impeachment process 

Congress has the power to remove a president for “high crimes and misdemeanors.” 

1. Indictment - by the House of Representatives 

2. Trial - in the Senate 

Johnson was acquitted 

In the Senate trial, Andrew Johnson was acquitted by one vote. 

In 1868, U.S. Grant was elected President 

Everybody liked U.S. Grant - he was the hero of the Civil War. 

But he appointed his buddies to office, so his administration was riddled with corruption. 

page 91



The Radical Republicans in Congress clashed with the new President, Andrew Johnson. 

When he disagreed with civil rights for freedmen, they impeached him. 

The issue that sparked the controversy was the Tenure of Office Act in 1867. 

What enfuriated Congress 

Document: Andrew Johnson grants amnesty to Confederates 

http://www.sewanee.edu/faculty/Willis/Civil_War/documents/AndrewJ.html 

Eric Foner: An explanation of Andrew Johnson 


The Tenure of Office Act, 1867 

This is the issue that sparked the controversy. 

The Tenure of Office Act, 1867 

http://www.law.umkc.edu/faculty/projects/ftrials/impeach/imp_tenure.html 

http://www.historycentral.com/Documents/Tenureoffice.html 

He was indicted by the House 

Articles of Impeachment 

http://www.historyplace.com/unitedstates/impeachments/johnson.htm 

The Trial in the Senate, 1868 

The Trial of Andrew Johnson 

http://www.law.umkc.edu/faculty/projects/ftrials/impeach/impeachmt.htm 


http://www.impeach-andrewjohnson.com/ 

The Impeachment Trial of Andrew Johnson 

http://www.law.umkc.edu/faculty/projects/ftrials/impeach/impeachmt.htm 

Eyewitness Account: The Trial of Andrew Johnson 

http://www.eyewitnesstohistory.com/john.htm 

Illustration: The trial in the Senate 

http://en.wikipedia.org/wiki/File:Andew_Johnson_impeachment_trial.jpg 


Speech: Charles Sumner (1868) 

http://www.let.rug.nl/usa/D/1851-1875/reconstruction/ch_sumner.htm 

page 92

Readings 

Summary 

http://www.pbs.org/newshour/impeachment/timeline/johnson.html 

The History Place 

http://www.historyplace.com/unitedstates/impeachments/johnson.htm 

Websites 


http://www.impeach-andrewjohnson.com/ 

The Road to Impeachment 

http://www.teachingamericanhistory.org/neh/interactives/impeach/ 

Video 


http://www.youtube.com/watch?v=Pe2D0bt0VtI 

page 93



President Andrew Johnson 

When Abraham Lincoln was assassinated in 1865, Andrew Johnson became President. 

Andrew Johnson was a Southern Democrat who opposed Reconstruction. 

President Lincoln and Vice President Johnson were gentle on the South 

Lincoln and Johnson want to repair the Union 

http://en.wikipedia.org/wiki/File:Lincoln_and_Johnsond.jpg 

The South liked President Andrew Johnson (1865) 

http://www.impeach-andrewjohnson.com/ListOfCartoons/Democracy1864.htm 

Andrew Johnson vetoed the Freedman’s Bill 


The Veto (1865) 

http://www.andrewjohnson.com/ListOfCartoons/KickingFreedmensBureau.htm 

http://www.impeach-andrewjohnson.com/ListOfCartoons/KickingFreedmensBureau.htm 

The Veto Gallop (1865) 

http://www.library.jhu.edu/bin/p/w/box6item112.jpg 

Andrew Johnson pardoned the Confederates 

Andrew Johnson wanted former Confederates to vote. 

Pardon and Franchise (1865) 


http://www.andrewjohnson.com/ListOfCartoons/Pardon%20Columbia.htm 

Andrew Johnson wanted to stop Reconstruction 

The Tearful Convention: Andrew Johnson wanted to stop Reconstruction (1866) 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=September&Date=29 

Andrew Johnson did not like the 15th Amendment 

Andrew Johnson did not like black men voting (1866) 

http://media.washingtonpost.com/wp-dyn/content/photo/2008/11/12/PH2008111201859.jpg 

http://amy6dean.myweb.uga.edu/images/Nastx_black_suffrage.jpg 

page 94

Andrew Johnson did not send the U.S. Army to protect black voters (1866) 

Massacre of the Innocents in New Orleans (1866) 

http://cartoons.osu.edu/nast/images/Amphiteateatrum_Johnson50.jpg 

http://www.impeach-andrewjohnson.com/ListOfCartoons/AmphitheatrumJohnsonianum.htm 

The massacre of New Orleans (1866) 

http://www.thomasnast.com/TheCartoons/NastAndDegas/TheMassacre.htm 

Which is more illegal? (1866) 

http://www.andrewjohnson.com/ListOfCartoons/WhichIsTheMoreIllegal.htm 

The North did not respect Andrew Johnson, 1866 

Andrew Johnson takes a trip through the Midwest (1866) 

http://www.impeach-andrewjohnson.com/ListOfCartoons/AndysTrip.htm 

Andy pays a visit to Uncle Sam (1866) 

http://www.impeach-andrewjohnson.com/ListOfCartoons/AndyMakesACall.htm 

Northerners lost respect for Andrew Johnson (1866) 

http://media-2.web.britannica.com/eb-media/48/71548-004-3A6F54D6.jpg 

Those who lost sons in the Civil War refused to vote for the Democratic Party 

http://www.historycooperative.org/journals/cp/vol-09/no-01/crain/images/03.jpg 

Andrew Johnson vetoed the Reconstruction Acts, 1865-67 


King Andy (1866) 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=November&Date=3 

http://www.andrewjohnson.com/ListOfCartoons/KingAndy.htm 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon-Large.asp?Month=November&Date=3 

Andrew Johnson’s Reconstruction of the South: How it works (1866) 


http://edgeofthewest.files.wordpress.com/2008/03/090166l.jpg 

http://cartoons.osu.edu/nast/images/Reconstruction_How_It_Works_50.jpg 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon-Large.asp?Month=September&Date=1 

Andrew Johnson vetoed sending the U.S. Army into the South (1867) 


President Johnson as Samson - he vetoed the military bill (1867) 

http://www.law.umkc.edu/faculty/projects/ftrials/impeach/Cartoon-Samson.jpg 

http://www.andrewjohnson.com/ListOfCartoons/SamsonAgonistesAtWashington.htm 

Thanks to President Johnson, U.S. Grant is powerless to act (1867) 

http://www.impeach-andrewjohnson.com/ListOfCartoons/PrometheusBound.htm 

page 95



The Impeachment of President Andrew Johnson 

The Tenure of Office Act 

Edwin Stanton was the Secretary of War. 

He sent the U.S. Army into the South to enforce the 13th, 14th, and 15th Amendments. 

Congress passed the Tenure of Office Act. 

So that President Johnson could not fire members of his Cabinet. 

(This was Abraham Lincoln’s Cabinet and it had conducted the Civil War.) 

Lincoln’s Cabinet (1865) 

http://z.about.com/d/history1800s/1/0/p/0/-/-/Lincoln-deathbed01.jpg 

Congress impeached the President 

When President Johnson fired Stanton, Congress made war on the President. 

The Situation (1868) 

http://www.law.umkc.edu/faculty/projects/ftrials/impeach/Cartoon-Situation.jpg 

http://www.andrewjohnson.com/ListOfCartoons/TheSituation.htm 

http://www.law.umkc.edu/faculty/projects/ftrials/impeach/Cartoon-Situation.jpg 

http://en.wikipedia.org/wiki/File:The_situation.jpg 

Stanton is re-instated as Secretary of War (1868) 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=February&Date=1 

http://www.impeach-andrewjohnson.com/ListOfCartoons/RomeoAndMercutio.htm 

This little boy would persist (1868) 

http://www.law.umkc.edu/faculty/projects/ftrials/impeach/Cartoon-Constit.jpg 

http://www.andrewjohnson.com/ListOfCartoons/ThisLittleBoyWouldPersist.htm 

The House voted to impeach President Johnson (1868) 

http://www.americaslibrary.gov/assets/jb/recon/jb_recon_impeach_3_e.jpg 

The Senate put him on trial (1868) 

http://www.senate.gov/artandhistory/history/common/image/Johnson_Impeachment_Trial.htm 

Reaction to the final vote (1868) 

http://www.law.umkc.edu/faculty/projects/ftrials/impeach/Cartoon-Vote.jpg 

http://www.andrewjohnson.com/ListOfCartoons/EffectOfTheVote.htm 

The dead duck (1868) 

http://www.andrewjohnson.com/ListOfCartoons/ABraceOfDeadDucks.htm 

The political death of bogus Caesar (1869) 


http://www.andrewjohnson.com/ListOfCartoons/ThePoliticalDeathOfBogusCaesar.htm 

http://www.albertboime.com/Articles/22.pdf 

page 96

Andrew Johnson faded into history 

U.S. Grant was elected President in 1868. 

The Democratic party refused to nominate Andrew Johnson for President (1868) 

http://www.impeach-andrewjohnson.com/ListOfCartoons/GiveMeAnotherHorse.htm 

Farewell, a long farewell to my greatness (1869) 

http://www.andrewjohnson.com/ListOfCartoons/FarewellALongFarewell.htm 

http://www.impeach-andrewjohnson.com/ListOfCartoons/FarewellALongFarewell.htm 

Preparing to go out (1869) 

http://www.andrewjohnson.com/ListOfCartoons/PreparingToGoOut.htm 

Home at last - in the South (1869) 

http://www.andrewjohnson.com/ListOfCartoons/HomeAtLast.htm 

Andrew Johnson returns to his first love - being a tailor (1869) 

http://www.andrewjohnson.com/ListOfCartoons/AJReturnsToHisNewLove.htm 

Poor Andy wanted to be elected to the Senate (1869) 

http://www.andrewjohnson.com/ListOfCartoons/PoorAndy.htm 

Andrew Johnson was elected to the Senate (1875) 

http://www.andrewjohnson.com/ListOfCartoons/TheWhirligigOfTime.htm 

page 97



Bloom! 

Impeachment 


1. Define 


http://en.wikipedia.org/wiki/Impeachment_in_the_U 

nited_States 

2. Interpret 



3. Apply 



4. Analyze 


5. Synthesize 



6. Evaluate 

What must a President do 

in order to be impeached? 


1. Impeachment 

An expressed power of the legislature that allows for formal 

charges against a civil officer of government for crimes 

committed in office. 

2. How Congress gets rid of a President. 

3. Children can never impeach their parents. 

Students cannot impeach their principal. 

There is no legal mechanism for that. 

4. 

a. The Indictment 

The House of Representatives brings the charges. 

b. The Trial 

The Senate holds the trial. 

If convicted, the President is immediately and automatically 

removed from office. 

5. The U.S. Constitution is broad and vague. 

Article Two: 

"The President, Vice President, and all other civil Officers 

of the United States shall be removed from Office on 

Impeachment for, and Conviction of, Treason, Bribery, or 

other High Crimes and Misdemeanors." 

6. Abuse of power. 

The President uses his power to harm the nation. 

In 1874, the impeachment charges against President 

Richard Nixon were: 

-- obstruction of justice 

-- abuse of power 

-- contempt of Congress. 

The first is a felony. 

The second and third are misdemeanors. 

page 98

6. The Radical Republicans 

1867 

The Radical Republicans in Congress took over the Reconstruction of the South. 

page 99



The Radical Republicans 


They were responsible for initiating the 13th, 14th, and 15th Amendments. 

In 1867, Congress took over Reconstruction. 

They wanted to make sure that the 13th, 14th, and 15th Amendments were enforced. 

As a result, the Southern states were not let back into the Union immediately. 

Instead, they were put under military occupation. 

The Reconstruction Acts, 1867-68 

In 1867 and 1868, Conress passed several laws. 

1. The South was carved into 5 military districts. 

The military governor had supreme power. 

2. Congression must approve the new state constitutions. 

A Southern state could not re-enter the Union without a state constitution. 

3. Southern states must ratify the 14th Amendment. 

That is, recognize African Americans as citizens and provide them equal rights under the law. 

4. Southern states must ratify the 15th Amendment. 

That is, give voting rights to African Americans. 

President Andrew Johnson's vetoed these laws. 


Chart 

Chart: Race of delegates to 1867 state constitutional conventions 

http://en.wikipedia.org/wiki/Reconstruction_era_of_the_United_States 

Documents 

Letter to Congress: From African Americans in Virginia (1865) 

http://www.let.rug.nl/usa/D/1851-1875/slavery/addres.htm 

The Reconstruction Act of 1867 

http://www.tsl.state.tx.us/ref/abouttx/secession/reconstruction.html 

Speech: Andrew Johnson opposed military rule of the South (1867) 

http://www.let.rug.nl/usa//D/1851-1875/reconstruction/veto.htm 

page 100

Profiles: Radical Republicans in Congress 

Benjamin Butler 

http://www.npg.si.edu/exh/brady/gallery/55gal.html 

Thaddeus Stevens 

http://en.wikipedia.org/wiki/Thaddeus_Stevens 

Edwin Stanton 

Charles Sumner 

http://en.wikipedia.org/wiki/Charles_Sumner 

Speech: Charles Sumner on Equal Rights for African Americans 

http://lcweb4.loc.gov/learn/features/timeline/civilwar/recontwo/sumner.html 

Videos 


http://www.youtube.com/watch?v=dUQ0Qe5_jIw 

http://www.youtube.com/watch?v=9gGdwVi8XMo 


http://www.youtube.com/watch?v=x77oehivPXE 

page 101

Military occupation of the South 

Congress treated the South treated as a “conquered province” 

page 102


Military occupation of the South 

Congress divided the South into five military districts. 

The Radical Republicans treated the South as conquered territory. 

The Union Army continued to occupy the South. 

Congress divided the South into five military districts. 

What did the U.S. Army do? 

1. It enforced the 13th, 14th, and 15th Amendments. 

2. It set up constitutional conventions in each state. 

3. It protected African Americans when they were elected to office. 

4. It countered the Ku Klux Klan. 

Map 

The South under military occupation 

http://www.cosmeo.com/viewPicture.cfm?guidImageId=54471B3A-2E01-4A8F-A7CB- 

D2ECB0F86EBA&&nodeid= 

The 5 military districts 

http://www.britannica.com/EBchecked/topic-art/493722/96841/Reconstruction-era-cartoon 

Speech 

Thaddeus Stevens, “Conquered Provinces” 

http://www.let.rug.nl/usa/D/1851-1875/reconstruction/steven.htm 

Definitions 

Martial law 

http://www.tsl.state.tx.us/ref/abouttx/secession/reconstruction.html 

Definitions: “State Suicide” and “Conquered Provinces” 

http://www.bartleby.com/227/1416.html 

What is a scalawag? 

http://www.alabamamoments.state.al.us/sec27qs.html 

Map 

When were Southern states readmitted to the Union? 

http://staffweb.psdschools.org/kknierim/Unit11_Reading_Guide.pdf 

page 103

U.S. Grant was elected President 

1868 

page 104

U.S. Grant 

Republican 

1869-1877 

Fighting Robert E. Lee 

In 1864, President Lincoln sent U.S. Grant into 

Virginia to fight Robert E. Lee. 

Grant went on the offensive 

Grant respected Lee, but he did not fear him. 

He launched an offensive on Richmond, capital of 

the Confederacy. Robert E. Lee had to defend 

Richmond because it had the South’s only 

weapons factory. No matter how many troops 

Grant lost in a single battle (and he lost 52,000 

men in the first six weeks), he pursued Robert E. 

Lee. 

It took Grant 12 months to defeat Lee 

Battle of the Wilderness 

Grant’s 120,000 vs Lee's 62,000. At close range in 

a thick forest. The dry leaves on the forest floor 

caught fire and burned the wounded who could 

not move. The battle was a draw. 

