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December 3, 1867: Third Annual Message to Congress | Miller Center
December 3, 1867: Third Annual Message to Congress | Miller Center
Eric Foner called this annual message of Andrew Johnson "perhaps the most blatantly racist pronouncement ever to appear on an official state document"
it must be acknowledged that in the progress of nations Negroes have shown less capacity for government than any other race of people. No independent government of any form has ever been successful in their hands. On the contrary, wherever they have been left to their own devices they have shown a constant tendency to relapse into barbarism.
·millercenter.org·
December 3, 1867: Third Annual Message to Congress | Miller Center
Special Message | The American Presidency Project
Special Message | The American Presidency Project
Grant's message to Congress on the anniversary of the 15th Amendment
Institutions like ours, in which all power is derived directly from the people, must depend mainly upon their intelligence, patriotism, and industry.
. To the race more favored heretofore by our laws I would say, Withhold no legal privilege of advancement to the new citizen. The framers of our Constitution firmly believed that a republican government could not endure without intelligence and education generally diffused among the people
·presidency.ucsb.edu·
Special Message | The American Presidency Project
Letter from John Mosby - Encyclopedia Virginia
Letter from John Mosby - Encyclopedia Virginia
"I notice that … [one Lost Cause apologist] says the charge that the South went to war for slavery is 'a slanderous accusation.' I always understood that we went to War on account of the thing we quarreled with the North about. I never heard of any other cause of quarrel than slavery."
·encyclopediavirginia.org·
Letter from John Mosby - Encyclopedia Virginia
Speech by Prime Minister Mark Rutte about the role of the Netherlands in the history of slavery | Speech | Government.nl
Speech by Prime Minister Mark Rutte about the role of the Netherlands in the history of slavery | Speech | Government.nl
Students should read this - what would a public discussion about this speech in the United States sound like today?
For centuries, the Dutch State and its representatives facilitated, stimulated, preserved and profited from slavery.<br> For centuries, in the name of the Dutch State, human beings were made into commodities, exploited and abused.<br> For centuries, under Dutch state authority, human dignity was violated in the most horrific way possible.<br> And successive Dutch governments after 1863 failed to adequately see and acknowledge that our slavery past continued to have negative effects and still does.
Today, on behalf of the Dutch government, I apologise for the past actions of the Dutch State: to enslaved people in the past, everywhere in the world, who suffered as a consequence of those actions, as well as to their daughters and sons, and to all their descendants, up to the present day.
·government.nl·
Speech by Prime Minister Mark Rutte about the role of the Netherlands in the history of slavery | Speech | Government.nl
Reconstruction, political and economic, 1865-1877 : Dunning, William Archibald, 1857-1922 : Free Download, Borrow, and Streaming : Internet Archive
Reconstruction, political and economic, 1865-1877 : Dunning, William Archibald, 1857-1922 : Free Download, Borrow, and Streaming : Internet Archive
This history of Reconstruction written in 1907 has been discredited as a "Lost Cause" history reflective of turn-of-the-century racism. It was written by a professor at the University of Columbia, who many teachers would say counts as a "reliable source"
·archive.org·
Reconstruction, political and economic, 1865-1877 : Dunning, William Archibald, 1857-1922 : Free Download, Borrow, and Streaming : Internet Archive
W. E. B. Du Bois Reflects on the Purpose of History | Facing History & Ourselves
W. E. B. Du Bois Reflects on the Purpose of History | Facing History & Ourselves
This short excerpt includes an audio version making it easy to plug into a Reconstruction lesson. This excerpt, from a chapter titled “The Propaganda of History,” questions the ways in which Reconstruction was being studied and taught at the time.
How the facts of American history have in the last half century been falsified because the nation was ashamed. The South was ashamed because it fought to perpetuate human slavery. The North was ashamed because it had to call in the black men to save the Union, abolish slavery and establish democracy.
·facinghistory.org·
W. E. B. Du Bois Reflects on the Purpose of History | Facing History & Ourselves
Report of the Joint Select Committee to Inquire into the Condition of Affairs in the Late Insurrectionary States
Report of the Joint Select Committee to Inquire into the Condition of Affairs in the Late Insurrectionary States
This is a 13-volume collection of reports and testimonies from a Congressional committee that investigated the Ku Klux Klan and other insurrectionary movements in the former Confederacy after the close of the Civil War. The committee made their report in 1872. The report proper is in the first volume; the other volumes contain testimonies and miscellaneous documents.
