L6+Pelletier+Jennife

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** **Ms. Pelletier**
 * Grade Level:** **10 Topic:** Civil War [slavery]

__**Objectives**__

 * Student will understand that** the controversy of slavery played a major role in the Civil War.
 * Student will know** about the Reconstruction.
 * Student will be able to do** evaluate the Reconstruction. Product: Blog

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies - E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 10 - **Diploma** Civil War and Reconstruction, 1850 - 1877 Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future. Students will analyze the Reconstruction using blogs that they write and responding to the ideas of their peers. Slavery had a major effect on the Reconstruction. Students will uncover information about both slavery and the Reconstruction in this lesson. They will also discover what impact slavery and the Reconstruction have today.
 * Rationale:**

__**Assessment**__

 * Formative (Assessment for Learning)**

Students will use the K and W parts of a KWL Chart to pre-assess themselves. Students will turn this in to the teacher so that information all students know will not be retaught; there is no point in wasting time. Also, the teacher may modify parts of the lesson for students who know more information than the majority of the class or for those that have many misconceptions about the Reconstruction. After the teacher has reviewed these KWL Charts, the teacher will pass them so that students can complete the L section of the graphic organizer. This graphic organizer will be graded only for a participation grade; the chart will be used as a tool to help students assess and further their learning. At the end of the lesson, students will complete the L part of the chart to self-assess their overall progress in learning about the Reconstruction. They will then hand in the whole chart, which will in turn be reviewed by the teacher. The teacher will make comments, acknowledging the students progress and suggesting further learning, then hand the charts back to the students.

At the end of the lesson, students will put together a folder of all of the blogs they wrote during this unit. These blogs may be used in the final assessment to revisit their thinking throughout the unit, if students desire to. Students will put these blogs into categories of their choice. Students should have blogs to categorize. This portfolio will be due at the end of the lesson. Students will make a folder on their computer, add folders inside it to categorize, and then put their blogs in the folders. If the big folder is too many megabytes to put up on the class wiki, then students may compress the folder. On a designated section of the wiki, students will also take all of the text from the final product blog of this lesson and make a Wordle.


 * Summative (Assessment of Learning)**

Students will be able to evaluate the Reconstruction using a blog. The final product blog will be graded based on a rubric. Students will evaluate the following statement in their blog, "The resolution of the slavery issue affected the United States forever and would have an impact on the Reconstruction." Students will use a variety of thinking skills, communication, and revision to write this final blog.

__**Integration**__
1. Technology - Students will write a blog evaluating the Reconstruction. Students will create a folder with all of their previous blogs from this unit, including the final one for this lesson, and make a Wordle. Students will use folders on their computer to organize all of the blogs from this unit.

2. This lesson includes writing, analyzing, and revision. Therefore, it relates to English. This lesson also involves making a Wordle, which gives students choices about color, style, and text. Therefore, this lesson also relates to art.

__Groupings__
For the first Three-Minute Review, students will be grouped with their Historian Partners. These will be groups of three or four, determined earlier in the year. For the second Three-Minute Review, students will be grouped with their Congress Group, another grouping also determined earlier in the year. These will also be groups of three or four, depending on the number of students in the class. When students get feedback on content and grammar, they will be in their Troop, which is yet another grouping determined earlier in the year. This is a group of three. If there is an even amount of students in the class, then there may be one group of two.

__**Differentiated Instruction**__

 * Strategies**
 * Verbal:** Students will share their ideas about the Reconstruction in groups of three and participate in the Three Minute Review group activity.
 * Logical:** Students can organize their thoughts in the KWL Chart and go through a revision process on their blogs.
 * Kinesthetic:** Students must get up and move around to get into groups to discuss their blogs and during the Three Minute Review.
 * Visual:** Students can customize their blogs, add pictures, and organize their thoughts in the KWL Chart.
 * Intrapersonal:** Students will write and revise their blogs on their own, as well as add new ideas once they get feedback.
 * Interpersonal:** Students will be grouped during the Three Minute Review and during the revision process.


 * Modifications/Accommodations**


 * (** //I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.//**)**

If s student miss Day 1, then they will be introduced to any information they missed. They will be given the KWL Chart and asked to complete the first two sections. They will begin researching and writing their blogs, using the information provided by the teacher. The student should make sure to see the teacher before class to discuss any time limitations and any other questions or concerns.
 * Day 1**

If a student miss Day 2, they should see the teacher before class. The teacher and the student will need to work out an individual plan for when the student think he or she can get the project finished. The teacher and the student need to agree on this time limit and a signed contract may be considered.
 * Day 2**

One of the biggest potential problems is the peer review process. If a student misses this, then he or she will have to discuss with the teacher a different way to get his or her blog revised. Some options may be that the student still has time to review with his or her Troop, the student may be able to conference with the teacher, or the student may be able to review their blog with another student, teacher, or someone from home. The particulars will be discussed between the individual student and the teacher.
 * Both Days**

If a student misses both days, that student should see the teacher before class. At least ten minutes will be taken to decide how to handle the situation. Most likely, the teacher and student will make an individualized plan for completing the assignments, which the student will sign. Time after class should be available to all students, especially those who were absent. It may be possible for a student to come into another one of the teacher's classes during the student's study hall. However, this would depend on which class the student would be coming in on and what the other class would be doing that day.


