Bell Work Wednesday, February 28, 2018 Describe the significance of the 13th, 14th, and 15th amendments to the U.S. Constitution.

Bell Work Answer Thirteenth amendment - ratified in 1865 - it abolished slavery and involuntary servitude, except as punishment for a crime - though the amendment abolished slavery in the United States, factors such as the Black Codes, white supremacist violence from groups such as the Ku Klux Klan, and the economic hardships of the Reconstruction era kept many of the newly freed slaves in a state of involuntary servitude (sharecropping and tenant farming) Fourteenth amendment - ratified in 1868 - the amendment gave citizenship rights and equal protection of the law to African-Americans (ex-slaves) - it was passed in response to discrimination against African-Americans in the southern states during Reconstruction - it made it illegal for a state to "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" Fifteenth Amendment - ratified in 1870, it was the third, and last, of the Reconstruction amendments - the amendment prohibits the federal and state governments from denying a citizen the right to vote based on that citizen's "race, color, or previous condition of servitude" - the amendment gave voting rights to all African-American males in the United States 

QUIZ TODAY!!! Vocabulary to know: Bleeding Kansas Compromise Of 1850 Dred Scott Decision Election Of 1860 Fugitive Slave Act Kansas Nebraska Act Missouri Compromise Nullification Secession Sectionalism Lincoln’s election and goals during the Civil War John Brown-abolitionist Anaconda Plan Gettysburg Vicksburg Confederate Advantages and Disadvantages 13th Amendment 14th Amendment 15th Amendment

Quiz-Indicators 3.1, 3.2, & 3.3

Reconstruction in the South 1867-1877 USHC 3.4 Summarize the end of Reconstruction, including the role of anti–African American factions and competing national interests in undermining support for Reconstruction; the impact of the removal of federal protection for freedmen; and the impact of Jim Crow laws and voter restrictions on African American rights in the post-Reconstruction era.

USHC 3.5 Evaluate the varied responses of African Americans to the restrictions imposed on them in the post-Reconstruction period, including the leadership and strategies of Booker T. Washington, W. E. B. DuBois, and Ida B. Wells-Barnett.

Objective/Focus Question Summarize the end of Reconstruction. Evaluate the responses of Booker T. Washington, WEB DuBois, and Ida B. Wells-Barnett to the restrictions imposed on African Americans in the post-Reconstruction period.

Objective/Focus Question Summarize the end of Reconstruction. How did Reconstruction end? What was the impact of Reconstruction? Evaluate the responses of Booker T. Washington, WEB DuBois, and Ida B. Wells-Barnett to the restrictions imposed on African Americans in the post-Reconstruction period. How did Washington, DuBois, and Wells respond to restrictions imposed on African Americans? How effective were these responses? What was the impact?

Closely read with the focus in mind “I Can” Statements I can… Preview 1 & 2 Closely read with the focus in mind Summarize the end of Reconstruction Take notes and talk about (in my own words) one of the following: Washington, Wells, or DuBois Evaluate the responses of these African-Americans This Photo by Unknown Author is licensed under CC BY

Carpetbag

“Carpetbaggers” Nickname applied by Southern whites to people who migrated South after the Civil War

The “Carpetbagger” Stereotype

“Carpetbaggers” Power Opportunity Wealth Service Individual carpetbaggers’ goals were diverse: Power Opportunity Wealth Service

Educating Freedmen and Women Although many carpetbaggers went South to seek fortune and political office, many went South to educate freedmen and women. Hampton Institute (VA) Late Nineteenth Century

The Republican Coalition in the South “Carpetbaggers” “Scalawags” Freedmen

Resistance to Reconstruction

The (First) Ku Klux Klan 1865-1874 Law enforcement undertaken without legal authority by a self-appointed group of people. (Vigilantism) Gen. Nathan Bedford Forrest, CSA Vigilantism

Restoration of Southern “Home Rule” 1869-1877 1870 1869 1877 1874 1876 1871 1874 1877 1873 1877

1874 Perception of “Colored Rule” Northern public opinion turns against Radical Reconstruction. Perception of “Colored Rule” and corruption in the South under Carpetbag state governments http://blackhistory.harpweek.com/7illustrations/reconstruction/coloredrule.htm

1874 Congressional Elections U.S. House of Representatives VOTERS REACT TO: Bad Economy Political Corruption Reconstruction Policy

Election of 1876 Democratic Platform Republican Platform 1868 1872 Tilden: 184 Hayes: 166 Disputed: 19 FTW: 185 1868 1872 1876

http://elections.harpweek.com/controversy.htm

Compromise of 1877 184 166 185 DISPUTED ELECTION “Rutherfraud” Rutherford B. Hayes (R-OH) Samuel Tilden (D-NY) 185 “Rutherfraud” By 1876, South Carolina, Louisiana, and Florida were the only states that still had garrisons of federal troops supporting the Republican state governments through force of arms. All three states had disputed election returns due to massive fraud by both parties. An Electoral Commission, voting on party lines, certified the election for Hayes, who had been twenty votes shy of victory (while Tilden had been only one vote shy). Democrats in Congress staged a filibuster in protest, but a compromise was reached in which the Democrats would accept the result in return for the removal of federal troops from the South and a promise from Hayes not to intervene in the Southern states’ internal politics (i.e., not enforcing the Fifteenth Amendment).