Battle of Spotsylvania Court House 

Grant’s 100,000 fought Lee’s 52,000. 

The battle was a draw, but afterward Robert E. 

Lee’s army was never able to go on the offensive. 

Grant lost 18,000 and Lee lost 13,000. 

Battle of Cold Harbor - north of Richmond 

Grant's 50,000 fought Lee's 30,000. 

It was a one-sided slaughter: Lee’s men were 

entrenched in impressive fortifications. And 

Grant’s men were shot down by the thousands. 

It was Robert E. Lee’s final victory during the war. 

Predict: 

Robert E. Lee was masterful at maneuvering. 

So how did U.S. Grant defeat him? 

By hugging the bear! 

Fighting Robert E. Lee was like dancing with a bear. 

U.S. Grant hugged him at the waist and wouldn't let go - 

no matter how badly he got mauled. 

First, they danced north of Richmond. 

Then they danced east of Richmond. 

Then they danced south of Richmond. 

Throughout, the Union army got mauled by the bear - that 

is, they suffered an incredibly high number of casualties. 

Robert E. Lee’s army was spectacular - they were 

defending Richmond, capital of the Confederacy. 

General Grant never conquered territory 

After he won or lost a battle, he always kept moving - 

pursuing Robert E. Lee all the way to Richmond. 

President Lincoln wanted to defeat the South, 

not conquer it. 

Battle of Petersburg - south of Richmond 

Grant swung his 100,000 soldiers south of 

Richmond and cut the railroad tracks. This railroad 

was Richmond’s lifeline - the only thing that supplied 

it with food and ammunition. For nine 

months, Grant laid siege to Petersburg and 

Richmond. 

Altogether, there were 70,000 casualties. 

When the city ran out of bread and bullets, 

Richmond surrendered. 

page 105

U.S. Grant 

1869-1877 

Republican 

Surrender at Appomattox 

In April 1865, Richmond fell. 

It was the capital of the Confederacy. 

Robert E. Lee retreated to the west. 

U.S. Grant pursued him. 

And caught up with him at Appomattox. 

Predict: 

What happened at Appomattox, a small town 

in Virginia? 

The South 

surrendered! 

On April 9, 1865 Robert E. Lee surrendered to Ulysses S. 

Grant. The war was over. 

U.S. Grant was gracious in victory. 

He wrote out the terms of surrender. 

There would be no trials for treason. 

Robert E. Lee was gracious in defeat. 

He asked his Confederate troops to go home. 

"The war is over,” said U.S. Grant. “The rebels are our 

countrymen again.” 

"Make your sons American,” said Robert E. Lee, who was 

giving advice to Southerners after they lost the Civil War. 

page 106

U.S. Grant 

Republican 

General U.S. Grant was the hero of the Civil War. 

Hero to Northerners, that is. He commanded the 

Union Army that defeated Robert E. Lee. 

In 1868, the Republican Party nominated him 

unanimously as their candidate. When he won, he 

was only 46 years old. 

His campaign slogan was: “Let us have peace.” 

But he ran the presidency as if he were still a military 

commander. 

1869-1877 

The 1868 election 

Predict: 

What were the results of the Civil War? 

It preserved the 

Union! 

1. The bloodiest war in U.S. history 

The war lasted four years, 1861 to 1865. 600,000 soldiers 

died - more than any war we have ever had. All told, 1.5 

million people died - including civilians. 

2. Preserved the Union 

The U.S. did not break into two countries. The rebel 

states were forced back into the Union. The country 

remained the United States: one nation, indivisible, with 

liberty and justice for all. 

3. The U.S. Constitution was changed 

The 13th Amendment - ended slavery. 

The 14th Amendment - made African Americans citizens 

with full protection of the U.S. Constitution. 

The 15th Amendment - gave African American men the 

right to vote. 

4. Reconstruction 

The Northern Republicans “reconstructed” the South. 

As a result, the South voted Democratic for 100 years. 

5. The Republicans dominated the federal government 

for the next 70 years. 

From 1861 to 1932, the Republicans dominated the federal 

government. For the most part, Republicans dominated 

the presidency, Congress, and the Supreme Court. 

6. The Industrial Revolution took off 

The Industrial Revolution was like an airplane. 

During the early 1800s, it taxied down the runway. 

During the Civil War, the Industrial Revolution was in full 

flight. 

While U.S. Grant was President, new industries were 

born: In 1869, the transcontinental railroad was completed 

by driving the golden spike at Promontory Point, Utah. 

In 1873, Joseph Glidden invented barbed wire, which 

allowed small farmers to fence in their farms out West. In 

1876, Alexander Graham Bell invented the telephone. In 

1879, Thomas Edison invented the light bulb. 

page 107

U.S. Grant 

Republican 

1869-1877 


When the Emancipation Proclamation was issued 

in 1863, African Americans enlisted. 

During the Civil War 200,000 black troops fought 

in the Union Army. 

35,000 died, especially in the last battles to capture 

Richmond, capital of the Confederacy. 

General U.S. Grant was in command of those battles. 

He knew full well how black soldiers fought to end 

slavery and preserve the Union. 

Predict: 

What did U.S. Grant think of African 

Americans? 

He respected African 

Americans! 

He respected their military service during the Civil War. 

So he used the U.S. Army to protect their rights. 


This ended slavery. 

So President Grant opposed the Black Codes that tried to 

restore slavery. 


This made each African American a full citizen. 

So when the KKK terrorized the freedmen, 

President Grant sent U.S. troops to crush the Klan. 


This allowed African American men the right to vote. 

1. The Democratic Party and the KKK tried to prevent the 

freedmen from voting. 

2. President Grant sent U.S. troops and crushed the 

Klan. 

3. Black voters elected Republican governments in the 

Southern states. 

The black vote helped re-elect President Grant in 1872. 

(He was the first President not to receive a majority of 

white votes.) 

African Americans voted Republican from 1872 to 1932. 

Because the Republican Party was the party of Abraham 

Lincoln, “the Emancipator.” 

page 108

African Americans were elected to office 

page 109



How 

Thanks to the 15th Amendment, black men could vote. 

From 1866 to 1933, African Americans voted for the Republican Party. 

It was the party of Abraham Lincoln. 

When 

From 1868 to 1877, African Americans were elected to state and national offices. 

Why 

The Radical Republicans in Congress wanted to destroy the white power structure of the rebel states. 

Who 

In the South, the state governments were run by a coalition of Republicans: 

1. African-Americans 

2. Northern carpetbaggers (white) 

3. Southern scalawags. (white) 

Most of the African Americans elected to office had served as soldiers in the Union army. 

That is, they had fought as soldiers and sailors during the Civil War. 

Where 

Mississippi 

In 1870, Hiram Revelswas elected to U. S. Senate. He was the first black senator. 

In 1874, Blanche K. Bruce was elected to the U. S. Senate. 

In 1875, Blanche Kelso was elected to the U.S. Senate. 

South Carolina 

In 1868, Francis L. Cardozo was elected secretary of state in South Carolina. 

In 1870, Jasper J. Wright was elected to South Carolina Supreme court. 

In 1870, Joseph H. Rainey became the first black member of the U. S. House of Representatives. 

In 1870, Robert Brown Elliot was elected to the House of Representatives. 

In 1871, Robert Brown Elliot, Joseph H. Rainey and Robert Carlos DeLarge were elected to the House 

of Representatives. 

In 1874, Robert Smalls was elected to the House of Representatives. 

Alabama 

In 1871, Benjamin S. Turner was elected to the House of Representatives. 

Florida 

In 1871, Josiah T. Walls was elected to the House of Representatives. 

Louisiana 

In 1868, John W. Menard was elected to Congress - the House of Representatives. 

In 1868, Oscar J. Dunn was elected lieutenant governor of Louisiana. He was a former slave. 

In 1872, P. B. S. Pinchback became the first black governor. 

page 110

What 

What did they accomplish? 

African Americans set up the South’s first free public school system! 

Were these state governments corrupt? 

They were no more corrupt than the presidential administrations of the Gilded Age. 

page 111


African Americans were elected to office: 

Who, what, where, when, why and how? 

When 

Where 

How 

African 

Americans 

were elected to 

political office 

Who 

What 

Why 

page 112



Readings 

Chart: African Americans in office, 1870-1877 

http://en.wikipedia.org/wiki/Reconstruction_era_of_the_United_States 

Black Civil Rights and Political Participation 


The Radical Republican governments in the South 

http://www.infoplease.com/ce6/history/A0860649.html 

The National Colored Convention in Session at Washington, D.C. (1869) 


Elected officials 

Hiram Revels: The first African American elected to the U.S. Senate (1870) 


John H. Rock: The first African American to argue a case before the Supreme Court (1865) 


J.J. Wright: Elected to the Supreme Court of South Carolina 


Eyewitness account 

John Roy Lynch: Mississippi (1869) 

http://www.pbs.org/wgbh/amex/reconstruction/activism/ps_lynch.html 

Carpetbagger in Louisiana 

http://www.pbs.org/wgbh/amex/reconstruction/carpetbagger/ps_twitchell.html 

Carpetbagger in Georgia 

http://www.pbs.org/wgbh/amex/reconstruction/carpetbagger/ps_bullock.html 

Illustrations 

The first African Americans in Congress 

http://www.clarke.public.lib.ga.us/pathfinders/civilwar/reconstruction.html 

During Reconstruction, 16 African Americans served in Congress 


African Americans elected to run the state government of Louisiana 


Heroes of the race 

http://www.loc.gov/exhibits/odyssey/archive/05/0507001r.jpg 

page 113

Carpetbaggers & Scalawags 

page 114


Carpetbaggers & Scalawags 

Videos 

The Carpetbagging Yankees 

http://www.youtube.com/watch?v=xu4PpcHxfbM 

Reconstruction: The Aftermath of the Civil War 

http://www.youtube.com/watch?v=7DU-YjC4bjc 

page 115



Bloom! 

Carpetbaggers 


1. Define 


http://en.wikipedia.org/wiki/Carpetbagger 

2. Interpret 



3. Apply 



4. Analyze 


5. Synthesize 



6. Evaluate 

What’s wrong with a carpetbagger? 


1. Carpetbaggers 

A negative term Southerners gave to opportunistic and 

speculative Northerners who moved to the South during 

the Reconstruction era, between 1865 and 1877. 

2. Yankees who came South to “make their fortune.” 

3. Our house caught on fire. 

We were able to save some property. 

Joe comes by and tries to buy up our stuff - cheap. 

He wants to profit from our misery. 

4. 

a. The Republican Party in the South 

It was a coalition of 3 groups: 

African Americans, Carpetbaggers, and Scalawags. 

b. Political gain 

They took over the state governments. 

c. Financial gain 

Buying up plantations at fire-sale prices. 

Taking advantage of poor Southerners. 

d. Outsiders 

Outsiders with questionable motives. 

5. The carpet bag was a small, cloth suitcase. 

They were ready to loot and plunder the defeated South. 

6. He’s selfish and considers only himself. 

It’s not right to profit from someone else’s misery. 

page 116



Bloom! 

Scalawags 


1. Define 


http://en.wikipedia.org/wiki/Carpetbagger 

2. Interpret 



3. Apply 



4. Analyze 


5. Synthesize 



6. Evaluate 

What’s wrong with a scalawag? 


1. Scalawags 

Southern whites who supported Reconstruction following 

the Civil War. 

2. Southerners who supported the Republican party in the 

South. 

3. We are at a high school football game. 

And you are cheering for the other team. 

4. 

a. The Republican Party in the South 

It was a coalition of 3 groups: 

African Americans, Carpetbaggers, and Scalawags. 

b. Political gain 

They took over every state government in the South, 

except Virginia. 

c. Minority rule 

Thanks to Congress passing the Reconstruction Act of 

1867, the majority of white Southerners could not vote. 

(They could not take an oath that they did not serve in the 

Confederate army.) 

d. Financial gain 

Their primary interest was in supporting a party that would 

build the South on a broader base than the plantation aristocracy. 

e. Famous scalawags 

General James Longstreet (Robert E. Lee's man) and 

Joseph E. Brown, the wartime governor of Georgia. 

f. Redeemers 

In the 1870s, they returned to the Democratic party when it 

gained sufficient strength to be a factor in Southern politics. 

g. 1877 

By 1877, all the state governments in the South were controlled 

by Democrats. 

5. They wanted to industrialize the South: 

factories, railroads, and public schools. 

6. He’s a rascal. 

No matter who’s in power, he will be there. 

page 117

7. Compare the two political parties 

page 118

The Republican Party 

It was the party of African Americans. 

The changes it made in the South. 

page 119



The Republican Party 


The Radical Republicans had passed the 13th, 14th, and 15th Amendments. 

The most famous Radical Republicans were Charles Sumner and Thaddeus Stevens. 

Before the Civil War, Charles Sumner had been beaten senseless by a pro-slavery Senator (1856) 

http://en.wikipedia.org/wiki/File:Southern_Chivalry.jpg 

http://www.senate.gov/artandhistory/history/resources/graphic/xlarge/sumner_caning_xl.jpg 

Lithograph of Charles Sumner (1862) 

http://amst312.umwblogs.org/ 

The Radical Republicans in Congress took over Reconstruction 

The Radical Republicans were determined to enforce the 13th, 14th, and 15th Amendments. 

Congress took over Reconstruction (1867) 


The first Civil Rights bill 


Election of 1868 

U.S. Grant was a Republican. 

In 1868, he was elected President. 

During the Civil War, he was the top general who defeated Robert E. Lee. 

U.S. Grant won the election (1868) 

http://en.wikipedia.org/wiki/File:Ulysses_S._Grant_from_West_Point_to_Appomattox.jpg 

The U.S. Army did not allow 3 Southern states to vote 

Their state governments had not yet agreed to the 13th, 14th, and 15th Amendments. 

Virginia, Mississippi, and Texas were not allowed to vote (1868) 

http://hti.osu.edu/node/185 

We accept the situation (1867) 

http://www.andrewjohnson.com/ListOfCartoons/WeAcceptTheSituation.htm 

page 120

The U.S. Army protected African Americans so they could vote 

The only reason that African Americans could vote in the South was that the U.S. Army protected them. 

Freedmen voting in New Orleans (1867) 

http://www.learnnc.org/lp/media/uploads/2009/07/freedmenvotinginneworleans1867.jpg 

Electioneering at the South (1868) 



A political discussion (1869) 



The Union army 

http://www.encyclopediaofalabama.org/face/Multimedia.jsp?id=m-6630 


African Americans were elected to Congress. 

Jefferson Davis, the Senator from Mississippi, had been the President of the Confederacy. 

Now the Senator from Mississippi was an African American. 

Time works wonders (1870) 

HIRAM REVELS REPLACES JEFFERSON DAVIS 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=April&Date=9 

http://www.andrewjohnson.com/ListOfCartoons/TimeWorksWonders.htm 

Halt! (1871) 

http://www.csub.edu/~gsantos/img0057.html 

Carpetbaggers 

A Northerner who moves to the South to “make his fortune.” 

The Carpetbagger 

http://docushare.ycs.k12.pa.us/docushare/dsweb/Get/Document-22436/cartoon13.pdf 

Carpetbagger (1872) 

http://en.wikipedia.org/wiki/File:Carpetbagger.jpg 

page 121

The Democratic Party 

It was the party of white Southerners. 

It opposed Reconstruction. 

page 122

Lesson #2: Homework on the Internet. 