 * Extensions**

Students will write another blog about what students learned about the Reconstruction, including what surprised them and what they already knew. This blog must be included in the folder. Also in this blog, students will write three interesting facts they learned about the Reconstruction. Students will then choose one of those facts and research it more. Students will then write about the new information they found, siting their sources. Students will find this information in the library. After they have written about their own interesting fact, students should respond to two of their peers' blogs. All three of these blogs should also be included in the student's portfolio.

__**Materials, Resources and Technology**__

 * computers with internet access and compression capabilities
 * pens
 * pencils
 * paper
 * Troop, Historian, and Congress grouping sheets (already filled out by students; there should also be a teacher copy)

__Source for Lesson Plan and Research__

 * http://www.essortment.com/all/civilwarrecons_rmpc.htm
 * A timeline of the Reconstruction: http://chnm.gmu.edu/courses/122/recon/chron.html
 * A biased version about the Reconstruction by the South: http://www.civilwarhome.com/reconstruction.htm
 * http://americanhistory.si.edu/presidency/timeline/pres_era/3_656.html
 * The government's version: http://www.america.gov/st/educ-english/2008/June/20080610221935eaifas0.7083688.html
 * Slavery and Reconstruction: http://afroamhistory.about.com/od/reconstruction/Reconstruction.htm
 * Slavery timeline: http://blackhistory.harpweek.com/4Reconstruction/ReconTimeline.htm

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:**
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//


 * Beach Ball** I have a variety of resources. This lesson uses several group configurations, giving students multiple opportunities for feedback, revision, and learning. Activities switch often, creating a sense of excitement and spontaneity.


 * Clipboard** This lesson is organized and logical, using a revision process and specific groupings to facilitate learning. There are clear, detailed expectations. There is also a use of routine in the groupings.


 * Microscope** Students are given a prompt question to guide their learning and help them organize their own ideas about the history of the Reconstruction. There are two opportunities for discussion during the Three-Minute Review.


 * Puppy** Students are put into groups that they are familiar with. Also, students will become more comfortable with the information they encounter as they listen to the ideas of their peers, do research, and revise their work.

Rationale:**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Students will be able to evaluate the Reconstruction using blogs. The final product blog will be graded based on a rubric. Students will evaluate the following statement in their blog, "The resolution of the slavery issue affected the United States forever and would have an impact on the Reconstruction." Students will use a variety of thinking skills, communication, and revision to write this final blog. Students will evaluate the Reconstruction, a crucial time for the United States. The U.S. had to completely redefine itself, determine which states, if any, could be readmitted to the U.S., and negotiate policies and compromise. Students will explore what the slavery had to do with Reconstruction, if anything and write about their findings.

Rationale:**
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//


 * Verbal:** Students will share their ideas about the Reconstruction in groups of three and participate in the Three Minute Review group activity.
 * Logical:** Students can organize their thoughts in the KWL Chart and go through a revision process on their blogs.
 * Kinesthetic:** Students must get up and move around to get into groups to discuss their blogs and during the Three Minute Review.
 * Visual:** Students can customize their blogs, add pictures, and organize their thoughts in the KWL Chart.
 * Intrapersonal:** Students will write and revise their blogs on their own, as well as add new ideas once they get feedback.
 * Interpersonal:** Students will be grouped during the Three Minute Review and during the revision process.

Students will use blogs to explore and evaluate the Reconstruction. Students will also create an electronic portfolio or folder containing all of their blogs for this unit, including the ones for this lesson. Students will also be creating a Wordle. The teacher will use the internet to find appropriate resources for students to research with.

Rationale:**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Students will use the K and W parts of a KWL Chart to pre-assess themselves. Students will turn this in to the teacher so that information all students know will not be retaught; there is no point in wasting time. Also, the teacher may modify parts of the lesson for students who know more information than the majority of the class or for those that have many misconceptions about the Reconstruction. After the teacher has reviewed these KWL Charts, the teacher will pass them so that students can complete the L section of the graphic organizer. This graphic organizer will be graded only for a participation grade; the chart will be used as a tool to help students assess and further their learning. At the end of the lesson, students will complete the L part of the chart to self-assess their overall progress in learning about the Reconstruction. They will then hand in the whole chart, which will in turn be reviewed by the teacher. The teacher will make comments, acknowledging the students progress and suggesting further learning, then hand the charts back to the students. At the end of the lesson, students will put together a folder of all of the blogs they wrote during this unit. These blogs may be used in the final assessment to revisit their thinking throughout the unit, if students desire to. Students will put these blogs into categories of their choice. Students should have blogs to categorize. This portfolio will be due at the end of the lesson. Students will make a folder on their computer, add folders inside it to categorize, and then put their blogs in the folders. If the big folder is too many megabytes to put up on the class wiki, then students may compress the folder. On a designated section of the wiki, students will also take all of the text from the final product blog of this lesson and make a Wordle. Students will be able to evaluate the Reconstruction using a blog. The final product blog will be graded based on a rubric. Students will evaluate the following statement in their blog, "The resolution of the slavery issue affected the United States forever and would have an impact on the Reconstruction." Students will use a variety of thinking skills, communication, and revision to write this final blog.

