1. Flip Learning
At the start of today’s lesson I would like you to peer assess your answer.
TASK:
Complete your essay on ‘To what extent could Lincoln’s Plan be considered too lenient on the South?’
Complete the worksheet and do the source question on Lincoln and reconstruction.

2. To what extent could Lincoln’s plan be considered too lenient on the South?
For this one I would like you to swap your answer with a partner and read through. You will address every task outlined below in green pen and also use the copy of the mark scheme I gave you last lesson to help place the answer accordingly.
1. Read through their introduction and annotate where they have defined the question, given a criteria and made their judgement.
2. Look at each paragraph and in the margin or with highlighters identify the point, evidence, explanation and link back to the question.
3. In their explanation on each paragraph comment on their use of the criteria they have in the introduction.
4. In each paragraph, have they referred back to the judgement they outlined in their introduction? Comment on where this is the case.
5. Count how many RELEVANT arguments they have for each side. The should have a minimum of 3 for each.
6. Correct any spelling, punctuation and grammar mistakes as you go through. Use a dictionary to help.
7. Underline every time they have referred back to the question or used the question in their answer.
8. Give them 2 things that they have done well throughout their essay and one area for improvement
9. Give them a mark out of 25 for their answer and with the help of the mark scheme and explain your score (refer to what the mark scheme says in that level)

3. With reference to this source and your understanding of the historical context, assess the value of this source to an historian studying Lincoln’s plan for Reconstruction.
A speech by Abraham Lincoln on Reconstruction made on 11 April He raises the issue of readmitting the Confederate state of Louisiana to the USA.
We all agree that the seceded States are out of their proper practical relation with the Union; and that the sole object of the government, civil and military, in regards to those states is to again get them in to that proper practical relation. It is unsatisfactory to some that the elective franchise is not given to the coloured man. I would myself prefer that it were now conferred on the very intelligent, and on those who serve our cause as soldiers.
Some twelve thousand voters in the heretofore slave-state of Louisiana have sworn allegiance to the Union, held elections, organised a state government, adopted a free-state constitution, giving the benefit of public schools equally to black and white, and empowering the Legislature to confer the elective franchise upon the coloured man. Their Legislature has already voted to ratify the constitutional amendment recently passed by Congress, abolishing slavery throughout the nation. These twelve thousand persons are thus fully committed to the Union, and to perpetual freedom in the state and they ask the nation’s recognition and its assistance to make good their committal.
TASK:
You will mark your own answer to this question. Using the information on the next few slides I would like you to comment on/correct or mark your answers on the worksheet

4. With reference to this source and your understanding of the historical context, assess the value of this source to an historian studying Lincoln’s plan for Reconstruction.
Provenance: Point
Evidence
Explain value
Author: Abraham Lincoln
Re-elected as President for the 2nd time after victory in the 1864 election. His war aim and aim for Reconstruction was to get the Union back together as quickly as possible, which was clear in his Ten Percent Plan. He was particularly lenient on Confederate leaders and in his second inauguration speech in march 1865 he talked of ‘malice towards none’ and the need for a ‘just and lasting peace’. As part of his Reconstruction plan he abolished slavery and seemed to be moving in the direction that black people should also have equality before the law and possibly giving them the vote.
He is important as he is the President and this has been his aim from the start of the war; to get seceded states to re-join the Union. However, he is likely to imply that his plan is working if states are now trying to re-join.
Date: 11th April 1865
This is at the very end of the war (Lee surrendered to Grant on the 10th). By this date no rebel state had re-joined the Union.
The fact that no seceded states had re-joined by this date could suggest that Lincoln wanted to use this to push his Reconstruction Plan and get other states to re-join. The defeat of Lee would have also provided the perfect timing.
Purpose: For other states to accept Louisiana re-joining the Union
Louisiana are one of the first to start the process re-join the Union under Lincoln’s 10% Plan, along with Tennessee and Arkansas. This will eventually go through in June 1868.
That by getting other states to accept Louisiana, it might put pressure on the other seceded states to come back. It also doesn’t take into account the Confederates view on Lincoln’s Plan.