The Democratic Party 

Never wanted to fight the South during the Civil War 

The Copperhead 

http://elections.harpweek.com/1892/cartoons/07300080QC12w.jpg 

Opposed to Reconstruction 

Opposed to Reconstruction (1867) 


Opposed to military rule of the South 

Northern coat of arms 

http://www.flocabulary.com/history/civilwarpoliticalcartoons.html 

The modern Samson (1868) 


President Grant should not send troops to the South 

http://www.pbs.org/wgbh/amex/grant/gallery/gal_grant_15.html 

Wanted white rule 

Radical Republicans allow black men to vote (1866) 

http://explorepahistory.com/images/ExplorePAHistory-a0l9i5-a_349.jpg 

The two platforms: Vote for the white man’s ticket (1866) 

http://commons.wikimedia.org/wiki/File:Racistcampaignposter1.jpg 

This is a white man’s government (1868) 



http://www.librarycompany.org/Republican/exhibition/Images/wmgovlarge16.jpg 

http://www.pbs.org/wgbh/amex/reconstruction/nast/sf_nast_06.html 

http://cartoons.osu.edu/nast/images/This_is_a_White_mans_Gov_50.jpg 

The Democrats wanted a "White Man's Government!" (1868) 


page 123

Prevented African Americans from voting 

"The Negroes of the South are free as air" (1968) 


One less vote (1868) 



Tis but a change of banners (1869) 

http://en.wikipedia.org/wiki/File:Anti-kkk-cartoon.jpg 

Practical Illustration of the Virginia Constitution (1870) 


The Black Vomit; Or, the Bottom Rail on Top (1870) 


Everything points to a Democratic victory this fall (1874) 


The New Alabama (1874) 


Death at the polls (1874) 

http://www.historycooperative.org/journals/jah/88.2/images/summers_f1.jpg 

Of course he wants to vote the Democratic ticket (1876) 


page 124

The KKK helped the Democratic Party in the South. 

It terrorized African Americans who tried to exercise their rights as citizens. 

Southern justice (1867) 


Klan warning (1868) 


http://en.wikipedia.org/wiki/File:Kkk-carpetbagger-cartoon.jpg 

In Louisiana, the White Leagues tried to kill black members of the state legislature 

http://www.negroartist.com/HARPERS%20WEEKLY%20AND%20LESLIES%20ILLUSTRATED%20IMAG 

ES/pages/sketch%20of%20of%20Senator%20Sargent%20clinging%20to%20the%20White%20League% 

20asking%20President%20Grant%20to%20slay%20it_jpg.htm 

Visit of the Ku Klux (1872) 


Worse than slavery (1874) 

http://blackhistory.harpweek.com/7Illustrations/Reconstruction/UnionAsItWasBI.htm 


http://us.history.wisc.edu/hist102/photos/html/1010.html 


page 125

THE MASSACRES 

The Democratic Party and the White Leagues conducted massacres of African Americans. 

The Colfax massacre in Louisiana, 1873 

There was a contested election. 

Former Union army soldiers (African American) controlled the county courthouse. 

Former Confederate soldiers, armed with cannon, took over the courthouse. 

When forced to surrender, 150 African Americans were slaughtered. 

As a result, the Democratic party won the election. 

Gathering of the dead and wounded - Colfax massacre in Louisiana (1873) 


The murder of Louisiana: Sacrificed on the altar of radicalism (1875) 


The same cartoon is on page 149 of this book: 

http://books.google.com/books?id=AnH6- 

AlKACUC&printsec=frontcover&dq=U.+S.+Grant:+American+Hero,+American+Myth+By+Joan+Waugh& 

source=bl&ots=SVRcALIfHL&sig=Cz2K7XAx4EMDG4NnzvL68k8TFlM&hl=en&ei=mhyVS4mOLM- 

UtgfnkK3UCg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAYQ6AEwAA#v=onepage&q=&f=fals 

e 

The Hamburg Massacre in South Carolina, 1876 

Hamburg was a small town where freedmen lived. 

The town militia consisted of African Americans. 

Led by a Confederate general, the white population descended on the town. 

Outnumbered, the African Americans were slaughtered. 

The Bloody Shirt reformed (1876) 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=August&Date=12 

http://www.threatofrace.org/uploads/content/images/harpweek_cartoon_justice_race.jpg 

Is this a Republican form of government? (1876) 


http://cartoons.osu.edu/nast/images/Is_This_a_Republican_Form_5.jpg 

He wants change, too (1876) 


page 126

8. The end of Reconstruction 

page 127


Some Northerners were growing tired of Reconstruction 

page 128



Some Northerners grew tired of Reconstruction 


President U.S. Grant ran for re-election. 

U.S. Grant was a pillar of strength (1872) 


Republican principles vs Democratic principles (1871) 

http://hti.osu.edu/node/188 

Who are the haters? (1872) 

http://hti.osu.edu/sites/default/files/T_5.jpg 

U.S. Grant was re-elected as President (1872) 


Horace Greeley ran against U.S. Grant 

Although Horace Greeley was a Republican, he wanted to end Reconstruction. 

It is only a truce to regain power (1871) 

http://cartoons.osu.edu/nast/images/It_is_only_a_Truce_50.jpg 

Horace Greeley wants to cover up slavery (1871) 

http://cartoons.osu.edu/nast/images/The_Whited_Sepulchre_50.jpg 

What I know about Horace Greeley (1872) 

http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=January&Date=20 

Let us clasp hands across the bloody chasm (1872) 



http://cartoons.osu.edu/nast/images/Let_Us_Clasp_Hands_50.jpg 

Clasping hands over the bleedless sarcasm (1871) 

http://cartoons.osu.edu/nast/images/Clasping_Hands_50.jpg 

Horace Greeley helped to murder African Americans (1872) 

http://en.wikipedia.org/wiki/File:Nast_vs_Greeley.JPG 

Greeley wanted to leave African Americans to Southern white terrorists (1872) 


page 129


A back-room “deal” brought an end to Reconstruction. 

page 130


Ahead of time, print out the “Readings.” 

The Compromise of 1877 


The Election of 1876 was very strange. 

It was a close election. 

The Democrat won the most popular votes. 

But nobody won a majority of electoral votes. 

So the two parties made a “deal”: 

1. The Republicans got the Presidency. 

Rutherford B. Hayes became President. 

2. The Democrats got the end of Reconstruction. 

All federal troops were removed from the South. 

Readings 


http://compromiseof1877.com/ 

http://history1800s.about.com/od/1800sglossary/g/compro1877def.htm 

Videos 

The Election of 1876 

http://www.youtube.com/watch?v=YFnCQRyc9FQ 


http://www.youtube.com/watch?v=QKdQSBF8zHg 

page 131



page 132




The Election of 1876 

The Democrat (Tilden) won the popular vote. 

But it was unclear who won the electoral vote. 

Keep cool! (December 2, 1876) 

http://elections.harpweek.com/09Ver2Controversy/Cartoonsf.asp?UniqueID=2&Year=1876 

The disputed electoral votes came from South Carolina, Florida, and Louisiana 

Go South, young man! (December 2, 1876) 


400,000 more (December 9, 1876) 


A national game that is played out (December 23, 1876) 

http://elections.harpweek.com/Controversy.htm 


Compromise, indeed! (January 27, 1877) 


A jewel among swine (February 24, 1877) 


The Electoral Commission: A judge was bribed 

He was appointed as a Senator - and left the Electoral Commission. 

Judge Davis threw the election to the Republicans (February 17, 1877) 

http://elections.harpweek.com/09Ver2Controversy/cartoon-Medium.asp?UniqueID=12&Year=1876 

The Electoral Commission: Judge Davis resigned (February 17, 1877) 


Tilden or blood? (February 17, 1877) 

http://en.wikipedia.org/wiki/File:Tilden_or_blood.jpg 

http://www.picturehistory.com/product/id/29588 


page 133

The Electoral Commission: Chose the Republican candidate 

White Southerners were enraged. 

The 'Democ-Rats' Caught in the Presidential Trap (February 28, 1877) 


The Republican (Hayes) became President (March 17, 1877) 


Another such victory and I am undone (March 24, 1877) 


President Hayes strolls off with a woman named “The Solid South” 

http://en.wikipedia.org/wiki/File:Keppler-Conkling-Mephistopheles.jpg 

page 134



Bloom! 



1. Define 


http://en.wikipedia.org/wiki/Compromise_of_1877 

2. Interpret 



3. Apply 



4. Analyze 


5. Synthesize 



6. Evaluate 

To what extent was this fair to 

African Americans? 


1. The Compromise of 1877 

An informal, unwritten deal that settled the disputed 1876 

presidential election. 

2. Reconstruction came to a screeching halt. 

3. You and I run for class president. 

You get more votes, but I win. 

Because I made a deal with the bullies in the school yard. 

4. 

a. A back-room deal 

The Democrat got the most popular votes, 

but the Republican became President. 

b. The Republican Party got the White House 

Rutherford B. Hayes became President. 

c. The Democratic Party got the end of Reconstruction 

Hayes promised to remove the U.S.Army from the South. 

5. The Republican Party was willing to do ANYTHING to 

control the White House. 

From 1860 to 1933, the Republican Party controlled the 

presidency. (There were two exceptions - Cleveland and 

Wilson.) 

6. It was not. 

When Reconstruction ended in 1877, they were at the 

mercy of white terrorists. 

page 135

Rutherford B. Hayes 

page 136


Republican 

Congress 

In 1864 the folks in Ohio elected Rutherford B. 

Hayes to Congress. Since he was a soldier fighting 

in the Civil War, he did not go home and campaign. 

He said: "An officer fit for duty who at this crisis 

would abandon his post to electioneer for a seat in 

Congress ought to be scalped.” Hayes did not 

take his seat in Congress until the Union had won 

the war. 

Governor 

In 1867, at 45, Rutherford B. Hayes was elected 

Governor of Ohio. This was a real achievement 

because he campaigned in favor of black suffrage. 

For the first time, African Americans in Ohio would 

be able to vote. 

1877-1881 

His political career 

Predict: 

What sort of President was Rutherford B. 

Hayes? 

Third-rate. 

He was a first-rate speller, lawyer, soldier, Congressman, 

and Governor. 

But a third-rate President. 

During his presidency, he did not enforce the 15th 

Amendment, so African Americans were denied the right 

to vote. 

page 137


Republican 

1877-1881 

Panic of 1873 

In 1873 the U.S. experienced an economic 

depression. 

The banking firm of Jay Cooke went bankrupt. It 

was the country’s top investment banker and the 

top investor in railroads. 

In reaction, Wall Street panicked, banks failed, and 

the U.S. economy collapsed. 

When factories closed, millions were unemployed. 

Those who kept their jobs experienced a 45% 

wage cut. 

The economic depression lasted five long years. 

Predict: 

During the economic depression, what did 

people think of Reconstruction? 

They were tired of it! 

The average Northerner was scrambling to survive. 

1. The industrial worker did not make a living wage. 

2. The farmer was losing his farm. 

Congress no longer cared about the South. 

It cut off funds to finance the U.S. Army stationed in 

Southern states. 

page 138


Republican 

The 1876 election was one of the bitterest presidential 

elections of all time. Until 2000. 

Tilden (the Democrat) was the favorite. 

Tilden (the Democrat) won the popular vote. 

Tilden (the Democrat) won the electoral vote. 

But he fell one vote short of a majority in the 

Electoral College. 

But the Republicans, who won the Civil War, 

had no intention of losing the White House. 

The Chairman of the Republican Party found a 

loophole. There was a dispute about the vote 

count in Florida. And two other Southern states. 

He wired leaders to stand firm and insist: "Hayes 

(the Republican) is the winner." 

Congress created a special Electoral Commission 

to decide the winner. If all the disputed electoral 

votes went to Hayes, he would win. One single 

electoral vote would elect Tilden. 

The commission was rigged: 

1. It was dominated by Republicans. 

2. It gave all three contested states to Hayes (the 

Republican). 

So Hayes (the Republican) won the election by 

one electoral vote. 

Because of the tension surrounding this election, 

Hayes secretly took the oath of office. He was the 

first president to take the oath of office in the 

White House. 

1877-1881 

The 1876 election 

Predict: 

Rutherford B. Hayes won the 1876 election. 

Why? 

He promised to end 

Reconstruction! 


The Republicans made a deal. 

They promised to end Reconstruction and withdraw federal 

troops from the South. 

The deal 

1. The Republicans got the White House. 

2. The Democrats got back control of Southern states. 

“His Fraudulency” 

From the start, everybody knew the Republicans had 

stolen the election. So nobody respected President 

Hayes. They called him “His Fraudulency” and 

“Rutherfraud B. Hayes.” 

The losers 

The Democrats who voted for Tilden felt cheated. 

The biggest losers 

The Republicans abandoned African Americans in the 

South. From then on, if you were black, your life was a 

nightmare. 

One-party system in the South 

From1877 to 1965, the South had a one-party system. 

The Democrats ruled the “Solid South.” 

White supremacy 

Only whites were allowed to vote - and they voted for the 

Democratic Party. 

Blacks were not allowed to vote - because they would 

have voted Republican. Back then, the Republican Party 

was the party of Abraham Lincoln, “the Great 

Emancipator.” 

page 139


1877-1881 

Republican 

The end of Reconstruction 

In 1877, President Hayes removed the U.S. Army 

from the South. 

Predict: 

Then what happened? 

Terror! 

Southern states openly violated the 13th, 14th, and 15th 

Amendments to the U.S. Constitution. 


The 13th Amendment ended slavery. 

But the Southern states violated the Constitution. 

They passed Black Codes that restored debt slavery. 

Perpetually in debt, tenant farmers could not leave the 

farm. 

“Jim Crow” laws 

The 14th Amendment made African Americans citizens. 

But the Southern states violated the Constitution. 

They passed “Jim Crow” laws to enforce racial segregation. 

Segregation lasted from 1877 to 1954. 

(In 1954, the Supreme Court finally ruled in Brown v 

Board of Education that segregation was illegal.) 


The 15th Amendment gave African Americans the vote. 

But the KKK prevented African Americans from voting. 

African Americans could not vote in the South from 1877 

to 1965. (In 1965, Congress passed the Voting Rights Act 

and sent federal marshals into the South.) 

page 140

Why Reconstruction came to an end 

page 141



Why Reconstruction came to an end 

1. The Panic of 1873 

The country was in an economic depression. 

Illustration: The Panic of 1873 


Reading: The Panic of 1873 

http://dig.lib.niu.edu/gildedage/narr3.html 

2. In 1874, the Democrats won a majority in Congress 

The Democrats won a majority in Congress. 

3. The Compromise of 1877 

The Republicans wanted to keep the presidency. 

Cartoon: President Hayes strolls off with a woman named “The Solid South” 

http://en.wikipedia.org/wiki/File:Keppler-Conkling-Mephistopheles.jpg 

4. The Railroad Strike of 1877 

The U.S. Army was sent to Pittsburgh to crush the railroad strike. 

Illustration: Strikers blockade the railroads 

http://en.wikipedia.org/wiki/File:Harpers_8_11_1877_Blockade_of_Engines_at_Martinsburg_W_VA.jpg 

Illustration: The National Guard was not enough - they needed the U.S. Army 

http://en.wikipedia.org/wiki/File:Harpers_8_11_1877_6th_Regiment_Fighting_Baltimore.jpg 

5. The KKK 

Northern whites despaired of changing the South’s racial attitude. 

For homework . . . 

The ending of Reconstruction 


page 142

Reconstruction was a failure 

page 143



Once the U.S. Army left the South . . . 

State governments returned to the past. 

That is, they were all-white and 100% Democrats. 

Former Confederates, who controlled the Democratic Party, regained power in the South. 

This launched the “Jim Crow Era.” 

From then on, African Americans in the South were denied the full rights of citizenship. 

1. The 13th Amendment was not enforced. 

African Americans became sharecroppers and tenant farmers. 

This was a form of debt slavery. 


Blacks were segregated by Jim Crow laws. 


The KKK terrorized African-Americans who tried to vote. 

However, there was one major success: 

A public school system was created in the South. 