__Teaching and Learning Sequence__
Hook - 2 minutes KWL Chart - 10 minutes First Three-Minute Review - 3 minutes Time for writing and researching bogs - 60 minutes Second Three-Minute Review - 3 minutes
 * Day 1**

Groups/Peer feedback - 20 minutes More time to revise blog and respond to other blogs - 15 minutes KWL Chart - 5 minutes Portfolios - 25 minutes Extensions - 15 minutes
 * Day 2**

For both days, students will be in table groups of three or four, depending on which grouping they are in. Students will find their group name to start each class labeled at specific tables. If the groupings change during the lesson, the students will be given direction on where to sit at that time. There may be a piece of paper that says which groups are to site at which table at what time, depending on the class. I will hook my students in with an odd fact, such as how in 1871, there were 5 black members of the House of Representatives. Maine is not very diverse, so I may be able to open with a comparison. Students will understand that the controversy of slavery played a major role in the Civil War. The resolution of the slavery issue affected the United States forever and would have an impact on the Reconstruction. //Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world// **(Where) (Why) (What) (Hook) (Tailor) Verbal, Logical, Intrapersonal**

Students will know about the Reconstruction using a KWL Chart and two, Three-Minute Reviews. For the first Three-Minute Review, students will be grouped with their Historian Partners. These will be groups of three or four, determined earlier in the year. For the second Three-Minute Review, students will be grouped with their Congress Group, another grouping also determined earlier in the year. These will also be groups of three or four, depending on the number of students in the class. When students get feedback on content and grammar, they will be in their Troop, which is yet another grouping determined earlier in the year. This is a group of three. If there is an even amount of students in the class, then there may be one group of two. **(Equip) (Experience) (Tailor) Interpersonal, Kinesthetic, Logical, Intrapersonal, Verbal, Visual**

Students will write a blog evaluating the Reconstruction, then double check it for spelling and grammatical errors. Students will get in groups of three and discuss what each student wrote in their blog and get feedback on their new ideas. This is the time where the Troop comes into play as far as groupings go. Students will add any new ideas and fix any inaccurate information. Students will also put together a folder of blogs, including response blogs, in a portfolio //. //At the end of the lesson, students will put together a folder of all of the blogs they wrote during this unit. These blogs may be used in the final assessment to revisit their thinking throughout the unit, if students desire to. Students will put these blogs into categories of their choice. Students should have blogs to categorize. This portfolio will be due at the end of the lesson. Students will make a folder on their computer, add folders inside it to categorize, and then put their blogs in the folders. If the big folder is too many megabytes to put up on the class wiki, then students may compress the folder. On a designated section of the wiki, students will also take all of the text from the final product blog of this lesson and make a Wordle. **(Rethink) (Revise) (Refine) (Tailor) Visual, Logical, Interpersonal, Intrapersonal, Kinesthetic, Verbal**

Students will write another blog about what students learned about the Reconstruction, including what surprised them and what they already knew. This blog must be included in the folder. Also in this blog, students will write three interesting facts they learned about the Reconstruction. Students will then choose one of those facts and research it more. Students will then write about the new information they found, siting their sources. Students will find this information in the library. After they have written about their own interesting fact, students should respond to two of their peers' blogs. All three of these blogs should also be included in the student's portfolio. Students will also finish their KWL Charts, assessing what they have learned about the Reconstruction. **(Evaluate) (Tailor) Logical, Intrapersonal**


 * Content Notes**

The year 1865 represented the last days of the Confederacy. The larger and better-equipped Union forces had successfully enforced a blockade on Confederate States via land and sea. Federal troops had either occupied or destroyed all of the major industrial areas, which caused starvation and riots against the Confederate [|government]. On March 20, 1865, the Southern government resorted to arming the slaves in a last ditch effort to equalize the manpower disadvantage.
 * http://www.essortment.com/all/civilwarrecons_rmpc.htm**

Union General William Sherman’s army took Atlanta and marched northward through the Carolinas leaving a trail of destruction in its wake. Confederate General Lee was forced to surrender one of the last main rebel armies at Appomatox on April 9, 1865. General Johnston surrendered to Sherman on April 18 and the remaining Confederate forces surrendered to General Canby at Citronelle, Alabama and in New Orleans. In the meantime, President Abraham [|Lincoln] was assassinated at Ford’s Theater on April 14 while enjoying a production of “Our American Cousin”. Vice President Andrew Johnson succeeded to the presidency.