5. With reference to this source and your understanding of the historical context, assess the value of this source to an historian studying Lincoln’s plan for Reconstruction.
Tone: Point
Evidence
Explain value
Understanding:
‘It is unsatisfactory to some that the elective franchise is not given to the coloured man. I would myself prefer that it were now conferred on the very intelligent, and on those who serve our cause as soldiers.’
By addressing the opposition and their grievances, mainly the Radical Republicans such as Thaddeus Stevens, he hopes to bring the focus back onto the main aim which is about bringing back the seceded states and get their support.
It signifies his desire to get the Union back together and acknowledges some of the opposition he faces with regards to his plan. However, the fact that this is trying to persuade/pled others to support Louisiana joining could possibly suggest wider opposition than is identified here.
Asking for forgiveness:
‘These twelve thousand persons are thus fully committed to the Union, and to perpetual freedom in the state and they ask the nation’s recognition and its assistance to make good their committal.’
He acknowledges that the Union states need to work with the seceded states in order for this to work.

6. With reference to this source and your understanding of the historical context, assess the value of this source to an historian studying Lincoln’s plan for Reconstruction.
Argument: Point
Evidence
Explain value
That the sole purpose of government is to get seceded states to re-join the Union.
This was Lincoln’s main aim throughout the war and something that he stuck by regardless.
It shows that this is still one of his key aims with regards to Reconstruction and is what is guiding most of his plan, despite the war having now come to an end.
He acknowledges that there are still differences in opinions over the rights of black people
Mainly Radical Republicans believed that black people should be allowed to vote and Lincoln’s view by 1865 is that those who had fought in the war in particular should be allowed to vote.
It gives insight in to what Lincoln thinks should happen with regards to the vote and black people and suggests that given time this is something he might address as part of his plan.
That Louisiana are doing everything they can to re- join the Union, including addressing slavery.
The abolition of slavery and getting 10% of the votes was all part of Lincoln’s 10% plan
Limits: it doesn’t address all of the issues regarding Reconstruction, such as what happens to Confederate officials which were an issue for some when it came to his plan.
That Union states should accept Louisiana back in to the Union
It gives insight in that it shows that it is not only him who can let them back into the Union and reflects some of the limited power he has going forward.

7. With reference to this source and your understanding of the historical context, assess the value of this source to an historian studying Lincoln’s plan for Reconstruction.
TASK:
Now that you have addressed the information on your worksheet, I would like you to go through your actual answer and with your green pen improve your work.

8. How effective were the Thirteenth and Fourteenth Amendments in improving the lives of black Americans?
Good learning:
Understand what the Thirteenth and Fourteenth Amendment are.
Great learning:
Explain the impact of both Amendments
Even better:
Evaluate whether the Amendments improve the lives of black Americans

9. What were the Reconstruction Amendments?
The Reconstruction Amendments are the Thirteenth, Fourteenth, and Fifteenth amendments to the United States Constitution, passed between 1865 and 1870, the five years immediately following the Civil War. This group of Amendments are sometimes referred to as the Civil War Amendments. The Amendments were intended to restructure the United States from a country that was (in Abraham Lincoln's words) "half slave and half free" to one in which the constitutionally guaranteed "blessings of liberty" would be extended to the entire populace, including the former slaves and their descendants.

10. What was the Thirteenth Amendment?
TASK: You’ve been given a card sort. Cut it out and put it in order to show how the issue of the end of slavery became tied up with the civil war.
Challenge  Can you identify a turning point in the abolition of slavery?
Watch the following clip, is there anything further you could add?