Documents 

Frederick Douglass, The End of Reconstruction 

http://rs6.loc.gov/learn/collections/douglass/history3.html 

Readings 

The end of Reconstruction 

http://www.infoplease.com/ce6/history/A0860650.html 

page 144




The failure of Reconstruction 

The moment the U.S. Army was withdrawn from the South, the African Americans were in deep trouble. 

There was no more 13th, 14th, and 15th Amendments. 

Patience on a monument (1868) 

http://cti.itc.virginia.edu/~hius202/images/lecture02/patience.htm 

The failure of Reconstruction (1876) 


Waiting (1879) 


One-party rule 

In the South, the Republican party was dead. 

There was only the Democratic party, “the white man’s party.” 

From then on, there was the “Solid South” - in every election, the South voted Democratic. 

In the South, the Republican Party was dead (1877) 

http://en.wikipedia.org/wiki/File:The_Color_Line_Is_Broken.png 

The Great Democratic Moral Show (1880) 


The White Man’s Burden (1899) 

http://sheg.stanford.edu/upload/Philippine%20cartoon.png 

Thanks to the South, the Democratic party gained control of Congress 

The same snap - “reform” slavery (1874) 

http://sherrychandler.com/wp-content/uploads/2008/03/samesnap5w.jpg 

page 145

Lesson #12: Graphic organizer 

Break into pairs. Fill in the boxes. 

Be brief! Turn this into a mobile and hang it from the ceiling. 

Results of Reconstruction 

When the dust cleared, what was the South like in 1880? 

1. The 

“Solid 

South” 

Results of 


5. The 

Exodusters 

2. The 

sharecropping 

system 

3. 

Jim Crow 

segregation 

4. The 

13th, 14th, 

15th 

Amendments 

Define the 

“Solid South” 

Define the 

sharecropping 

system 

Define 

Jim Crow 

segregation 

Define the 

Exodusters 

Define the 

13th 

14th 

15th 

Amendments 

page 146



Bloom! 

The “Solid South” 


1. Define 


http://en.wikipedia.org/wiki/Solid_south 

2. Interpret 



3. Apply 



4. Analyze 


5. Synthesize 



6. Evaluate 

To what extent was the 

“Solid South” 

a democracy? 


1. The “Solid South” 

The electoral support of the South for the Democratic Party 

candidates for nearly a century from 1877, the end of the 

Reconstruction, to 1964, during the middle of the Civil 

Rights era. 

2. The South always voted for the Democratic Party. 

3. You are blonde. 

No matter who is running, you always vote for the blonde. 

(Meanwhile, brunettes are not allowed to vote.) 

4. 

a. Segregation 

From 1865 on, the Democrats stood for the complete separation 

of the races. 

b. Integration 

In 1964, the South stopped voting for the Democrats 

because they supported civil rights for African Americans. 

5. The South did not allow African Americans to vote. 

(They would have voted Republican - the party of Lincoln.) 

6. It was not. 

It was a one-party system. 

Democracy requires a two-party system. 

page 147

9. The “New South” 

page 148

Jim Crow laws 

Segregation began in the 1880s. 

page 149


Jim Crow Laws 

Laws that enforced racial segregation in the U.S. South between 1877 and the 1950s. 

Jim Crow 

Jim Crow, a minstrel-show character, was a derogatory term for black people. 

Jim Crow Laws 

After Reconstruction, Southern states passed laws requiring the complete separation of the races. 

African Americans were required to sit in separate sections of public transportation. 

African Americans were required to attend separate schools. 

And so on. 

Segregation is the complete separation of the races 

African Americans were excluded from the rest of society. 

Like the system of apartheid in South Africa. 

When did segregation start? 

After the Civil War and Reconstruction. 

Before the Civil War, there was no segregation. 

It was not necessary: slaves were not allowed on trains, in schools, restaurants, etc. 

It began with segregation in public transportation 

Tennessee (the home of President Andrew Johnson) was the first state with segregated railroad cars. 

It was followed by Florida (1887), Mississippi (1888), Texas (1889), Louisiana (1890), Alabama, 

Kentucky, Arkansas, and Georgia (1891), South Carolina (1898), North Carolina (1899), Virginia (1900), 

Maryland (1904), and Oklahoma (1907). 

Segregation then spread to every public facility. 

Separate drinking fountains for African Americans. 

Separate cemeteries for African Americans. 

And so on. 

The Supreme Court: Plessy v. Ferguson (1896) 

The Jim Crow laws were tested in 1896. 

Homer Plessy, a black man, was convicted in Louisiana for riding in a white-only railway car. 

Plessy took his case to the Supreme Court - which ruled that segregation was legal! 

The Supreme Court: Segregation was legal as long as public facilities were kept "separate but equal". 

Justice John Harlan was the only justice who disagreed. Vehemently. 

What could be done? 

In the 1880s, Booker T. Washington accepted what he could not change. 

African Americans were being horribly treated in the South. 

But white people always needed labor. 

In 1881, he founded the Tuskegee Institute in Alabama. 

Tuskegee became the leading vocational training institution for African-Americans. 

When did segregation end? 

Brown v Board of Education 

In 1954, the U.S. Supreme Court declared segregation was unconstitutional. 

page 150


Jim Crow laws 

Illustration 

Jim Crow laws were named after a minstrel. 

Jim Crow 

http://home.comcast.net/~DiazStudents/CivilReconstructionJimCrow1.jpg 

Jim Crow laws 

Overview 

http://en.wikipedia.org/wiki/Jim_Crow_laws 

State laws created segregation, 1880s 


Examples of Jim Crow laws 

http://academic.udayton.edu/race/02rights/jcrow02.htm 

Brief Readings 

“Jim Crow Laws in Interstate Travel” 


“A Need for Legislation Against Discrimination” 


“No Heat, No Water . . . and a Large Sign Reading ‘Colored’” 


“Segregation in Public Places” 



Spartacus educational 

http://www.spartacus.schoolnet.co.uk/USAjimcrow.htm 

Plessy v Ferguson, 1896 

This legalized segregation in the U.S. 

Plessy v Ferguson: The U.S. Supreme Court ruled in favor of segregation, 1896 

http://en.wikipedia.org/wiki/Plessy_v_Ferguson 

Justice Harlan dissents 


page 151

Websites 

Remembering Jim Crow 

http://americanradioworks.publicradio.org/features/remembering/ 

The History of Jim Crow 

http://www.jimcrowhistory.org/ 

Documentary film 

The rise and fall of Jim Crow 

http://www.pbs.org/wnet/jimcrow/ 

Videos 

Jim Crow laws were a violation of the 14th Amendment 

http://www.youtube.com/watch?v=H5CsEwJlLsk 

The rise and fall of Jim Crow 

http://www.youtube.com/watch?v=ChWXyeUTKg8 

page 152

Lesson #3: Student project 

What you could and could not do 

The List 

A list of what you could not do 

http://www.americanradioworks.org/features/remembering/laws.html 

A list of behaviors that was expected of you 

Give each pair of students a copy: http://www.ferris.edu/news/jimcrow/what.htm 

Oral History: Those who lived under segregation 

“Remembering Jim Crow” 

http://www.americanradioworks.org/features/remembering/read.html 

Each student should choose one story, read it, and be prepared to tell the class about it. 

There are nine sections. 

We recommend “Children of Jim Crow” - How children and teenagers reacted to it. 

page 153



Bloom! 

Jim Crow laws 


1. Define 



2. Interpret 



3. Apply 



4. Analyze 


5. Synthesize 



6. Evaluate 

What’s wrong with 

“separate but equal” 

public facilities? 


1. Jim Crow laws 

State and local laws enacted between 1876 and 1965. 

They mandated racial segregation in all public facilities. 

2. The total separation of the races. 

3. We will have a separate school for students with brown 

eyes. 

4. Segregation meant that African Americans had to 

a. go to separate schools. 

b. use separate restrooms. 

c. sit at the back of the bus. 

d. sit in the balcony of the movie theater. 

e. never go to “white-only” restaurants. 

The U.S. military was also segregated. 

5. Segregation began in the 1870s. 

(There was no segregation during slavery.) 

6. Separate is never equal. 

If you go to a separate school, then you are unequal. 

Brown v Board of Education 

In 1954, the Supreme Court ruled that segregation is 

unconstitutional. 

page 154

The South was “fine” 

page 155



The South was “fine” 

Joel Chandler Harris 

Before the Civil War, he lived on a plantation in south Georgia. 

There, he visited the slave quarters and listened to African Americans telling folktales. 

In 1876, using the stories of Brer Rabbit, he wrote humorous stories in the Atlanta Constitution. 

In 1880, he put the stories into a book - “Uncle Remus” - and became rich and famous. 

The stories reflect the end of Reconstruction. 

They show stereotypes of African Americans. 

They show the master-slave relationship as being idyllic. 

In short, they convinced the North that everything was fine in the South. 

The story of the tar-baby may have been an allegory. 

The doll, made of sticky black tar, entrapped Brer Rabbit 

The only way to solve this "sticky situation" was by separation. 

Jim Crow segregation was the total separation of the races. 

Brer Rabbit and the Tar-baby 

http://en.wikipedia.org/wiki/File:Brer_Rabbit_and_the_Tar_Baby.jpg 

The Clansman (1905) 

Everything was not fine in the South. 

In 1905, Thomas Dixon wrote a novel, “The Clansman,” about Reconstruction in the South. 

In it, he portrayed the Radical Republicans as evil. 

And African Americans as men who rape white women. 

The hero is a member of the KKK who defends the white race. 

The Clansman (1905) 

http://docsouth.unc.edu/southlit/dixonclan/frontis.html 

The Fiery Cross (1905) 

http://docsouth.unc.edu/southlit/dixonclan/ill7.html 

Birth of a Nation (1915) 

In 1915, his novel was turned into the racist film, “Birth of a Nation.” 

Directed by D.W. Griffith, it was the most popular film of the early 20th century. 

From then on, schoolchildren learned that Reconstruction persecuted Southern whites. 

And the KKK was a good thing. 

Birth of a Nation (1915) 

http://image2.onlineauction.com/auctions//39586/xdqz-1044902-1.jpg 

http://upload.wikimedia.org/wikipedia/commons/thumb/c/c2/Birth-of-a-nation-poster-color.jpg/250px-Birthof-a-nation-poster-color.jpg 

page 156

10. African Americans fled the South 

page 157

The Exodusters 

African Americans moved to the West. 

page 158


Why did Black families move out West? 

Beginning in 1877, tens of thousands of African Americans fled the South. 

Some headed to the North. 

Some headed to the Midwest. 

Most settled in Arkansas, Louisiana, and Texas. 

Pushed out of the South 

After the Civil War, many black families were on the move. 

What pushed people out of the South? 

1. The end of Reconstruction in 1877 

2. In 1877, the U.S. Army was pulled out of the South 

3. The KKK terrorized African Americans 

4. Jim Crow laws caused the legal separation of the races. 

5. Prejudice and discrimination was extremely high. 

Pulled to the West 

What pulled people to the West? 

1. The 13th Amendment - slavery ended; you could pick up and leave. 

2. The West was a wide open frontier - the land of opportunity. 

3. The Homestead Act - free farms for farm families. 

4. Labor shortage - The West needed cowboys. 

5. Labor shortage - The West needed troops in the U.S. Army. 

page 159



Map 

Map of the Exodusters, 1879 

http://www.inmotionaame.org/maps/large/6_005Mw.jpg 

When African Americans left the South, where did they move? 

http://www.inmotionaame.org/maps/large/6_004Mw.jpg 

Photos 

PBS: The West 

http://www.pbs.org/weta/thewest/resources/archives/seven/ 

Western migration and homesteading 

http://www.loc.gov/exhibits/african/afam009.html 

Nicodemus, Kansas 

http://www.loc.gov/exhibits/african/afam010.html 

A family living on the Great Plains 

http://amhist.ist.unomaha.edu/module_files/Shores%20Homestead.jpg 


In search of Eden: Black utopias in the West (1877) 


Benjamin Singleton, 1880 

http://www.pbs.org/weta/thewest/resources/archives/seven/w67singl.htm 

Readings 

The Negro Exodus 

http://www.nytimes.com/learning/general/onthisday/harp/0501.html 

The Exodusters in Kansas 

http://www.kshs.org/cool3/exoduster.htm 

Videos 

Nicodemus: An African American town in Kansas 

Part 1: http://www.youtube.com/watch?v=Vlu_3hLrHyk 

Part 2: http://www.youtube.com/watch?v=cqMOpwvDd5o&feature=related 

page 160




African Americans left the South - and headed West 

The moment Reconstruction ended, a number of African Americans left the South. 

Some headed north to Chicago. 

Many headed west to Kansas. 

Another step toward civilization (1879) 


The New Negro Exodus (1880) 


The Negro Exodus (1880) 

http://www.nytimes.com/learning/general/onthisday/harp/0501_big.html 

page 161



Bloom! 



1. Define 


http://en.wikipedia.org/wiki/Exoduster 

2. Interpret 



3. Apply 



4. Analyze 


5. Synthesize 



6. Evaluate 

To what extent did 

African Americans 

find freedom on the 

Great Plains? 


1. Jim Crow laws 

African Americans who fled the South and moved to 

Kansas in 1879 and 1880. 

2. A mass migration to Great Plains. 

3. I went to a school that was full of bullies. 

A new principal came in and crushed the bullies. 

Then he left. 

So I am moving to another school. 

4. 

a. The push factors 

In the South, there was racial oppression and rumors of 

the reinstitution of slavery. 

b. The pull factors 

African Americans moved to Kansas because of its fame 

as the land of the abolitionist John Brown (1800–1859). 

The state was more progressive and tolerant than most 

others. 

Benjamin "Pap" Singleton led the mass migration. 

In Kansas, African Americans set up all-black towns. 

5. Under the Homestead Act, the West had free land. 

6. Yes. 

a. Economic freedom 

You could own land and have a family farm. 

b. Political freedom 

You could vote. 

c. Social freedom 

Within the black town, but not beyond. 

page 162

The Buffalo Soldiers 

page 163

Lesson #5: Quotations 


Students translate into their own words. 

Famous Quotations 

Frederick Douglass 

"Once let the black man get upon his person the brass letters of 'U.S.,' let him get an eagle on his buttons, 

and a musket on his shoulder, and bullets in his pocket and there is no power on earth which can 

deny him his citizenship in the United States of America." 

Colin Powell 

"Beginning with the Buffalo Soldiers in 1866, African-Americans would henceforth always be in uniform, 

challenging the conscience of a nation, posing the question of how could they be allowed to defend the 

cause of freedom, to defend the nation - if they themselves were to be denied the benefits of being 

Americans?" 

page 164



From 1866 to 1886, the soldiers were stationed in Kansas, Oklahoma, Texas, New Mexico, and Arizona. 

While protecting railroads and ranchers, they fought the Cheyenne, Comanche, and Apache. 

They visited the wildest cowtowns (Abilene, Dodge City) and the wildest mining town (Tombstone). 

They lived and fought in the Wild West. 

Who were the Buffalo Soldiers? 

They were former slaves who went out West. 

They were free men who went out West. 

Many had served as soldiers in the Union Army during the Civil War. 

On the Frontier 

In 1866, Congress created 6 regiments of black troops (2 cavalry and 4 infantry) to send out West. 

The 9th Cavalry, based in New Orleans, Louisiana was assigned to protect settlers in Texas. 

The 10th Cavalry, based at Fort Leavenworth, Kansas, was assigned to protect settlers on the Southern 

Plains - Kansas, Oklahoma, Texas. 

What's the difference between cavalry and infantry? 

Infantry are foot soldiers; Cavalry are on horseback. 

Because of the value of a horse and the skill of a rider, the cavalry was more prestigious. 

During the Civil War, black troops fought for their own freedom. 