There were two major issues to be resolved once the Confederacy had been defeated: 1) Were the rebel States still a part of the [|United States]? 2) Was the president or the Congress responsible for Reconstruction?

Former President Lincoln had always claimed that these eleven states had never left the Union. In 1862 he had appointed provisional governors in Louisiana, North Carolina and Tennessee. As early as December 8, 1863, he had already announced a plan of Reconstruction:

1) Amnesty to all Southerners who would take an oath of loyalty 2) Recognition of [|state governments] where 10% of the pre-war electorate took the oath and renounced slavery.

Louisiana and Arkansas took these steps in 1864, but Congress refused to let their representatives sit in the House. President Johnson adopted Lincoln’s plan and recognized the loyal governments in Arkansas, Louisiana, Tennessee and [|Virginia], which Lincoln had set up. By December of 1865, every Confederate State except Texas had taken the steps. Texas conformed on April 6, 1866 and on December 6, President Johnson announced to Congress that the Union was restored.

Congress, however, refused to endorse what Johnson had done. A joint committee of six senators and nine representatives was formed instead to oversee the management of the former Confederacy. The committee considered the confederate states to be “conquered provinces” and they were effectively put under the trusteeship of Congress.

On December 18th, the 13th Amendment, abolishing slavery, was ratified by 27 states and formally proclaimed. However, a New Freedmen’s Bureau had to be set up on Feb. 19, 1866 in order to protect freed slaves from the harsh “Black Codes” being enacted in some states. These Black Codes effectively tied the freed slaves to the land, on which they lived and worked.

Later that year, April 9, Congress passed a [|civil rights] Act that bestowed citizenship on Afro-Americans. The Act granted the same civil rights to all persons born in America (except Indians). Johnson vetoed the bill because he said that it infringed on the rights of those states that were not represented in the House. The Act was passed over Johnson’s veto but the Supreme Court ruled that the Act was unconstitutional.

The Joint Committee then formulated the 14th Amendment to the Constitution in order to get around the apparent unconstitutionality of the Civil Rights Bill. It passed Congress on the 13th of June and was submitted to the states for ratification. The Amendment defined [|American citizenship] and included Afro-Americans. It provided Federal protection to freedmen whose rights could not now be limited by state governments. Ratification was denied by most of the southern states but was made a requirement for readmission into the Union. Tennessee accepted the amendment but the other southern states awaited the upcoming congressional elections and possibly a more sympathetic congress.

Johnson’s republicans captured a two-thirds majority in both houses, giving the Republican Radicals control over Reconstruction. This was Johnson’s party, but these radicals were much more antagonistic towards the South than he. On March 2, 1867, Congress passed the First Reconstruction Act over Johnson’s veto. Martial law was declared over the former confederate states, which were divided into five regions.

The new requirements for states to be re-admitted to the Union were ratification of the 14th amendment and universal suffrage guaranteeing that Afro-Americans would be given the right and opportunity to vote. In the Omnibus Act, June 22-25, 1868, seven states met the requirements and were readmitted to the Union. These were Arkansas, Alabama, Florida, Georgia, Louisiana, North Carolina and South Carolina. Georgia soon returned to military rule when all of the Afro-American representatives were dismissed from the state legislature. It was allowed to return to self-rule only when the state ratified the Fifteenth Amendment, guaranteeing equality for the freed slaves, and allowed the Afro-Americans to return to the house.

Despite being vetoed by the Congress, Johnson faithfully executed their decisions. He appointed military commanders who led 20,000 troops (including Afro-American militia) into the South. Governments that he had previously set up were displaced. 703,000 Afro-Americans and 627,000 whites were registered as voters. In Alabama, Florida, Louisiana, Mississippi and South Carolina, black voters were in the majority. In other states, a black-white coalition formed under the Radical banner. Southern whites allied with the Radicals were called “scalawags”. Northerners who went south to assist in Reconstruction were called “carpetbaggers”.

Meanwhile, Radicals in the Congress were consistently overriding Johnson’s vetoes and placed some important limitations on his Executive power. Johnson was prevented from naming judges to the Supreme Court and deprived of being the “Commander in Chief” of the armed forces. The Covode Resolution of February 24, 1868 passed in the House by a vote of 126-47 and called for the impeachment of the President. The charges included alleged violations of the Tenure of Office Act, the Command of [|the Army] Act and with bringing disgrace upon Congress. The impeachment vote, however did not arrive at the required two thirds majority.

The Supreme Court played a huge role in determining the legality and constitutionality of many of the laws that were passed during Reconstruction. The court decided that it was unconstitutional to set up martial law where civil courts were in operation. In Texas vs. White, 1869, the court upheld Lincoln’s position that the Union was indivisible and indissoluble. The court also decided that the loyalty oaths were wrong and invalidated them.