11. What was the Thirteenth Amendment?
TASK: Now look at the information below and add any additional information you might be missing:
The 13th Amendment abolished slavery in the United States and was the first of three Reconstruction Amendments adopted in the five years following the American Civil War. The 13th Amendment, passed by Congress on the 31st January, 1865, and ratified December 6, 1865, states:
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.
2. Congress shall have power to enforce this article by appropriate legislation.
Although President Abraham Lincoln had issued the Emancipation Proclamation on January 1, 1863, there were several problems with relying on it to ensure an end to slavery in the U.S. The proclamation was issued using Lincoln’s war powers and there was concern it could be seen as temporary. The proclamation also only freed slaves, it did not abolish slavery itself. It also applied only to the states that were in active rebellion on January 1, 1863, but did not apply to slave-holding border states or to areas of Confederate states already under Union control at the time.
In December 1863 and January 1864, two bills and a joint resolution were introduced into the House and Senate, all making similar proposals for a Constitutional amendment abolishing slavery. The Senate Judiciary committee worked to combine these proposals and present them to the Senate, which passed the amendment on April 8, 1864, in a 38 to 6 vote. Unfortunately, the House did not act similarly and the amendment had to be reintroduced. This time, President Lincoln took a more active role in getting it through the house by making it part of the Republican platform in the upcoming election. The House passed it on January 31, 1865, and it was sent to the state legislatures for ratification. On December 6, 1865, the 13th Amendment was adopted—three fourths of the states had ratified it. All but three of the remaining states had ratified it by 1870 (two of those would not ratify it until the second half of the 20th century): Delaware ratified it on February 12, 1901, Kentucky on March 18, 1976, and Mississippi on March 16, 1995.

12. What was the impact of the Amendment?
In one act the 13th Amendment wiped out $2 billion in property as slaves were owned by white slave owners. It also created 4 million new freemen and ended forever the division of the US population between freemen and slaves.
TASK: 1. You’ve been given a sheet on the impact of the 13th Amendment. Categorize the information into the following:
Evidence to suggest that there was a move towards equality in the reconstruction era
Evidence to suggest there was not
Factors which inhibited the move to equality
Also watch the following clip and add any additional information.
2. Explain the impact of the Thirteenth Amendment commenting on the following:
The status of slavery in America
Existing legislation concerning slavery
The American political system
Southern culture
However, though slaves were now free in law, they still had a considerable way to go before they received equality.

13. What was the Fourteenth Amendment?
The 14th Amendment to the U.S. Constitution gave citizenship to “all persons born or naturalized in the United States,” including former slaves. Ratified on July 9, 1868, despite vigorous opposition from former Confederate states, the 14th Amendment also forbids states from denying any person “life, liberty or property, without due process of law” or to “deny to any person within its jurisdiction the equal protection of the laws.” The 14th Amendment extended civil rights to all Americans
TASK:
Watch the following clip and make notes on:
Why the Amendment came about
What the Amendment is
What is the impact of the Amendment?
2. Read through the article ‘The Checkered History of the Fourteenth Amendment’ and answer the question underlined and the additional one added at the end (ignore the other questions).
– watch up to 9 minutes.

14. How far did the Amendments improve the lives of black Americans?
Not at all
A lot

15. Flip Learning For next lesson you will need to: TASK:
Create a profile of Andrew Johnson (use page 198 to help)
Explain how Johnson became President.
This is your final reminder…You will need to create a timeline for reconstruction. Use the next slide to help guide what you need to include. You will need to make some overview notes on each of the sections.

16. RECONSTRUCTION Johnson’s impeachment p.203 Thirteenth Amendment p.189
Freedmen Bureau p.193
Fourteenth Amendment p.202
Lincoln’s assassination p.197
Andrew Johnson: who is he? P.197-8
1866 Civil Rights Act p.201
Johnson’s Christmas amnesty
Johnson’s impeachment p.203
President Grant p.203
Fifteenth Amendment p.204
Klu Klux Klan p
1875 Civil Rights Act p.1875
1876 Presidential election p.214
Christmas amnesty