Fighting in the West was different. How so? Hint: In the West, black troops fought against whom? 

Black soldiers, who had been denied their freedom, were fighting Native-Americans who were being 

denied their freedom and put on reservations. 

The nickname is not pejorative 

When the Cheyenne saw black soldiers on horseback, they called them "Buffalo Soldiers." 

The Cheyenne thought that African-Americans (dark skin and dark, curly hair) resembled the buffalo. 

Was this an insult? 

No. The buffalo was a BIG DEAL in their lives. It provided them with food, clothing, and shelter. 

Being in the U.S. military was a liberating experience for former slaves. Why? 

State a fact, then ask how that differed from life as a slave: 

A black soldier could change his name. (A slave had the last name of his slavemaster.) 

A black soldier was paid $12 a month. (A slave was never paid.) 

A black soldier was trained to use guns and rifles. (A slave who carried a gun was put to death.) 

A black soldier wore the uniform of and represented the U.S. Government. 

(Slave clothes, rags, were a mark of degradation.) 

A black soldier had to think quickly, make judgments, and make snap decisions for himself and others. 

(Under slavery, others did your thinking for you.) 

A black soldier could get married in a church with full military ceremony. 

(Under slavery, you could not get married.) 

A black soldier took his family with him from fort to fort. 

(A slave was could be separated from his family and sold to another plantation, near or far.) 

page 165

There was discrimination in the U.S. Army 

Less pay 

Blacks received less than whites. 

Inferior barracks 

Rougher than those for whites. 

Segregated training 

Often inside the same fort, blacks and whites trained separately. 

Segregated communities When families lived outside the fort, they lived in separate towns 

or separate sections of the same town. 

Segregated cemeteries When you died fighting for your country, you were buried in a separate 

cemetery. 

Hand-me-down horses The white cavalry received fresh horses. When they were run down, 

they were given to the black cavalry. This was dangerous because the 

enemy (Native Americans) had swift ponies. 

Racial slurs 

The white cavalry and white settlers often did not welcome black troops. 

What were the dangers? 

Blizzards. Heat stroke. Being scalped. Being outnumbered and outgunned. Being outswifted. 

What did black soldiers have in common with cowboys? 

They both spent months on horseback. 

They both slept on the hard ground. 

They both ran the chance of getting scalped. 

Both were underpaid. 

Colin Powell 

During the 1990s, Colin Powell served as Head of the Joint Chiefs of Staff of the U.S. armed forces. 

He is African American. 

In 1992, Colin Powell dedicated the Buffalo Soldiers Monument at Fort Leavenworth, Kansas. 

Powell, as Chairman of the Joint Chiefs of Staff, was the highest-ranking person in the U.S. military. 

This was a fitting thing for Colin Powell to do. Why? 

(Colin Powell is an African-American.) 

In 1992 he said, "We are not here today to criticize an America of 150 years ago, but to rejoice that we 

live in a country that has permitted a spiritual descendant of the Buffalo Soldier to stand before you 

today as the first African-American Chairman of the Joint Chiefs of Staff." 

page 166


Videos: The Buffalo Soldiers 

History of the Buffalo soldiers 

http://www.youtube.com/watch?v=WbcxZM32ZrQ 

Bob Marley, “Buffalo Soldier” 

http://www.youtube.com/watch?v=S5FCdx7Dn0o 

Timeline: History of African Americans in the U.S. Army 

http://www.youtube.com/watch?v=8PI2gyxOEkA 

page 167

Lesson #8: Mapping 

As you read the story, students color the map of the West. 

Create a legend to explain the colors. 


A. Protecting the Railroad 

1. The Railroad 

In 1854, Congress was in a big hurry to build the first transcontinental railroad. Draw a railroad track 

through Chicago, Omaha, Cheyenne, Salt Lake City, and Sacramento. Overnight, Kansas and 

Nebraska became new states: settlers were told they could have slavery if that's what they wanted. In 

Kansas, a war exploded over slavery: it eventually became a free state, but the whole country plunged 

into the Civil War. 

2. Exodusters 

When the Civil War ended, everybody and his brother moved West. War heroes like Sheridan, 

Sherman, and Custer were commanders of the U.S. Army out West. Southern whites, who had lost the 

war, became farmers, cowboys, and soldiers. So did Southern blacks: Former slaves, nicknamed 

"Exodusters," moved to Kansas. Along with black veterans of the Civil War, they formed the all-black 

10th Cavalry. (Soon they would be known as the Buffalo Soldiers.) They were trained at Fort 

Leavenworth, which lies just northwest of Kansas City. Put a star on Kansas City. 

3. Gold Rush to Denver 

Gold was discovered in Denver. Put a "$" on Denver. As thousands of miners flooded into Colorado, 

they were attacked by the Cheyenne Indians. The Colorado Volunteers, a group of white militia, forced 

the Cheyenne onto the Sand Creek Reservation, but warriors continued to attack stage coaches on their 

way to Denver. In 1864, without warning, the Colorado Volunteers slaughtered a peaceful village of 300 

Cheyenne. It was one thing to attack warriors, but at Sand Creek, women and children were slaughtered 

as well. Put the letters "SCM" in southeastern Colorado. 

4. Indian Territory (Oklahoma) 

The survivors of the Sand Creek Massacre were sent to the Indian Territory (Oklahoma). Oklahoma 

was the U.S. Government's dumping ground for Native Americans. In the 1830s and 1840s, every 

Native American east of the Mississippi was forced to walk to Oklahoma in what became known as the 

“Trail of Tears.” Outline the state of Oklahoma. Write Cherokee in northeastern Oklahoma. 

5. The Comanche 

Congress decided to build a railroad from Kansas City to Denver. But first, 20,000 Comanche had to be 

evicted. In 1866, the U.S. Government ordered them to move to a 3-million acre reservation in southwestern 

Oklahoma. Write Comanche in southwestern Oklahoma. But the Comanche never settled 

down to farming: They were a migratory people, who followed the buffalo herds. Buffalo, after all, was 

the very basis of their lives: they ate buffalo meat, wore buffalo robes in winter, and lived in tents made 

of buffalo skins. 

page 169

6. Wild Bill Cody 

Draw a line from Kansas City to Denver. When construction of the Kansas Pacific Railroad began, it 

became clear that the buffalo had to be annihilated. One 900-pound buffalo on the track (not to mention 

a herd crossing the track) would cause a train wreck. The railroad hired hundreds of frontiersmen to do 

nothing but shoot buffalo all day. Some buffalo meat was used to feed and clothe construction workers, 

but most of the meat was left to rot on the prairie. William F. Cody was one of the best buffalo hunters. 

He grew up in Kansas and got the nickname "Buffalo Bill" for being a crack shot: in 18 months, he killed 

4,000 buffalo. In 1850, there were 20 million buffalo; by 1889, there were only 600 left. 

7. The 10th Cavalry was black . . . 

The all-black 10th Cavalry were stationed along the Kansas Pacific Railroad line west of Topeka - at Fort 

Riley, Fort Hays, and Fort Wallace. Turn your line from Kansas City to Denver into a railroad track. 

Label it "KPR" for Kansas Pacific Railroad. Rather than starve on the Oklahoma reservation, warriors of 

the Cheyenne, Comanche, Arapaho, and Kiowa attacked the railroad construction crews. The all-black 

10th Cavalry defended the railroad. It was in Kansas that the Cheyenne nicknamed the black troops 

"Buffalo Soldiers" because their dark hair reminded them of the buffalo. 

8. The 7th Cavalry was white . . . 

The all-white 7th Cavalry was led by General George Armstrong Custer. A hero in the Civil War, Custer 

was not happy on the Indian frontier, where he was court-martialed for disobeying orders. In 1868, without 

warning, he attacked a peaceful Cheyenne village on the Washita River in southwestern Oklahoma. 

(Ironically, these were the survivors of the Sand Creek Massacre.) Nearly everyone, including Chief 

Black Kettle, were killed. Custer burned the village to the ground. Write the letters "WRM" in southwestern 

Oklahoma. 

9. Custer’s Last Stand 

As it turned out, Custer could not get along with people of any color. In Kansas and Oklahoma, his allwhite 

7th Cavalry was hostile to the all-black 10th Cavalry. In 1869, Custer was transferred to the 

Northern Plains to protect construction crews working on the Northern Pacific Railroad. There, he evicted 

the Sioux from their sacred Black Hills and ordered them onto a reservation. When Sitting Bull and 

Crazy Horse refused, Custer tracked them down and made a surprise attack on their village. Instead of 

slaughtering the Sioux, Custer and every last man with him was killed at the Battle of Little Bighorn. 

Write the letters "LBH" east of Billings. 

page 170

B. Protecting cowboys on the cattle drives 

10. The Chisholm Trail 

As soon as the Kansas Pacific Railroad was completed, the great cattle drives began: Texas cowboys 

drove herds of cattle to the railroad in Kansas. The most famous trail was the Chisholm Trail. It was 

named for Jesse Chisholm, an Indian trader who traveled the route by wagon. From 1868 to 1871, 1.5 

million cattle headed north on this trail. In 1871 alone, 600,000 cattle followed this trail. Draw a dotted 

line from San Antonio to Wichita to the Kansas Pacific Railroad. Abilene, located where the Chisholm 

trail met the railroad, was a wild place. Saloons and gambling houses (where professional gamblers 

with played with marked cards) were set up to divest cowboys of their earnings. Wild Bill Hickok was 

Abilene's marshal. 

11. Dodge City 

The Western Trail ended up in Montana: Draw a dotted line from San Antonio to Wichita Falls to 

Billings. Dodge City, a cowtown in southwestern Kansas, was a notorious frontier town along this trail. 

At 18 years old, Bat Masterson moved to Kansas. He got a job building the Atchison, Topeka, and 

Santa Fe Railroad that ran through Dodge City. Bored with construction work, he became a scout, 

Indian fighter, and buffalo hunter. In 1876, when he was just 23, Bat Masterson became deputy sheriff 

of Dodge City. 

12. Jim Beckwourth 

The westernmost cattle trail was the Goodnight-Loving Trail. Charles Goodnight began as a 

Texas Ranger, fighting Indians. By 1876, he owned the biggest cattle ranch in Texas. (It covered over a 

million acres.) Draw a dotted line connecting San Antonio, San Angelo, Roswell, Pueblo, and Denver. 

The town of Pueblo was founded by Jim Beckwourth, a black frontiersman. Born a slave in Virginia, he 

grew up in St. Louis, the gateway to the West. As a fur trader and owner of a trading post, he achieved 

real freedom in the Rocky Mountains. 

13. Wild Cowtowns 

The cattlemen never asked for permission (or paid) to cross Indian lands in Oklahoma. To keep the 

peace, the all-black 10th Cavalry (Buffalo Soldiers) were stationed at Fort Sill, Oklahoma. Write the letters 

"FS" southwest of Oklahoma City. Along with a dozen other men, the cowboy spent two months 

pushing a thousand cattle from Texas to Kansas. Working up to 20 hours a day, he drove his herd from 

one watering place to the next. In case of a stampede, he had to race in front of the herd and risk being 

trampled to death. He earned $25 a month and usually spent it in the wild cowtowns that lined the railroad. 

14. Nat Love - famous black cowboy 

Sometimes, the black soldiers found themselves protecting black cowboys. At the height of the cattle 

boom (1865-1885), 1 out of 4 cowboys were black. Nat Love was one of the most famous black cowboys. 

He was born a slave in Tennessee, but headed out West as soon as the Civil War ended slavery. 

At 15, he got a job working as a cowboy in Dodge City. From that year 1869 until 1889, he drove cattle 

along the Western Trail. When he was 22, he won a riding, roping, and shooting contest in Deadwood, 

South Dakota. From then on, he was nicknamed "Deadwood Dick." Write "Nat Love" next to Rapid 

City. 

15. Comanche Uprising 

By 1874, the Comanche and Cheyenne waged the Red River War. The all-black 10th Cavalry 

(Buffalo Soldiers) stationed at Fort Sill fought the rebellion. Draw a zigzagged line along the Oklahoma- 

Texas border. Quanah Parker, a Comanche leader, raided white settlements. (His white mother was a 

captive of his father, an Indian chief.) When the uprising was crushed, both sides returned to Fort Sill. 

There, Quanah Parker became a successful businessman and judge. 

page 171

C. Guarding the Southern Pacific Railroad 

16. The Southern Pacific Railroad 

As early as 1870, plans were made to build the Southern Pacific Railroad. Draw a railroad track connecting 

New Orleans, Houston, San Antonio, El Paso, Tucson, Phoenix, and Los Angeles. Label it 

"SPR" for Southern Pacific Railroad. By 1880, the railroad reached Tucson and by 1883 it was completed. 

17. Not a nice place to be stationed 

The all-black 10th Cavalry (Buffalo Soldiers) were assigned to patrol the railroad track. They were stationed 

at Fort Davis in Jeff Davis County. Life for a black man in that place was not good: white settlers, 

who were former slaveowners, had named everything after Jefferson Davis, the pro-slavery 

President of the Confederacy during the Civil War. They did not welcome the black soldiers who protected 

them. Write the letters "FD" southeast of El Paso. 

18. Apache raids 

The Apache loved living in the mountains and flatly refused to be confined on reservations. Lightly 

shade the Apache homeland: Southern Arizona, southern New Mexico, and southwestern Texas. In 

guerrilla raids, they swept through a region, murdering everyone in sight. When hunted by the U.S. 

Army, they crossed the border into Mexico. The all-black 10th Cavalry (Buffalo Soldiers) were assigned 

to hunt down and kill every Apache warrior they could find. Wives and children were to be placed on 

reservations. 

19. Apache vs Mexican 

The first Apache leader to oppose white settlers was Mangas Coloradas ("Bloody Sleeves" in Spanish). 

When Mexican settlers massacred his people, he killed every Mexican he could find. When American 

gold miners tortured him, he tried to drive them out of New Mexico. After a battle at Apache Pass, the 

white cavalry of the U.S. Army captured and killed him. They cut off his head, boiled it, and sent it back 

East to be exhibited in the circus. Put the letters "MC" southwest of Roswell. 

20. Cochise 

Cochise, an Apache chief, was the son-in-law of Mangas Coloradas. Cochise and his tribe were 

accused of kidnapping a rancher's child. (Another Apache tribe had done it.) Cochise and his whole 

tribe were held hostage until the child was returned. When Cochise escaped, six of his tribe were 

hanged. Cochise and his warriors went on a 10-year rampage, killing ranchers, miners, and people riding 

stagecoaches. Hunted down by the U.S. Army, Cochise surrendered and died on a reservation. 

Write the letters"CO" (for Cochise) in the southeastern corner of Arizona. 

21. Victorio 

In 1879, the Buffalo Soldiers were ordered to hunt down the Apache chief, Victorio. In the 1870s, 

Victorio bounced in and out of the San Carlos Reservation. Write the letters SCR" east of Phoenix. In 

1879, Victorio escaped and led his people to the region between Phoenix and El Paso. For a year, he 

terrorized white settlers, often torturing his victims. After chasing him for 600 miles, the Buffalo Soldiers 

won the battle and Victorio retreated to Mexico. Within 6 months, he was surrounded by the Mexican 

Army in Chihuahua. When he ran out of ammunition, he killed himself. 

page 172

22. Geronimo 

Geronimo (his Apache name meant "the smart one") was the last Apache warleader. For 8 years, 

Geronimo bounced in and out of the San Carlos Reservation. Sometimes, he lived a peaceful life, farming. 

At other times, he escaped and went on a rampage. Each time Geronimo broke out, he and his 

warriors attacked white settlements along the Southern Pacific Railroad. Put the letter "G" next to 

Tucson and El Paso. When the U.S. Army was on his trail, he hid out a secret camp in Mexico. (He 

hated the Mexicans: When he was young, the Mexican Army had ambushed him, killing his wife and 

children.) 