 * http://chnm.gmu.edu/courses/122/recon/chron.html**

[|**History 122**] The Supreme Court later declared this Act unconstitutional. ||
 * A Timeline of Reconstruction: 1865-1877**
 * **1865** || [|Thirteenth Amendment] approved in January. Ratified in December. Abolished slavery in the United States. ||
 * || Congress establishes [|Freedmen's Bureau] in March to provide assistance to the emancipated slaves. ||
 * || Assassination of President Lincoln, April 15. Vice President Andrew Johnson becomes president. ||
 * || End of the Civil War (April 9, 1965). Lee surrenders to Grant. ||
 * || [|President Johnson] presents plans for Reconstruction. ||
 * || [|Benjamin Butler], notorious Union General in the Civil War and advocate of rights for African Americans, elected to Congress as a radical member of the Republican party. ||
 * || Mississippi enacts [|Black Code]. ||
 * || Joint Committee of Fifteen on Reconstruction created. ||
 * || [|Ku Klux Klan] created in Tennessee. ||
 * **1866** || Civil Rights Act passed despite Johnson's earlier veto. ||
 * || [|Fourteenth Amendment] to the Constitution approved by Congress. ||
 * || Memphis race riot/Massacre (May 1). ||
 * || [|Freedmen's Bureau] responsibilities and powers expanded by Congress. Legislation is vetoed by Johnson but Congress overrides his veto. ||
 * || [|New Orleans Race Riot]/Massacre (July 30). ||
 * **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. ||
 * || Republican convention in New Orleans. Party platform includes equality for African-Americans. ||
 * **1868** || Former slave, Oscar J. Dunn, elected lieutenant governor of Louisiana. ||
 * || Fourth Reconstruction Act passed. ||
 * || [|Fourteenth Amendment] ratified. Entitles all persons born or naturalized in the United States to citizenship and equal protection under the laws of the United States. ||
 * || [|Francis L. Cardozo] elected secretary of state in South Carolina. Holds office from 1868 to 1872. ||
 * || Thaddeus Stevens, radical republican and supporter of land for Freedmen, dies. ||
 * || [|John W. Menard]of Louisiana elected to the United States Congress. Menard is barred from his seat by white members of Congress. When Menard pleaded his case to be seated, he became the first Black representative to speak on the floor of the House. ||
 * || James J. Harris and P.B.S. Pinchback are the first African American delegates to a Republican convention. They support the nomination of Ulysses S. Grant for president. ||
 * **1869** || Former Union General [|Ulysses S. Grant] becomes president. Although allied with the Radical Republicans in Congress he does not provide strong leadership for Reconstruction. ||
 * **1870** || Hiram Revels elected to U. S. Senate as the first black senator. ||
 * || Jasper J. Wright elected to South Carolina Supreme court. ||
 * || Fifteenth Amendment ratified. The Fifteenth Amendment to the U.S. Constitution gave the vote to all male citizens regardless of color or previous condition of servitude. ||
 * || Joseph H. Rainey, first black member sworn in as member of U. S. House of Representatives. December 12, 1870. ||
 * **1870 - 71** || Forty-first Congress. Two black members in the House of Representatives including Robert Brown Elliot from the 3rd District in South Carolina. ||
 * **1871** || Forty-second Congress. Five black members in the House of Representatives: Benjamin S. Turner of Alabama; Josiah T. Walls of Florida; and Robert Brown Elliot, Joseph H. Rainey and Robert Carlos DeLarge of South Carolina. ||
 * || Act to Enforce Fourteenth Amendment (Ku Klux Klan Act). ||
 * **1872** || [|Freedmen's Bureau] abolished. ||
 * **1872 - 1873** || P. B. S. Pinchback, acting governor of Louisiana from December 9, 1872 to January 13, 1873. Pinchback, a black politician, was the first black to serve as a state governor, although due to white resistance, his tenure is extremely short. ||
 * **1874** || Blanche K. Bruce elected to U. S. Senate. ||
 * || Robert Smalls, black hero of the Civil War, elected to Congress as representative of South Carolina. ||
 * **1873 - 75** || Forty-third Congress. Six black members in House the House of Representatives. ||
 * **1875 - 77** || Forty-fourth Congress. Six black members in the House of Representatives. ||
 * **1875** || March 1--[|Civil Rights Act] enacted by Congress. It provides blacks with the right to equal treatment in public places and transportation.
 * || Blanche Kelso elected as Senator of Mississippi. He is the first African-American Senator to serve a complete six year term. ||
 * **1876** || U. S. Senate votes not to seat P. B. S. Pinchback. ||
 * || [|Wade Hampton] inaugurated as governor of South Carolina. The election of Hampton, a leader in the Confederacy, confirms fears that the South is not committed to Reconstruction. ||
 * **1877** || [|Rutherford B. Hayes] inaugurated President of the United States. ||
 * **1877-79** || Forty-fifth Congress. Four black members in House. ||
 * || Last federal troops leave South Carolina effectively ending the Federal government's presence in the South. ||
 * || Robert Brown Elliott yields office of attorney general of South Carolina. ||

Created June 23, 1998 by F. L. Carr for GMU's History 122 with Professor O'Malley.