·onlinebooks.library.upenn.edu·
Report of the Joint Select Committee to Inquire into the Condition of Affairs in the Late Insurrectionary States
Confederate Monument Interpretation Guide | Atlanta History Center
Confederate Monument Interpretation Guide | Atlanta History Center
This is a helpful addition to anything students do with monumnets
Lost Cause ideology, an alternative explanation for the Civil War developed by white Southerners after the war’s end, seeks to rationalize the Confederacy.
This website can help you to better understand Confederate monuments and the context in which they were created. Start with the historical introduction, which includes information about who erected the monuments, along with when, where, and why.
·atlantahistorycenter.com·
Confederate Monument Interpretation Guide | Atlanta History Center
"Originalism Is Intellectually Indefensible": A Conversation With Eric Foner
"Originalism Is Intellectually Indefensible": A Conversation With Eric Foner
Teachers should take a peek at this to see how vital the past is to the present. The trick to teaching is to make students see this as well
Eric Foner
“I am not a believer in originalism and do not want to operate on terrain constructed by the conservative justices. Originalism is intellectually indefensible.
That’s part of the historical effort to understand the time period. But to think that there’s one original meaning is just foolish, in my opinion.
I’m a believer in what they call the living Constitution; you apply these principles at the present, not by going back to figuring out what in 1866 Senator Jacob Howard or Charles Sumner, or for that matter, Jefferson Davis thought about what the Fourteenth Amendment meant.
actually, for public policies far more far-reaching than this court would ever agree to. And of course, every one of those three amendments ends with a section saying Congress shall have the power to enforce this amendment. Not the Supreme Court, not the secretary of state or somebody — Congress. But over time, the Supreme Court has asserted its right to overrule what Congress decides, even though the Constitution textually, specifically gives it to Congress.
They didn’t trust the Supreme Court. How could you trust a body which had produced the <em>Dred Scott</em> decision not that long before?
This is an excellent point - the 13th 14th and 15th all give power to Congress, not the Supreme Court
How these originalists can accept <em>Brown v. Board of Education</em> has always been very mysterious for me. You know, it’s not an originalist decision. In fact, the Supreme Court explicitly said—[Chief Justice Earl] Warren explicitly said, “We don’t know what the people intended in 1866. We’re interested in what we should do now.” That’s how I would interpret it.
Elizabeth Cady Stanton, where she says that Reconstruction was a time when <a href="https://www.google.com/books/edition/Eighty_Years_and_More_1815_1897/xooEAAAAYAAJ?hl=en&amp;gbpv=1&amp;pg=PA241&amp;printsec=frontcover" onclick="javascript:window.open('https://www.google.com/books/edition/Eighty_Years_and_More_1815_1897/xooEAAAAYAAJ?hl=en&amp;gbpv=1&amp;pg=PA241&amp;printsec=frontcover'); return false;">the fundamentals of government were debated</a> all up and down the society, in churches, at every fireside—people were debating these things in their homes. And yet you never get a sense of that—that they were trying to work out what these principles meant. And there’s no single original meaning that one can devise out of this.
abstraction of colorblindness.
Colorblindness is not the only original meaning of the Fourteenth Amendment. It was the original meaning in the eyes of some people, but not a lot of others.
But yes, to say that all citizens must enjoy the same rights as white persons was a complete repudiation of the history of the United States up to that point. Up to that point, white people enjoyed far more rights than any other group of people had. For the law now to say, “No, no, you can’t do that”—whiteness now becomes not a form of exclusion, but a standard that must apply to everybody. You want to know what basic rights in terms going to court, or testifying, or whatever, that non-whites should enjoy—look at what white people have. And then that’s the same thing that non-whites ought to have.
·ballsandstrikes.org·
"Originalism Is Intellectually Indefensible": A Conversation With Eric Foner
Lawrence Glickman on Twitter: "Critics of Reconstruction and Civil Rights made claims very similar to George F, Will’s argument about the need to weigh the rule of law against other values, such as “comity” and “domestic tranquility.” /1 https://t.co/fs92
Lawrence Glickman on Twitter: "Critics of Reconstruction and Civil Rights made claims very similar to George F, Will’s argument about the need to weigh the rule of law against other values, such as “comity” and “domestic tranquility.” /1 https://t.co/fs92
This thread demonstrates the power we have to find documents and evidence of the past to use in today's conversations. This was not possible before - but, we can't assume what the effect this will have on society and public discourse. The question is - how has this changed teaching? How should it change teaching?