23. Geronimo! 

In 1885, Geronimo went on his last rampage. The all-black 10th Cavalry (Buffalo Soldiers) 

were stationed at Fort Grant. Put the letters "FG" northeast of Tucson. Although there were 700 black 

soldiers in all, they were posted in groups of 10 along the Southern Pacific Railroad. Living in tents 

along 

the track, each group was assigned to guard a 5-mile stretch of track. 

24. Geronimo surrenders 

Life was rough: The desert was hot as Hades. It was full of rattlesnakes and Gila monsters. 

Sandstorms filled your eyes, nose, ears, and mouth with sand. The nearest town, Tombstone, was full 

of fierce miners who listened only to Sheriff Wyatt Earp. Write the letter "T" (for Tombstone) southeast 

of Tucson. Tired of being hunted by the U.S. Army, Geronimo finally surrendered in 1886. He and 450 

Apache men, women, and children were sent to live in Florida for 8 years. In 1894, he returned to Fort 

Sill, Oklahoma, where he became a peaceful rancher. 

page 173

Summary 

page 174


Study this worksheet. 

Go around the room, one by one. 

Can you remember one term, from A to Z? 

The ABCs of Reconstruction 

If there is no term, dream one up! 

Assassination 

Black Codes, John Wilkes Booth, Buffalo soldiers 

Compromise of 1877, carpetbaggers 

D 

Election of 1876, economic dislocation, the Exodusters 

Freedmen’s Bureau, the freedmen, “forty acres and a mule,” 14th Amendment, 15th Amendment 

G 

H is for “high crimes and misdemeanors,” Rutherford B. Hayes 

Impeachment, “The Invisible Empire” 

J is for Andrew Johnson 

Ku Klux Klan 

Literacy, loyalty oath 

Military districts, military occupation 

N 

Oath 

Pardon 

Question: When did the South establish a public school system? 

Reconstruction, Radical Republicans, Reconstruction Amendments (13th, 14th, 15th), Hiram Revels 

Scalawags, sharecroppers, segregation 

Tenant farmers, Thirteenth Amendment, Tenure of Office Act 

Ulysses S. Grant 

V 

Wade-Davis Bill 

X marks the spot: Which region was “reconstructed”? 

Year - When did Reconstruction end? When were federal troops removed from the South? 

Z 

page 175


To learn terms. 

To appreciate the logic of a multiple-choice test. 

Can you talk like a Radical Republican? 

The goal: To learn terms and understand the logic of a multiple-choice test. 

The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia. 

Student A writes the correct definition straight from the dictionary. 

Student B dreams up the exact opposite of the real definition. 

Student C dreams up a plausible wrong answer. 

Student D dreams up a really plausible wrong answer. 

Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.) 

Each team does this for all the terms checked below. 

How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E. 

Each student stands up and reads his/her “definition” with a straight face. 

The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who 

was absent yesterday. 

The teacher then asks: "Will the person with the real definition please stand up." 

The winner: The student with the most correct answers. His or her team goes next. 

Define these Terms 

Assassination 

Black Codes, John Wilkes Booth, Buffalo 

soldiers 

Compromise of 1877, carpetbaggers 

Election of 1876, economic dislocation, 

the Exodusters 

Freedmen’s Bureau, the freedmen, “forty 

acres and a mule,” Fourteen 

Amendment, Fifteenth Amendment 

“high crimes and misdemeanors,” 


Impeachment, “The Invisible Empire” 


Ku Klux Klan 

Literacy, loyalty oath 

Military districts, military occupation 

Oath 

Pardon 

Reconstruction, Radical Republicans, 

Reconstruction Amendments (13th, 14th, 

15th), Hiram Revels 

Scalawags, sharecroppers, segregation 

Tenant farmers, Thirteenth Amendment, 

Tenure of Office Act 

Ulysses S. Grant 

Wade-Davis Bill 

a. Habeas corpus 

When you are arrested, you have the right to a hearing 

before a judge before you are thrown into jail. So people 

don’t rot in jail waiting for a trial. President Lincoln suspended 

this constitutional right during the Civil War. 

(You betcha. This is the correct definition.) 

b. Habeas corpus 

When you are arrested, you have the right to a hearing 

before a judge before you are thrown into jail. So people 

don’t rot in jail waiting for a trial. President Lincoln never 

suspended any constitutional rights during the Civil War. 

(Nope. This is the opposite.) 

c. Habeas corpus 

is your constitutional right to have a trial by jury. 

(Close, but no cigar. Sounds plausible, but it’s wrong.) 

d. Habeas corpus 

is your constitutional right to a lawyer at your trial. 

(Close, but no cigar. Sounds plausible, but it’s wrong.) 

e. Habeas corpus 

is when you are holding a corpse. 

(Bogus. We wanted to trick the Latin scholars.) 

page 176

Lesson #3: Graphic organizer 

Who, what, where, when, why and how? 

Why? 

Why did freedmen 

go West? 

When? 

Began 

Ended 

Why? 

Why did 

Reconstruction end? 

Where? 

Which states 

had to be 

“reconstructed”? 


What? 

What was the 

Compromise of 

1877? 

What? 

What was the 

Freedmen’s 

Bureau? 

What were the 

Black Codes? 

How? 

How do you remove 

a President? 

Who? 

Radical Republicans 

in Congress 

What did they want? 

Who? 

Define freedmen 

scalawags 

carpetbaggers 

How? 

How did Congress 

enforce its will in the 

South? 

Who else? 

Who were the 

Exodusters? 

How? 

How did 


improve life in the 

South? 

page 177


Evaluate the famous people. 

Rank! 

Sometimes we watch the tv station E. 

You know, the folks who rank everybody? 

(Hollywood’s sexiest man . . .) 

Group #1: Famous people 

U.S. Grant 




Rank them from “best” to “worst” 

This takes more thought. 

Keep the two teams. 

Team A lines up from “best” to “worst.” 

Each student must explain why he or she is “bad” or “good.” 

Team B does the same. 

The teacher corrects errors. 

Now rank these groups: 

Group 2: Famous groups 

Radical Republicans 

Freedmen 

Carpetbaggers 

Scalawags 

The White Leagues 


Redeemers 

Hall of Fame 

No. 1 being the best. 

Hall of Shame 

The last is the worst. 

page 178

Lesson 5: Group analysis 

How to persuade people 

Lesson 6: Group analysis 

Distinguish fact from opinion 

Four corners 

Ideal for any controversy! 

It takes only 10 minutes. 

Ahead of time 

Label the four corners of your classroom: 

Agree 

Sort of agree 

Disagree 

Sort of disagree. 

Step #1 

The teacher states the controversy. 

“Reconstruction was great!” 

Do you agree? 

Step #2 

Students move to the four corners of the 

classroom. 

Step #3 

Students in each corner are given time to speak. 

They try to persuade the kids in other corners 

to move to their corner. 

Step #4 

Whichever group has the most people, 

wins. 

It's all about persuasion. 

Life is like a rock group 

If you gave a problem to 5 different rock 

groups, they'd each come up with a different 

song. 

The teacher states the situation: 

Reconstruction: 

What do you think of it? 

Break into 5 groups and take on a name. 

Present your side of story. 

Team #1: The Boomers* 

Describe all the positive facts and consequences. 

These are the sunniest students in 

the class. These optimists are ready to tell you 

all the positive aspects. 

Team #2: The Busters** 

Describe all the negative facts and consequences. 

These are the gloomiest students in 

the class. These pessimists are ready to tell 

you all the negative aspects. 

Team #3: The Factoids*** 

Present the facts and only the facts. No opinions 

whatsoever. These no-nonsense students 

excel in math and science. On paper, they boil 

it down to ten facts or less. 

Team #4: The Emotionals**** 

Present only your reactions (emotions and 

feelings) to the problem. These are the social 

butterflies. They care only about their emotional 

reactions. They are known for their compassion. 

Team #5: The Outrageous Ones***** 

Come up with a new way of looking at the situation 

that stuns everyone. Free spirits, they are 

divergent thinkers. They see it in a new light. 

They present a totally new way to look at it. 

*It created a public school system for the South. 

**It did not provide civil rights for African Americans. 

***Which constitutional amendment changed the labor system 

in the South? 

****If you were an African American living in the South in 

1868, what would think about Reconstruction? 

*****The South was not ready for black equality. 

page 179


Face off between a gal and a guy. 


Mars / Venus 

How much do you know about this topic? 

One concept, a cluster of facts 

1. Two chairs at the front of the room. 

2. A guy and a gal sit facing each other, knee to 

knee. 

3. Teacher provides one concept. 

4. Guy responds with a related fact. 

5. Gal responds with a related fact. 

Pair keeps going until they stall. 

Give a pair three chances. 

At the end of each pair, the teacher makes corrections 

and additions. “You could have added . 

. .” Move on to the next pair. 

Example: The Mexican War 

Mars 

Venus 

The U.S. vs Mexico President Polk 

annexed Texas provoked war 

got California Mexican Cession 

fought in 1840s Treaty of Guadalupe- 

Hidalgo 

Less Advanced 

The two students use their notes or textbook. 

More advanced 

Teacher provides other stimuli that appear on 

the test: 

1. Map 

2. Photo 

3. Illustration 

4. Cartoon 

5. Quotation 

Explain the game to the class 

Just another zany way to review for a test? 

Nope . . . 

1. One Concept 

If you really know this topic, you can go on forever. 

2. Cluster of facts 

You must recall a cluster of facts 

that surround that big concept. 

3. Relaxed on test day 

Puts him/her at ease when taking the test. 

When the guy reads a test question, 

he actually hears the gal talking. 

Honk if you hate history! 

The honker is a bulb horn, invented by Harpo 

Marx. If you get the answers wrong, you are not 

dumb. You only sound dumb. 

Read the test aloud! 

1. Put a table and two chairs at the front of the 

room. 

2. Put two honkers* on the table and put two 

guys in the chairs. 

3. Read a test question. Silence in the room. 

4. Read the question again. 

Honk when you hear the right answer. 

5. Allow this pair ten questions. Move on to the 

next pair. Try Gals vs Guys. 

“All of the following statements about blahblah 

are true, except . . .” is a typical question 

on the test. 

It is the type of question that makes students 

freeze up. Honk when you hear the wrong 

answer. 

Explain the game to the class 

Just another zany way to review for a test? 

Nope . . . 

1. Reasoning skills 

Right or wrong, you can ask a student why he 

honked. “What were you thinking?” 

2. Listening skills 

All of the following statements are true, except . 

. . 

allows you to listen for an answer that DOES 

NOT FIT. 

3. Relaxed on test day 

Puts a student on the spot in class. 

Puts him at ease when taking the test. 

When he reads a test question, 

he actually hears the horn honk in his mind’s 

ear. 

*On the internet, simply type in “clown horn.” 

We found honkers at 

www.bubbasikes.com/novelties.html 

#IN-21 Bulb horn cost: $6.50 

www.magicmakers.com/retail/clown%20stuff/horn.html 

#03128 Bulb horn cost: $7.95 

page 180


Lesson #10: 

Game 

Stump the teacher! 

The teacher is part of the five 

who take the test aloud! 

Read the test aloud! 

1. Put a table and five chairs 

at the front of the room. 

2. Each person has a bell. 

3. Each represents an answer: a, b, c, d, e. 

4. Choose “The Answer Man.” 

This is the student who always has the 

correct answer! 

5. Choose a student to read the test 

questions aloud. 

6. When yours is the correct answer, 

ring your bell! 

If the teacher misses one, shrug it off. 

“I did not eat breakfast this morning.” 

Fact: This is one of the main reasons 

students do no do well on tests! 

The Last Man Standing 

Do you remember Bruce Willis in the film, 

“The Last Man Standing”? 

Great shoot-out. 

Read the test aloud 

1. All the guys stand up. 

2. The teacher asks test questions of each guy. 

3. When a guy is wrong (or silent), he must sit 

down. 

4. The next guy tries it. 

5. The winner is the last man standing. 

Create a poster: “The Bad Guys of History.” 

This week’s winner: ___________________. 

Run this game only once a week. 

Get a polaroid camera. 

(This is more important than you can imagine.) 

Each week, take the winner’s picture. 

Put the photo on the poster. 

Put the poster on your classroom door. 

Now it’s time for the gals . . . 

Exactly the same. 

Create a poster: “Great Women in History.” 

page 181

The Test 

page 182


If you answer them in order, you will score well. They are in logical order. 

If you jumble them up, you will score less well. That’s how it’s done on the real test. 

Test Questions 

Reconstruction: The definition 

1. Reconstruction was the twelve years that followed the Civil War. 

a. True b. False 

2. When was Reconstruction? 

a. 1812-1814 

b. 1835-1836 

c. 1846-1848 

d. 1861-1865 

e. 1865-1877 

3. What did Congress want to reconstruct? 

a. the North’s economy c. the political structure in Washington 

b. the South’s economy d. the political structure of the South 

4. Who did Congress want to reconstruct? 

a. Southern whites 

b. Southern blacks 

c. both 

d. neither 

5. What was the main issue of Reconstruction? 

A. How can we admit Southern states back into the Union? 

B. What is the status of former slaves? Can they vote and run for office? 

C. What is the status of former Confederate leaders? Can they vote and run for office? 

a. only a 

b. only b 

c. only c 

d. all of the above 

e. none of the above 

How to get the South back into the Union 

6. When 10% of whites take a loyalty oath to the Union, they can establish a state government. 

This was the Reconstruction plan of 

a. President Abraham Lincoln 

b. The Radical Republicans in Congress 

c. President Andrew Johnson 

d. President Ulysses S. Grant 

e. President Rutherford B. Hayes 

page 183

7. When 50% take a loyalty oath to the Union, they can establish a state government. 

But anyone who fought for the Confederate army can not be in the new state government. 







8. When Southern states ratify the 13th Amendment, they can come back into the Union. 








9. The Southern whites were defeated in the Civil War, but they did not want equality. 

Blacks were not allowed to vote. Black Codes limited the freedom of blacks. 

Confederate leaders were being elected to high positions in state governments. 

Who was furious at these outrages? 






10. All of the following statements about the Radical Republicans are true, except: 

a. They won the war and the Union Army occupied the South. 

b. They did not want the planter class to take back their political power. 

c. They did not want former slaves to be forced back into slavery. 

d. They wanted to restore the Southern states to the Union. 

e. They did not care if the South ended up with white-only governments. 

11. Who created the Freedmen’s Bureau? 






12. The Civil War left the South in total economic ruin. The Freedmen’s Bureau was designed to help 

a. poor white farmers 

b. former slaves 

c. both 

page 184

13. The Freedmen’s Bureau provided all of the following, except: 

a. food, c. hospitals e. farms 

b. shelter d. schools 

14. All of the following about the Reconstruction Acts are true, except: 

a. The U.S. Army occupied Southern states that had rebelled. 

b. The South was divided into military districts. 

c. The U.S. Army protected the civil rights of blacks in the South. 

d. The U.S. Army prevented planters from re-enslaving their former slaves. 

e. The Freedmen’s Bureau gave each freedmen 40 acres and a mule. 

15. No state can deprive a person of his constitutional right to equality before the law. 

This is the 

a. 13th Amendment 

b. 14th Amendment 

c. 15th Amendment 

16. The year is 1867. The U.S. Army is going to stay in the South until Southern states accept the 13th 

and 14th Amendments. The Union Army sets up state constitutional conventions. Black politicians are 

elected! Who put this plan into motion? 