 * http://www.civilwarhome.com/reconstruction.htm**

**//RECONSTRUCTION!!// Confederate Military History, Volume 12**

**WARNING! This is not what you were taught in school. It has a definite Southern bias. It is not politically correct! Nor should it be. It was written shortly after the war by Southerners about Southerners.**

The order issued by General Wilson, of the United States army in Georgia, when the legislature was called to meet, was to this effect: "Neither the legislature nor any other political body will be permitted to assemble under the call of the rebel State authorities." The spirit of this order was carried out in all the seceded States. Existing civil government was ignored everywhere, and military rule inaugurated in municipal and local communities. The only government allowed was that of the local military officers, or under their supervision. This harsh action of the United States authorities, civil and military, immediately following the collapse of the Confederate government, caused all prominent actors in the war to feel insecure. They did not know what to expect. It was not known how general the arrests and imprisonments would be, and many leading men, civil and military, escaped to foreign lands, and for the time expatriated themselves. Gen. Jubal Early, with others, escaped to Cuba. Generals Loring, Graves, and a few other officers went to Egypt and took service under the khedive. Hons. Robert Toombs, J. C. Breckinridge and many others went to Europe. Gov. Isham G. Harris, Gens. J. Bankhead Magruder, Hindman and Price went to Mexico; in fact, prominent citizens and soldiers everywhere felt great apprehension as to the course of the government, even with their paroles. It was even contemplated by President Johnson and his advisers to arrest and imprison Gen. Robert E. Lee, who had surrendered his army to General Grant and had been paroled. General Grant, however, entered a vigorous protest against such action, and insisted that men who had surrendered with arms in their hands were entitled to the usual laws recognized by all civilized nations, and that their paroles should be respected. This action on his part, and the advice of Gen. Robert E. Lee and the leading statesmen, officers, and soldiers of all the lately seceded States, caused it to be thought best for all to remain in their respective States and share whatever fate was in store for the South. The feeling of expatriation was greatly allayed when such prominent men advised against it.** **Note** || **This originally appeared in "The Confederate Military History" as one long portion with the major headings as bolded items. To make it easier to read on the internet I elected to call each major heading a "Part" and have them located on separate pages. To enjoy the full benefit of the writing you should go straight from one part to another.**
 * What is known as the reconstruction of the seceded States is a very sad epoch to recall, and no American who loves his country likes to bring back its harsh memories. Yet it is a matter of history and it needs be recorded in order that the part which the North and the South played during that period should be fully understood. It began under President Lincoln before the close of the war, and was carried on by President Johnson after the assassination of President Lincoln, during the years 1865 and 1866. Afterward there was a second phase of reconstruction, or "destruction," known as the congressional plan, which undid all that had been done by Presidents Lincoln and Johnson. This latter period was the greatest trial that the South had to bear, not excepting the terrible ordeal of war. To understand properly the surroundings, it is necessary to enumerate briefly the events which occurred early in 1865, and the directions given by President Johnson to the military officers of the United States. First, I would mention the death of Mr. Lincoln himself, which was regarded as the greatest calamity that could have happened to the people of the South. The arrest and imprisonment of President Davis and many of the Confederate soldiers and statesmen have been already related. The treatment of Mr. Davis was very harsh indeed, complicity in the assassination of Mr. Lincoln being cruelly imputed to him, and a large reward offered for his capture. He was placed in prison and shackled with irons in the strongest fortress in the Union, and a military guard placed over him day and night. Every town, village and district was occupied rapidly by the Union troops as the Confederate resistance melted away, and all civil government was ignored. The governors of most of the seceded States attempted to call their legislatures together to conform to the results of the war and take steps for their restoration to the Union. They did this, believing that the American principle of government--the sovereignty and indestructibility of the States--would be respected and that these prompt proceedings would be favored as the constitutional plan of restoration. They did this also believing it absolutely necessary to preserve civil government, and to show by legislative enactment complete submission to the results of the war in repealing their ordinances of secession and in accepting the freedom of the negro.

||


 * [|**Part I**] || **Presidential Reconstruction** ||
 * [|**Part II**] || **Reconstruction By Andrew Johnson** ||
 * [|**Part III**] || **Congressional Reconstruction** ||
 * [|**Part IV**] || **Retrospect** ||
 * [|**Part V**] || **Objections Urged Against Presidential Reconstruction** ||
 * [|**Part VI**] || **Committee Of Fifteen** ||
 * [|**Part VII**] || **Another Step In Reconstruction** ||
 * [|**Part VIII**] || **Facts, Phases, and colorings Of Reconstruction** ||
 * [|**Part IX**] || **Border States** ||
 * [|**Part X**] || **Union Leagues** ||
 * [|**Part XI**] || **The Carpet Bagger** ||
 * [|**Part XII**] || **Summary** ||

The Civil War (1861-65) was perhaps the most momentous event in American history. The survival of the United States as one nation was at risk, and on the outcome of the war depended the nation's ability to bring to reality the ideals of liberty, equality, human dignity, and justice.
 * http://americanhistory.si.edu/presidency/timeline/pres_era/3_656.html**
 * || **1850-1877**