“Redeemer” Governments Southern White “Bourbon” Democrats re-assert authority “Solid South” DEMOCRATIC STRONGHOLD Republican Party a non-entity in Southern politics until the 1960s Gov. Wade Hampton (SC)

The “Solid South” Almost 50 Years Later

Jim Crow Segregation and Voting Restrictions Literacy Tests Grandfather Clause “Jim Crow” Laws Racial Segregation Literacy Tests Poll Tax Designed to keep Black citizens from voting

The Supreme Court and Civil Rights (Late Nineteenth Century) In the late 19th century, the Supreme Court upheld Jim Crow, as well as restrictions on voting (since these restrictions did not explicitly discriminate based on race).

Plessy v. Ferguson 14 (1896) Louisiana Racial Segregation Case “Separate But Equal” Overturned by Brown v. Board (1954) 14

USCH-3.5

Student Work: New Norms Browse Text Set P1 P2 Close Read with focus in mind Take notes in your own words Talk from notes Evaluate the responses of Booker T. Washington, WEB DuBois, and Ida B. Wells-Barnett to the restrictions imposed on African Americans in the post-Reconstruction period. How did Washington, DuBois, and Wells respond to restrictions imposed on African Americans? How effective were these responses? What was the impact?

Mini-lesson: Talking from Notes Model talking from your notes.

Student Work: New Norms-Talking from your notes How did Washington, DuBois, and Wells respond to restrictions imposed on African Americans? How effective were these responses? What was the impact? In your group, talk from your notes. Add to your group anchor chart after you have talked from your notes.

Evaluate the responses of Booker T. Washington, WEB DuBois, and Ida B Evaluate the responses of Booker T. Washington, WEB DuBois, and Ida B. Wells-Barnett to the restrictions imposed on African Americans in the post-Reconstruction period. How did Washington, DuBois, and Wells respond to restrictions imposed on African Americans? How effective were these responses? What was the impact?

The Nadir of American Race Relations Photo by stonebird

Jim Crow Photo by stonebird

Lynching Extralegal killings – many racially motivated – were prevalent during this time. Photo by Fraser Mummery

Progressive reformers did little to help.

VS Booker T. Washington W.E.B. DuBois

Academic & Vocational Training Booker T. WASHINGTON b. 1856 in Virginia Up from Slavery TUSKEGEE Institute Academic & Vocational Training

ECONOMIC ADVANCEMENT Priority #1 Booker T. Washington

Atlanta Compromise Sought White Support for Self-Help (in return for NOT pursuing the vote). Booker T. Washington

MONEY BEFORE POWER power BEFORE money

Voting Rights Advocate W.E.B. DuBois A Founder of the NAACP Harvard Graduate Voting Rights Advocate

Muckraking journalist and anti-lynching advocate Ida B. Wells Muckraking journalist and anti-lynching advocate Photo by Fraser Mummery

“Back to Africa” Movement Marcus Garvey “Back to Africa” Movement Black Nationalism

THE IMAGE OF GOD “If the white man has the idea of a white God, let him worship his God as he desires… Whilst our God has no color, yet it is human to see everything through one's own spectacles, and since the white people have seen their God through white spectacles, we have… to see our God through our own spectacles.” -- Marcus Garvey

Civil War/Reconstruction Test on Friday, March 2, 2018 Handout--Study Guide Civil War/Reconstruction Test on Friday, March 2, 2018

Exit Slip Compare the responses of Booker T. Washington and W. E. B. DuBois to the restrictions imposed on African-Americans in the post-Reconstruction period.

Bell Work Thursday, March 1, 2018 Explain what is meant by the term "Black Codes." You MUST use complete sentences in your answer.

Bell Work Answer Black Codes were instituted immediately after the Civil War ended. They were created by state governments in the South to regulate the lives of the former slaves. They varied from state to state, but often included the following:  - All public facilities were segregated - All freedmen were required to have jobs and proof of employment  - Freedmen could not assemble without the presence of a white person - Freedmen were not to be taught to read or write In essence, pre-war slavery had been reinstituted under these Black Codes. The Freedmen’s Bureau was created- in part- to halt enforcement of these laws. Reconstruction did spell these end of the Black Codes, but when Reconstruction itself ended many of these elements would reappear in Jim Crow legislation. Students should not confuse the Black Codes with Jim Crow. 

Thursday, March 1, 2018 Complete Study Guide Independently Whole Group—Go over study guide/check answers

Bell Work Friday, March 2, 2018 Describe the methods used to disfranchise African-American voters in the early 1900's. You must use complete sentences when writing your response.

Disfranchisement: methods used to take away voting rights from African-Americans. Because the Fifteenth Amendment guaranteed Blacks the right to vote, state legislatures passed laws which technically applied to everyone, but had the consequence of making it impossible for African-Americans to exercise their right to vote. Poll tax -required that voters pay a tax before they were allowed to vote -although the amount was small, it discouraged many Blacks and poor whites from voting White Primary -a primary election is held by a political party to decide who will be their party's candidate in a general election -African-Americans were allowed to vote in the general election, but not in the primary; thus their choices of who to vote for were limited to candidates "pre-selected" by white voters Literacy tests -first used in 1908, required voters to demonstrate the ability to read and write before being allowed to vote -under slavery, it had been illegal to teach Blacks to read or write; during Reconstruction efforts to educate the former slaves had been limited. Thus, many African-Americans could not qualify to vote -because many whites were also illiterate during this era, the law provided them with exemptions from being tested Grandfather clause -stated that any person who had served in the U.S. or Confederate armies, or was a descendant of someone who had, was exempt from any limitations on voting. Most white southerners were thus exempt from any of the disfranchisement practices. 

Thursday, March 2, 2018 Post-Test Twenty Questions/White Board Review (45 mins) TEST (45 mins) This Photo by Unknown Author is licensed under CC BY-NC-ND