17. Radical Republicans in Congress hated slavery and the Southern planter class. 


18. What did Radical Republicans want? 

a. Enact a sweeping transformation of the South. 

b. Change southern social and economic life permanently. 

c. End the old planter class system. 

d. Grant freed slaves full-fledged citizenship. 

e. Grant freed slaves the right to vote. 

f. The South to be “politically rehabilitated”. 

g. None of the above 

h. All of the above 

19. What did Andrew Johnson want? 

a. Enact a sweeping transformation of the South. 

b. Change southern social and economic life permanently. 

c. End the old planter class system. 

d. Grant freed slaves full-fledged citizenship. 

e. Grant freed slaves the right to vote. 

f. The South to be “politically rehabilitated”. 

g. None of the above 

h. All of the above 

20. The South never had public schools until Reconstruction. 


page 185

Impeachment 

21. When President Abraham Lincoln was assassinated, this man was Vice President. 

He rose to the presidency. Who was he? 

a. Abraham Lincoln 

b. Andrew Johnson 

c. Ulysses S. Grant 

d. Rutherford B. Hayes 

22. He was a Southerner from the slave state of Tennessee. 

He vetoed every Reconstruction bill. Who was he? 





23. He disagreed with the Radical Republicans in Congress. 

He vetoed their Reconstruction bills. So Congress impeached him! Who was he? 





24. The impeachment involved all of the following, except: 

a. He was indicted by the House of Representatives. 

b. He was put on trial in the Senate. 

c. The trial was a circus and they sold tickets. 

d. He was acquitted in the House. 

e. He kept his job by just one vote. 

General Grant 

25. In 1868, he was elected President. He was hard on the South. 

He enforced the Reconstruction laws passed by Radical Republicans in Congress. 

Who was he? 





26. Under President Grant, the state governments in the South were 

a. all-white and 100% Democrats. 

b. bi-racial and 100% Republican. 

27. The Reconstruction state governments in the South were charged with corruption. 


page 186


28. In 1865, Congress established the Freedmen’s Bureau. 

It was in the War Department and was carried out under the eyes of the U.S. Army. 


29. The Freedmen’s Bureau supervised all relief and educational activities relating to refugees and 

freedmen. 


30. In 1866, the Freedmen’s Bureau spent $17 million for the freedmen. 

The money was spent on all of these, except: 

a. schools 

b. hospitals 

c. food 

d. shelter 

e. farms for freedmen 

31. The Freedmen’s Bureau confiscated land from rebel leaders and gave each former slave 40 acres 

and a mule 


32. The Freedmen’s Bureau tried to protect freedmen from the Black Codes. 



33. Under the Black Codes, a black person had the right to own property, get married, and be heard in 

court. 


34. If a black person married a white person, it was a felony and the punishment was life in prison. 


35. Under the Black Codes, a black person had to get a license certifying that he had a job and a 

home. 


36. Under the Black Codes, employers drew up labor contracts with their black employees. 

If a black man quit his job, the local police arrested him and returned him to his employer. 

The policeman received $5 for every employee captured and returned. 


37. Under the Black Codes, anyone (like the Freedmen’s Bureau) who persuaded a black employee to 

leave his job was given a hefty fine. If you could not pay the fine, you got two months in jail. 


page 187

38. Under the Black Codes, the local sheriff made a list of young black men and women under 18 that 

he designated as “orphans.” The courts turned these teenagers over to employers who worked them as 

“apprentices.” 


39. Under the Black Codes, the employer promised to provide the black teenager with food, clothing, 

and shelter. A young man worked for no wages until he was 21. A young woman worked for no wages 

until she was 18. 


40. Under the Black Codes, employers were allowed to beat their teenage “apprentices”. 


41. Under the Black Codes, if the teenaged “apprentice” ran away, the employer could recapture him 

and haul him before the local justice of the peace for punishment. 


42. The Black Codes prohibited blacks from all of the following, except: 

a. vote 

b. sit on a jury 

c. testify against white men 

d. carry weapons 

e. own property 

The Reconstruction Amendments 

43. The 13th Amendment does what? 

a. ends slavery 

b. makes black people citizens 

c. allows black men to vote 









46. President Lincoln realized that as President, he did not have the constitutional power to singlehandedly 

end slavery with the Emancipation Proclamation. He knew it had to be done by a constitutional 

amendment. Which amendment? 




page 188

47. Which amendment erased the Three-Fifths Clause! In counting the population of a state (census), 

blacks were now counted as a full person. 




48. It extended the Bill of Rights to all citizens in Southern states. 

Until then, Southern states did not regard African Americans as citizens. 

So African Americans were not protected by the Bill of Rights. 




49. It guaranteed "equal protection under the law" for all citizens of the U.S. 

In 1954, the Supreme Court applied this amendment in its landmark decision in Brown v. Board of 

Education. The decision outlawed school segregation. 




50. In the 19th and 20th centuries, more black people were killed over this than any other issue. 




Southern governments became bi-racial 

51. Congress attempted to destroy the white power structure of the Rebel states. 

They did this by allowing black people to vote. 


52. All of the following statements about the Republican Party are true, except: 

a. It was the party of Abraham Lincoln. 

b. It opposed the spread of slavery before the Civil War. 

c. It issued the Emancipation Proclamation during the Civil War. 

d. It passed the 13th, 14th, and 15th Amendments. 

e. All the statements are true. 

53. All of the following statements about the Democratic Party are true, except: 

a. It was the party of John C. Calhoun and slavery. 

b. It supported slavery and the spread of slavery. 

c. Northern Democrats held protest demonstrations against the Civil War. 

d. “Copperheads” were Democrats who opposed the Civil War. 

e. All the statements are true. 

54. From 1830 to 1970, Southern white voters voted solidly for the Democrats. 


55. From 1870 to 1933, black voters always voted for 

a. Republicans b. Democrats 

page 189

56. Who physically protected the former slaves from angry Southern planters? 

a. The Freedmen’s Bureau c. The Black Codes 

b. The U.S. Army d. Jim Crow Laws 

57. During Reconstruction, black voters elected black politicians to every office, except: 

a. The House of Representatives 

b. The Senate 

c. Member of the state legislature 

d. Member of the state supreme court 

e. Governor of a Southern state 

58. During Reconstruction, Southern black men were elected to the state legislatures. 


59. All of the following statements about Hiram Revels are true, except: 

a. He was a black man. 

b. He was elected to the U.S. Senate. 

c. He was elected by the people of Mississippi. 

d. He replaced Jefferson Davis, President of the Confederacy. 

e. He continued in office after Reconstruction ended. 

60. Before the Civil War, the Supreme Court said blacks were not citizens. 

After the Civil War, a black lawyer, argued cases before the Supreme Court. 


61. Which Supreme Court decision helped black people? 

a. Dred Scott v. Sandford, 1857 

b. Plessy v. Ferguson, 1896 

c. Brown v. Board of Education, 1954 

62. How did Southern whites prevent black men from voting? They killed them. 


63. Which political party prevented black men from voting? 


page 190


64. The Ku Klux Klan believed in white supremacy. 


65. The Ku Klux Klan hated all three amendments, but which did they hate the most? 




66. From 1870 to 1970, Southern whites always voted for 


67. The Ku Klux Klan was all of the following things, except: 

a. It was a secret terrorist organization. 

b. It was part of the violent white reaction to Reconstruction. 

c. It was founded by Confederate veterans. 

d. It began in Tennessee in 1866. 

e. Tennessee was President Ulysses S. Grant’s home state. 

68. The Ku Klux Klan targeted all of the following people, except: 

a. freedmen 

b. black veterans 

c. former slaves who left their employers 

d. former slaves who broke out of the plantation system 

e. successful black businessmen 

f. black men who voted 

g. Republicans 

h. immigrants 

i. all of the above 

69. All of the following statements about voting are true, except: 

a. This was the most controversial issue of all. 

b. In many counties, the black population was greater than the white 

population. 

c. If black men could vote, black men could be elected to office. 

d. The white power structure would be down the drain. 

e. White elected officials did not belong to the Ku Klux Klan. 

70. When troops were withdrawn from the South, blacks were on their own. 

Horrible things happened, like lynchings. 


71. Ex-Confederate general Nathan Bedford Forrest was the first "Grand Wizard of the Invisible 

Empire." 


72. Which political party did the Klan hate? 

a. The Republicans b. The Democrats 

page 191


73. In 1874, who won control of both houses of Congress? 

a. the Republicans 

b. the Democrats 

74. Who became President as a result of the Compromise of 1877? 





75. Who ended Reconstruction in 1877? 





76. In 1877, who pulled the U.S. Army out of the South? 






77. The Election of 1876 was a strange election. The Democrat won the popular vote. 

The Electoral College votes were in dispute. Who became President? 

a. The Democrat - Tilden 

b. The Republican - Hayes 

78. All of the following statements about the Compromise of 1877 are true, except: 

a. The Democrat (Tilden) won the popular vote. 

b. The Electoral College votes were in dispute. 

c. The Democrats gave the election to the Republican. 

d. In return, all federal troops were removed from the South. 

e. From then on, the South voted solidly Republican. 

79. What event ended Reconstruction? 

a. The assassination of Abraham Lincoln. 

b. The impeachment of Andrew Johnson 

c. The election of Ulysses S. Grant 

d. The Compromise of 1877 

e. The Plessy v. Ferguson decision 

80. A deal was made: If the Republican was elected, he would pull the U.S. Army out of the South and 

end Reconstruction. What event was this? 

a. The assassination of Abraham Lincoln. 

b. The impeachment of Andrew Johnson 

c. The election of Ulysses S. Grant 

d. The Compromise of 1877 

e. The Plessy v. Ferguson decision 

page 192

Segregation 

81. All of the following statements about Jim Crow laws are true, except: 

a. They created racial segregation in the U.S. South. 

b. Southern states passed laws requiring the complete separation of the races on public 

transportation. 

c. Later, Southern state laws required the the complete separation of the races in schools, 

restaurants, and other public places. 

d. Jim Crow was a minstrel-show character. 

e. Jim Crow is not a derogatory term for black people. 

82. All of the following statements about segregation are true, except: 

a. It meant the complete separation of the races. 

b. It was based on custom. 

c. It was based on law. 

d. It was a systematic way to exclude and discriminate against blacks. 

e. As bad as it was, it was not as bad as apartheid in South Africa. 

83. When did segregation begin? 

a. Before the Civil War. Segregation always existed in the South. 

b. After Reconstruction ended. Segregation was new in the 1880s. 

84. By 1870, the _______ government had laws and amendments that guaranteed full citizenship to 

black people. By 1880, _______ governments had laws that made black people second-class citizens. 

a. federal; state 

b. state; federal 

85. What state was the first to have segregation in public transportation? 

a. Mississippi, the home of Jefferson Davis 

b. South Carolina, the home of John C. Calhoun 

c. Tennessee, the home of Andrew Johnson 

d. Illinois, the home of Abraham Lincoln 

e. Virginia, the home of Robert E. Lee 

86. In 1896, Jim Crow laws were tested in the Supreme Court. In what case? 

a. Dred Scott v. Sandford 

b. Plessy v. Ferguson 

c. Brown v. Board of Education 

87. In Plessy v. Ferguson, Homer Plessy, a black man, was convicted in Louisiana of riding in a whiteonly 

railway car. How did the Supreme Court rule? 

a. The Court ruled that Plessy had the right to sit in any railroad car. 

b. The Court ruled that Plessy did not have the right to sit in a white-only car. 

88. In Plessy v. Ferguson, the Court ruled that public facilities can be “separate, but equal.” 

As long as the black-only railroad car is equal to the white-only railroad car, segregation is constitutional. 


page 193

89. In Plessy v. Ferguson, the Supreme Court ruled that segregation was legal. 

a. True b. False. 

90. In Plessy v. Ferguson, the Supreme Court ruled that Jim Crow laws are legal. 


91. When did segregation end? 

a. 1877 

b. 1896 

c. 1954 


92. Reconstruction ended in what year? 

a. 1861 c. 1877 

b. 1865 d. 1896 

93. The African American exodus out of the South began in ________. 

a. 1861 c. 1877 

b. 1865 d. 1896 

94. All of the following statements about the Exodusters are true, except: 

a. When Reconstruction ended, there was a mass exodus from the South. 

b. Freedmen headed to the Midwest and the West. 

c. Many freedmen headed for Kansas. 

d. Some freedmen headed for Chicago. 

e. Only a few freedmen remained in the South. 

95. Who was the “Father of the Exodus”? 

a. Robert Smalls of South Carolina 

b. Hiram Revels of Mississippi 

c. Benjamin Singleton of Tennessee 

96. For freedmen, what was the biggest attraction of the West? 

a. It was the most democratic region of the U.S. 

b. Women were allowed to vote in many western states. 

c. The Homestead Act offered free land to farm families. 

d. The West was a multicultural society. 

e. The West had a labor shortage. 

97. The U.S. Army was pulled out of the South. Freedmen were at the mercy of an angry white population. 

Rather than be re-enslaved, many freedmen headed West. 


98. Which statement is not true? 

a. In the South, each former slave was given 40 acres and a mule. 

b. In the West, each farm family received 160 acres of free land. 

99. In 1879, twenty thousand freedmen left the South and headed for what state? 

a. California c. Nebraska e. Oregon 

b. Montana d. Kansas 

page 194

100. How did former slaves hear about land out West? All of the following are true, except: 

a. Letters from settlers out West 

b. Circulars or posters about free land out West 

c. Mass meetings held in churches 

d. Articles in Southern newspapers 

101. All of the following statements about the Exodusters are true, except: 

a. For the freedmen, travelling to the West was no easy walk to freedom. 

b. Southern whites tried to stop many freedmen from leaving the plantation system. 

c. Many freedmen died along the way from yellow fever. 

d. Folks along the Mississippi River were glad to help the freedmen 

make their way to the West. 

e. When freedmen arrived in the West, they had to begin life from scratch. 

102. True or False: There were all-black towns in the West. 



103. From 1866 to 1886, Buffalo Soldiers were stationed in all of the following states, except: 

a. Kansas d. California 

b. Oklahoma e. New Mexico 

c. Texas f. Arizona 

104. All of the following statements about the Buffalo Soldiers are true, except: 

a. They protected the railroads. 

b. They were not assigned to protect ranchers. 

c. They fought the Cheyenne, Comanche, and Apache. 

d. They traveled through the wildest cowtowns like Abilene and Dodge City in Kansas. 

e. They traveled through the wildest mining towns, like Tombstone, Arizona. 

105. Who were the Buffalo Soldiers? All of the following statements about the Buffalo Soldiers are true, 

except: 

a. former slaves who went out West. 

b. free blacks who went out West. 

c. black veterans of the Union Army who fought in the Civil War. 

d. all of the above 

e. none of the above 

106. In the West, black troops fought Native Americans who were being denied their freedom and put 

on reservations. 


page 195

107. In 1866, Congress created six regiments of black troops to protect the frontier out West. 

There, they served as 

a. infantry - foot soldiers 

b. cavalry - soldiers on horseback 

c. both 

108. The 9th Cavalry, based in New Orleans, Louisiana was assigned to protect settlers in Texas. 

The 10th Cavalry, based at Fort Leavenworth, Kansas, was assigned to protect settlers on the Southern 

Plains - Kansas, Oklahoma, Texas. 


109. All of the following statements about the name “Buffalo Soldier” are true, except: 

a. Like “Jim Crow,” the nickname was a pejorative term. 

b. The Cheyenne came up with the name. 

c. The Cheyenne thought that African-Americans, who had dark skin and dark, curly hair, 

resembled the buffalo. 

d. The Cheyenne way of life revolved around the buffalo. 

e. The buffalo provided the Cheyenne with food, clothing, and shelter. 