Abraham Lincoln's election to the presidency in 1860 brought to a climax the long festering debate about the relative powers of the federal and the state governments. By the time of his inauguration, six Southern states had seceded from the Union and formed the Confederate States of America, soon to be followed by five more. The war that followed between North and South put constitutional government to its severest test. After four bloody years of war, the Union was preserved, four million African American slaves were freed, and an entire nation was released from the oppressive weight of slavery. The war can be viewed in several different ways: as the final, violent phase in a conflict of two regional subcultures; as the breakdown of a democratic political system; as the climax of several decades of social reform; or as a pivotal chapter in American racial history. However interpreted, the Civil War stands as a story of great heroism, sacrifice, triumph, and tragedy.

As important as the war itself was the tangled problem of how to reconstruct the defeated South. Encouraged by the 13th, 14th, and 15th amendments to the Constitution, African Americans at last nourished hopes for full equality. Their hopes were to be dashed. By 1877 Southern white resistance and the withdrawal of federal supervision brought about the "redemption" of the South and African Americans were disenfranchised. The redemption measures enforced greater racial separation and increased white intimidation and violence. ||
 * |||||| [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="1" height="20"]] ||
 * **Presidents From This Era ** ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/pres/pres_small/lincoln_S.jpg width="50" height="66" link="http://americanhistory.si.edu/presidency/timeline/pres_era/3_677.html"]] || [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="12" height="1"]] || [|Abraham Lincoln 1861-1865] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="1" height="9"]] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/pres/pres_small/johnson_S.jpg width="50" height="63" link="http://americanhistory.si.edu/presidency/timeline/pres_era/3_678.html"]] || [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="12" height="1"]] || [|Andrew Johnson 1865-1869] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="1" height="9"]] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/pres/pres_small/grant_S.jpg width="50" height="76" link="http://americanhistory.si.edu/presidency/timeline/pres_era/3_679.html"]] || [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="12" height="1"]] || [|Ulysses S. Grant 1869-1877] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="1" height="9"]] ||  ||   ||   |||||| [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="1" height="20"]] ||
 * **Objects From This Era ** ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/era/small/2000-7107_S.jpg width="50" height="27" link="http://americanhistory.si.edu/presidency/2b7b.html"]] || [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="12" height="1"]] || [|Abraham Lincoln's ink stand] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="1" height="9"]] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/era/small/99-5515-7_S.jpg width="50" height="38" link="http://americanhistory.si.edu/presidency/2b1a_a.html"]] || [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="12" height="1"]] || [|Table and chairs used at the Confederate surrender at Appomattox] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="1" height="9"]] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/era/small/FUNERAL_VASE_S.jpg width="50" height="106" link="http://americanhistory.si.edu/presidency/3d1a3.html"]] || [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="12" height="1"]] || [|Vase used at the funeral of Abraham Lincoln] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="1" height="9"]] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/era/small/07_G_014_S.jpg width="50" height="46" link="http://americanhistory.si.edu/presidency/2c3.html#3"]] || [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="12" height="1"]] || [|House Managers for Andrew Johnson's impeachment] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="1" height="9"]] ||
 * [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/era/small/carriage_S.jpg width="50" height="37" link="http://americanhistory.si.edu/presidency/1b1.html#carriage"]] || [[image:http://americanhistory.si.edu/presidency/timeline/pres_era/images/spacer.gif width="12" height="1"]] || [|Ulysses S. Grant's carriage] ||  ||


 * http://www.america.gov/st/educ-english/2008/June/20080610221935eaifas0.7083688.html**