110. Being in the U.S. military was a liberating experience for former slaves. 

All of the following statements about the Buffalo Soldiers are true, except: 

a. A slave bore the last name of his slavemaster; a soldier could change his name. 

b. A slave was never paid; a soldier was paid $12 a month. 

c. A slave who carried a gun received the death penalty; a soldier was trained to use rifles. 

d. A slave wore rags, a mark of degradation; a soldier wore the uniform of the U.S. government. 

e. The U.S. Army was integrated. 


a. Under slavery, others did your thinking for you; a soldier had to think quickly, make judgments, 

and make snap decisions for himself and others. 

b. A slave could never get married; a soldier could get married with a full military ceremony. 

c. A slave could be sold and separated from his family; a soldier took his family with him from fort 

to fort. 

d. Black soldiers in the U.S. Army were paid the same wages as white soldiers. 

e. The U.S. Army was segregated. 

112. Segregation in the U.S. Army began during the Civil War. 


page 196


a. Less pay - even within the same fort 

b. Inferior barracks - even within the same fort 

c. Segregated training - even within the same fort 

d. Segregated cemeteries 

e. All of the statements are true. 


a. When families lived outside the fort, black families lived in separate towns 

b. When families lived outside the fort, black families lived in separate sections of the same 

town. 

c. White soldiers received fresh horses; black soldiers received hand-me-down horses. 

d. White soldiers made racial slurs to black soldiers. 

e. White soldiers and settlers always welcomed black troops. 

115. The Buffalo Soldiers suffered all of the following hardships, except: 

a. Blizzards 

b. Heat stroke 

c. Unlike white soldiers, black soldiers were never scalped. 

d. Being outnumbered and outgunned. 

e. Being outswifted by Native Americans on swifter horses. 

116. What did black soldiers have in common with cowboys? 

Which statement is not true? 

a. They both spent months on horseback. 

b. They both slept on the hard ground. 

c. They both ran the chance of getting scalped. 

d. Both were underpaid. 

e. There were no black cowboys. 

117. In 1992, Colin Powell, Chairman of the Joint Chiefs of Staff and the highest-ranking person in the 

U.S. military, dedicated the Buffalo Soldiers Monument at Fort Leavenworth. Fort Leavenworth is located 

in what state? 

a. California c. Nebraska e. Missouri 

b. Texas d. Kansas 

118. Southern whites, who had lost the Civil War, became farmers, cowboys, and soldiers out West. 


119. In order to build the Kansas City to Denver railroad, the Buffalo Soldiers evicted 20,000 Comanche 

and put them on a reservation in Oklahoma. 


120. The Buffalo Soldiers knew Wild Bill Cody. 


page 197

121. All of the following statements about the buffalo are true, except: 

a. A railroad was being built from Kansas City to Denver. 

b. Gold had just been discovered in Denver, Colorado. 

c. One 900-pound buffalo on the track would cause a train wreck. 

d. The railroad hired hundreds of frontiersmen to do nothing but shoot 

buffalo all day. 

e. Most of the buffalo meat was used to feed and clothe railroad 

construction workers. 

122. All of the following statements about Wild Bill Cody are true, except: 

a. William F. Cody was one of the best buffalo hunters. 

b. He grew up in Kansas and got the nickname "Buffalo Bill.” 

c. He was a crack shot: In 18 months, he killed 4,000 buffalo. 

d. In 1850, there were 20 million buffalo. 

e. By 1889, there were only 1 million buffalo left. 

123. Warriors of the Cheyenne, Comanche, Arapaho, and Kiowa attacked the railroad construction 

crews. The all-Black 10th Cavalry defended railroad. It was in Kansas that the Cheyenne nicknamed 

the Black troops "Buffalo Soldiers" because their dark hair reminded them of the buffalo. 


124. All of the following statements are true, except: 

a. The 10th Cavalry was all-black. 

b. The 7th Cavalry was all-white. 

c. The all-white 7th Cavalry was led by General Custer. 

d. Custer’s 7th Cavalry was hostile to the all-black 10th Cavalry. 

e. Custer died in Kansas. 

125. All of the following statements about the Chisholm Trail are true, except: 

a. When the Kansas-Pacific Railroad was completed, the great cattle drives began. 

b. Texas cowboys drove herds of cattle to the railroad in Texas. 

c. The most famous cattle trail was the Chisholm Trail. 

d. It was named for Jesse Chisholm, an Indian trader who traveled the route by wagon. 

e. The Buffalo Soldiers guarded cowboys on the Chisholm Trail. 

126. All of the following statements about the Chisholm Trail are true, except: 

a. From 1868 to 1871, 1.5 million cattle travelled on the Chisholm Trail. 

b. In 1871, 600,000 cattle followed this trail. 

c. The trail ran from San Antonio, Texas to Wichita, Kansas. 

d. The cattle were loaded onto the Kansas-Pacific Railroad. 

e. The Buffalo Soldiers never guarded cattle on the Chisholm Trail. 

127. All of the following statements about Abilene are true, except: 

a. It was located where the Chisholm trail met the railroad. 

b. It was a wild cowtown. 

c. Saloons and gambling houses divested cowboys of their earnings. 

d. Wild Bill Hickok was Abilene's marshal. 

e. Abilene is located in the state of Texas. 

page 198

128. All of the following statements about Dodge City are true, except: 

a. The Atchison, Topeka, and Santa Fe Railroad was built through Dodge City. 

b. Cowboys drove cattle to the railhead at Dodge City. 

c. Dodge City was a wild cowtown. 

d. Bat Masterson became the sheriff of Dodge City. 

e. Dodge City is located in the state of Texas. 

129. All of the following statements about Jim Beckwourth are true, except: 

a. He was born a slave in Virginia. 

b. He grew up in St. Louis, gateway to the West. 

c. He began as a fur trader in the Appalachian Mountains. 

d. He became the owner of a trading post in Colorado 

e. He founded the town of Pueblo, Colorado. 

130. All of the following statements about Oklahoma are true, except: 

a. Oklahoma was known as the “Indian territory.” 

b. It had many Indian reservations. 

c. Cattlemen always asked for permission to cross Indian lands. 

d. The all-Black 10th Cavalry was stationed in Oklahoma. 

e. The Buffalo Soldiers kept the peace in Oklahoma. 

131. All of the following statements about the cattle boom are true, except: 

a. The cattle boom ran from 1865 to 1885. 

b. At the height of the cattle boom, 1 out of 4 cowboys were Black. 

c. Nat Love was one of the most famous Black cowboys. 

d. The Buffalo Soldiers protected black cowboys. 

e. The use of barbed wire encouraged the cattle drives. 

132. All of the following statements about Nat Love are true, except: 

a. He was born a slave in Tennessee. 

b. When the 19th Amendment was passed, he headed out West. 

c. At 15, he got a job working as a cowboy in Dodge City. 

d. From 1869 until 1889, he drove cattle along the Western Trail. 

e. At 22, he won a riding, roping, and shooting contest in Deadwood, South Dakota. 

From then on, he was nicknamed "Deadwood Dick." 

133. All of the following statements about the Comanche Uprising are true, except: 

a. The Comanche and Cheyenne waged a war against white settlers. 

b. It was fought along the Oklahoma-Texas border 

c. The Buffalo Soldiers refused to suppress the rebellion. 

d. Quanah Parker was the Comanche leader. 

e. Quanah Parker became a successful businessman and judge. 

134. All of the following statements about the Southern Pacific Railroad are true, except: 

a. The Southern Pacific Railroad began in Texas. 

b. It ran through Houston, San Antonio, and El Paso, Texas. 

c. It ran through Tucson and Phoenix, Arizona. 

d. It ended up at Los Angeles, California. 

e. While being constructed, it was guarded by the Buffalo Soldiers. 

page 199


a. The Buffalo Soldiers were assigned to patrol the railroad track. 

b. They were stationed at Fort Davis in Jeff Davis County. 

c. The white settlers there were former slaveowners. 

d. They named everything after Jefferson Davis, the President of the Confederacy 

during the Civil War. 

e. The settlers did, however, welcome Black soldiers who protected them. 

136. All of the following statements about the Apache raids are true, except: 

a. The Apache refused to be confined to a reservation. 

b. They lived on Mexico’s border with the U.S. 

c. In guerrilla raids, they swept through, murdering everyone in sight. 

d. When hunted by the U.S. Army, they crossed the border into Mexico. 

e. The Buffalo Soldiers refused to hunt down the Apache. 

137. All of the following statements about Cochise are true, except: 

a. Cochise was an Apache chief. 

b. He was accused of kidnapping a rancher's child. 

c. Cochise and his whole tribe were held hostage until the child was returned. 

d. When Cochise escaped, six of his tribe were hanged. 

e. Cochise and his warriors went on a 10-year rampage, killing ranchers, miners, and people 

riding stagecoaches. 

f. The U.S. Army never captured Cochise. 

138. All of the following statements about Geronimo are true, except: 

a. Geronimo was the last Apache warleader. 

b. He travelled between Arizona and Texas. 

c. For years, Geronimo bounced in and out of the San Carlos Reservation. 

d. Sometimes, he lived a peaceful life, farming. 

e. At other times, he escaped and went on a rampage. 

f. Each time Geronimo broke out, he and his warriors attacked white settlements along the 

Northern Pacific Railroad. 

139. All of the following statements about life in Arizona are true, except: 

a. The Buffalo Soldiers were stationed near Tucson, Arizona. 

b. 700 Black soldiers were guarding the Northern Pacific Railroad. 

c. The soldiers lived in tents along the track. 

d. The desert was hot, full of rattlesnakes, and often had sandstorms. 

e. The nearest town, Tombstone, was a wild mining town run by Sheriff Wyatt Earp. 

140. All of the following statements about Geronimo were true, except: 

a. In 1886, he went on his last rampage. 

b. He was continuously being hunted by the U.S. Army. 

c. Tired of being hunted, he finally surrendered in 1886. 

d. He and 450 Apache men, women, and children were sent to live in Florida for 8 years. 

e. In 1894, he moved to Oklahoma and became a peaceful rancher. 

f. All of the statements are true. 

page 200

103. "Once let the black man get upon his person the brass letters of 'U.S.,' let 

him get an eagle on his buttons,and a musket on his shoulder, and bullets in 

his pocket and there is no power on earth which can deny him his citizen 

ship in the United States of America." 

Who said this? 

a. Abraham Lincoln g. Benjamin Singleton 

b. Jefferson Davis h. Frederick Douglass 

c. Robert E. Lee i. George Custer 

d. Ulysses S. Grant j. Nathan Bedford Forrest 

e. William Tecumseh Sherman k. Hiram Revels 

f. Stonewall Jackson l. Robert Smalls 

page 201

The Answers 

page 202

The Answers 

1. a 

2. e 

3. d 

4. c 

5. d 

6. a 

7. b 

8. c 

9. b 

10. e 

11. b 

12. c 

13. e 

What the former slaves needed 

most was a farm. 

They had to go out West to 

get a farm! 

14. e 

What the former slaves needed 

most was a farm. 

They had to go out West to 

get a farm! 

15. b 

16. b 

17. a 

18. h 

19. g 

As you can see, President 

Johnson and Congress are 

headed on a collision course. 

20. a 

21. c 

22. c 

23. b 

24. d 

The trial is always in the 

Senate. There, you are either 

convicted or acquitted. 

25. c 

26. b 

27. a 

28. a 

29. a 

30. e 

Without their own farms, 

black people had to work for 

their old masters. Or, they 

could head West and get a 

free farm under the 

Homestead Act of 1862. No 

wonder they went West! 

31. b 

Nope. The U.S. government 

believed in private property. 

No matter how bad a 

Confederate may have been, 

he got to keep his farm or 

plantation. 

32. a 

The Freedmen’s Bureau tried 

to prevent the economic 

exploitation of the former 

slaves. 

33. a 

34. a 

35. a 

36. a 

37. a 

38. a 

39. a 

40. a 

41. a 

42. e 

You could buy land if a white 

man would agree to sell it to 

you. Many didn’t, which why 

black people headed West! 

43. a 

44. b 

Under the Constitution of 

1787, they were 3/5th of a 

person. 

45. c 

46. a 

47. b 

48. b 

49. b 

50. c 

The right to vote. 

51. a 

The Radical Republicans in 

Congress knew that whites in 

the South voted solid for the 

Democratic Party. So, 

Congress created Black 

Republicans! State governments 

in the South became 

bi-racial. 

52. e 

53. e 

Make sure your students 

know that the National 

Democratic Party supported 

the Civil Rights Movement of 

the 1950s and 1960s. 

President Kennedy and 

President Lyndon B. Johnson 

were both Democrats - and 

they pushed Civil Rights legislation 

through Congress. 

Lyndon Johnson was 100% 

for Civil Rights and he was 

from Texas! 

54. a 

55. a 

56. b 

57. e 

58. a 

59. e 

It all ended when 

Reconstruction ended. 

60. a 

61. c 

The Dred Scott decision and 

the Plessy decision were horrible 

for black people. 

62. a 

63. b 

64. a 

65. b 

66. b 

Today, most Southern whites 

vote Republican. 

67. e 

68. i 

They attacked immigrants 

because they often voted 

Republican. 

69. e 

70. a 

71. a 

72. a 

73. b 

This was a revolutionary 

change in politics. The country 

was tired of the South and 

Reconstruction. People wanted 

to move on to other 

issues. 

74. d 

75. d 

76. e 


were no longer in Congress. 

They were voted out! 

77. b 

78. e 

The Solid South voted 

Democratic. 

79. d 

80. d 

81. e 

82. b 

Before this, there was no 

custom of separating blacks 

in schools, trains, restaurants. 

The Slave Codes forbade 

slaves from going to 

school, riding on trains, and 

going into town! 

83. b 

84. a 

85. c 

86. b 

87. b 

It’s shocking, isn’t it? 

88. a 

It is astounding. 

89. a 

Bam! This makes Booker T. 

Washington’s actions perfectly 

logical. 

90. a 

91. c 

Brown v. Board of Education. 

The Supreme Court reversed 

itself and said: “The Plessy v. 

Ferguson decision was 

wrong. Segregation was 

unconstitutional.” This was a 

great day for America. The 

Supreme Court fulfilled the 

ideals of the Declaration of 

Independence. 

92. c 

93. c 

page 203

94. e 

Nope. Most freedmen stayed 

in the South. But each 

decade, more and more left. 

95. c 

96. c 

To be self-employed on your 

own farm! 

97. a 

98. a 

If freedmen had gotten 40 

acres and a mule, most 

would not have headed 

West! 

99. d 

Remember? The posters 

read: “Kansas, Ho!” 

100. d 

Southern newspapers were 

owned by whites who may 

also have had an interest in 

plantations. It was not in their 

interest for the laboring class 

to up and leave the South! 

101. d 

Nah, some folks were always 

ready to fleece anybody they 

could! 

102. a 

103. d 

104. b 

They protected plenty of private 

property. 

105. d 

106. a 

107. c 

108. a 

109. a 

110. e 

111. d 

112. a 

Yes, the first black regiment 

arose during the Civil War. 

An all-black regiment was 

segregation. The U.S. military 

continued to be segregated 

until the 20th century. 

113. e 

114. e 

115. c 

When a Native American 

looked at a soldier, he saw a 

soldier. 

116. e 

117. d 

118. a 

119. a 

120. a 

121. e 

Nah, most of the buffalo meat 

was left to rot on the ground. 

This is what drove Native 

Americans bonkers. 

122. e 

Nope. By 1889, there were 

only 600 buffalo left in the 

West. Native Americans had 

to go live on a reservation in 

order to get food. 

123. a 

124. e 

Custer died at Little Bighorn 

in Montana. 

125. b 

Texans drove cattle to 

Kansas. 

126. e 

The U.S. Army often guarded 

private property. 

127. e 

Abilene is in Kansas! 

128. e 

Dodge City is in Kansas! 

129. c 

130. c 

131. e 

132. b 

133. c 

134. a 

135. e 

136. e 

137. f 

138. f 

The Southern Pacific. 

139. b 

The Southern Pacific. 

140. f 

141. h 

page 204

Reconstruction - Series Review

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?