Civil War and Post-War Reconstruction
Confederate dead along a stone wall during the Civil War's (1861-65) Chancellorsville campaign, May 1863. (The following article is taken from the U.S. Department of State publication, //USA History in Brief//.) North and South went to war in April 1861. The Southern states had claimed the right to secede and had formed their own Confederacy. Their forces fired the first shots. The Northern states, under the leadership of President Lincoln, were determined to stop the rebellion and preserve the Union. The North had more than twice as many states and twice as many people. It had abundant facilities for producing war supplies, as well as a superior railway network. The South had more experienced military leaders and had the advantage of fighting mostly on its own territory. For four years, ground battles involving tens of thousands of soldiers and horses were fought in Virginia, Maryland, Pennsylvania, Tennessee, and Georgia. Naval battles were fought off the Atlantic coast and on the Mississippi River. In that area, Union forces won an almost uninterrupted series of victories. In Virginia, by contrast, they met defeat after defeat in their attempts to capture Richmond, the Confederate capital. President Abraham Lincoln (center), at a Union Army encampment in October 1862, following the battle of Antietam. The single bloodiest day of the war was on September 17, 1862, when the two armies met at Antietam Creek near Sharpsburg, Maryland. Confederate troops led by General Robert E. Lee failed to force back the Union troops led by General George McClellan, and Lee escaped with his army intact. McClellan was fired. Although the battle was inconclusive in military terms, its consequences were enormous. Britain and France had been planning to recognize the Confederacy. They delayed their decisions, and the South never received the aid it desperately needed. Several months later, President Lincoln issued a preliminary Emancipation Proclamation. It freed all slaves living in Confederate states and authorized the recruitment of African Americans into the Union army. Now the North was no longer fighting just to preserve the Union. It was fighting to end slavery. Union forces gained momentum in 1863 with victories at Vicksburg in Mississippi and Gettysburg in Pennsylvania, and then with the scorched-earth policy of General William T. Sherman as he marched across Georgia and into South Carolina in 1864. By April 1865, huge Union armies under the command of General Ulysses S. Grant had surrounded Robert E. Lee in Virginia. Lee surrendered, and the American Civil War was over. The terms of surrender were generous. "The rebels are our countrymen again," Grant reminded his troops. In Washington, President Lincoln was ready to begin the process of reconciliation. He never got the chance. Less than a week after the South surrendered, he was assassinated by a Southerner embittered by the defeat. The task would fall to Lincoln's vice president, Andrew Johnson, a Southerner who favored quick and easy "Reconstruction." Johnson issued pardons that restored the political rights of many Southerners. By the end of 1865, almost all former Confederate states had held conventions to repeal the acts of secession and to abolish slavery, but all except Tennessee refused to ratify a constitutional amendment giving full citizenship to African Americans. As a result, Republicans in Congress decided to implement their own version of Reconstruction. They enacted punitive measures against former rebels and prevented former Confederate leaders from holding office. They divided the South into five military districts administered by Union generals. They denied voting rights to anyone who refused to take a loyalty oath to the Union. And they strongly supported the rights of African Americans. President Johnson tried to block many of these policies and was impeached. The vote fell short, and he remained in office, but Congress would continue to wield enormous power for the next 30 years. The divisions and hatreds that had led to the Civil War did not disappear after the fighting stopped. As Southern whites regained political power, Southern blacks suffered. They had gained their freedom but were prevented from enjoying it by local laws denying them access to many public facilities. They had gained the right to vote but were intimidated at the polls. The South had become segregated and would remain so for 100 years. The postwar Reconstruction process had begun with high ideals but collapsed into a sinkhole of corruption and racism. Its failure deferred the struggle for equality for African Americans until the 20th century, when it would become a national, not just a Southern, issue.


 * http://afroamhistory.about.com/od/reconstruction/Reconstruction.htm**

=Reconstruction= Take a look at the reconstruction era, and the changes that occurred after the Civil War.[|Booker T. Washington @] [|Hiram Rhodes Revels @] [|Freedmen s Bureau (2)] [|Samuel McElwee @] [|George Henry White @] [|W.E.B. Du Bois @] [|Henry Phelps @][|Overview of Reconstruction] After the Civil War ended, the period of Reconstruction in the South brought great hope for change. For over ten years gains were made: schools were created, teachers were trained, and black politicians were elected into office. As quickly as these gains came, however, they vanished after southern whites took back political power.[|Presidential Reconstruction] Politics, race, and power--that is what marked the era of Presidential Reconstruction. While Pres. Johnson hoped to use Reconstruction to unify political factions, it became a battle between Johnson and Republicans over which policies would govern the South.[|Radical Reconstruction] Once President Johnson lost control over Reconstruction, it became a battle within the Republican Party. Moderates and Radicals both ultimately wanted to protect the rights of blacks, but political objectives would partly stand in the way. Nevertheless, Radical Reconstruction ushered in the election of black politicians, the Military Reconstruction Acts, and the 14th and 15th Amendments.[|Timeline of the Reconstruction Era] Immediately following the Civil War, a time of transition occurred in the lives of newly freed slaves. This timeline of the reconstruction era covers the important laws that were enacted, the government’s role in reconstruction, and the reaction of southern states.[|The Black Codes of 1865] The Black Codes of 1865 turned out to be a unique way for white southerners to attempt to maintain the way of life they had known prior to the Civil War. While freedom had been won, ex-slaves were restricted and opportunities were limited.[|Ku Klux Klan] A secret paramilitary white supremacist organization, the Ku Klux Klan at various times in American history terrorized blacks and white sympathizers with violent acts of lynching, shootings, and whippings.[|The Fourteenth Amendment] The Fourteenth Amendment, one of the post-Civil War Reconstruction Amendments, was created to protect the rights of newly freed slaves in the South, limit the participation of ex-Confederate leaders in government, and guarantee the payment of debt. This page includes the text, history, and interpretation of the amendment.[|The Fifteenth Amendment] The 15th Amendment, which grants the right to vote regardless of race or color, was a giant step toward securing black rights after the Civil War. The amendment, however, was vague, and resulted in the use of literacy tests, poll taxes, and grandfather clauses to disenfranchise blacks. Not until the passage of the Voting Rights Act did blacks finally receive the unhindered right to vote.


 * http://blackhistory.harpweek.com/4Reconstruction/ReconTimeline.htm**


 * Handouts**