·twitter.com·
Lawrence Glickman on Twitter: "Critics of Reconstruction and Civil Rights made claims very similar to George F, Will’s argument about the need to weigh the rule of law against other values, such as “comity” and “domestic tranquility.” /1 https://t.co/fs92
Confederate Veteran Magazine
Confederate Veteran Magazine
Advertised as the official organ first of the United Confederate Veterans, United Daughters of the Confederacy, the Sons of Confederate Veterans, and the Confederate Southern Memorial Society, this magazine sold thousands of copies in the late 18th, early 19th century. This collection of copies can be used and searched as a "free range" primary doc exercise exploring the "Lost Cause"
·archive.org·
Confederate Veteran Magazine
The Project Gutenberg eBook of Report on the Condition of the South, by Carl Schurz
The Project Gutenberg eBook of Report on the Condition of the South, by Carl Schurz
"Treason does, under existing circumstances, not appear odious in the south. The people are not impressed with any sense of its criminality. And, secondly, there is, as yet, among the southern people an utter absence of national feeling. "
Title: Report on the Condition of the South
First published 1865
reason does, under existing circumstances, not appear odious in the south. The people are not impressed with any sense of its criminality. And, secondly, there is, as yet, among the southern people an <i>utter absence of national feeling</i>
·gutenberg.org·
The Project Gutenberg eBook of Report on the Condition of the South, by Carl Schurz
Lost Friends Exhibition - The Historic New Orleans Collection
Lost Friends Exhibition - The Historic New Orleans Collection
The Southwestern Christian Advocate, a newspaper published in New Orleans by the Methodist Book Concern and distributed to nearly 500 preachers, 800 post offices, and more than 4,000 subscribers in Texas, Louisiana, Mississippi, Tennessee, and Arkansas. Lost Friends notices, which ran well into the first decade of the 20th century, featured messages from individuals searching for loved ones lost in slavery. This database provides access to more than 2,500 advertisements that appeared in the Advocate between November 1879 and December 1900.
·hnoc.org·
Lost Friends Exhibition - The Historic New Orleans Collection
Joshua Benton on Twitter: "There are two approved Louisiana history textbooks for the state's 8th graders. This is how one of them introduces the Civil War: as tough times for a poor young white woman whose family owned 120 slaves. https://t.co/oR617iSkFO
Joshua Benton on Twitter: "There are two approved Louisiana history textbooks for the state's 8th graders. This is how one of them introduces the Civil War: as tough times for a poor young white woman whose family owned 120 slaves. https://t.co/oR617iSkFO
Thread of discussion regarding the way a Louisiana textbook describes slavery, the Civil War and Reconstruction. Worthwhile for teachers, but yet may also be a source of a lesson. screenshots from the text and snippets from the comments could be considered by students. The whole books can be found here http://www.eguastella.com/louisiana-our-history-our-home.html There is a media literacy lesson here as well. This is a book written by a Louisiana State University professor, it was approved by the state of Louisiana and purchased by many districts across the state. Yet it tells a twisted tale of the past.
·twitter.com·
Joshua Benton on Twitter: "There are two approved Louisiana history textbooks for the state's 8th graders. This is how one of them introduces the Civil War: as tough times for a poor young white woman whose family owned 120 slaves. https://t.co/oR617iSkFO
Welcome · Civil War and Reconstruction Governors of Mississippi · Civil War and Reconstruction Governors of Mississippi
Welcome · Civil War and Reconstruction Governors of Mississippi · Civil War and Reconstruction Governors of Mississippi
The Civil War & Reconstruction Governors of Mississippi Project (CWRGM) is digitizing, transcribing, and annotating these valuable records from Mississippi’s governors’ offices and making them freely available online
·cwrgm.org·
Welcome · Civil War and Reconstruction Governors of Mississippi · Civil War and Reconstruction Governors of Mississippi
AHA Statement on Confederate Monuments | Perspectives on History | AHA
AHA Statement on Confederate Monuments | Perspectives on History | AHA
<span class="dropcap-pf"></span>he American Historical Association welcomes the emerging national debate about Confederate monuments
History comprises both facts and interpretations of those facts. To remove a monument, or to change the name of a school or street, is not to erase history, but rather to alter or call attention to a previous interpretation of history. A monument is not history itself; a monument commemorates an aspect of history, representing a moment in the past when a public or private decision defined who would be honored in a community’s public spaces.
To remove such monuments is neither to “change” history nor “erase” it. What changes with such removals is what American communities decide is worthy of civic honor.
·historians.org·
AHA Statement on Confederate Monuments | Perspectives on History | AHA
[December 25, 1868.- Granting full pardon and amnesty to all persons engaged in the late rebellion.] By the President of the United States of America. A proclamation ... Done at the City of Washington, the twenty-fifth day of December, in the ye | Library
[December 25, 1868.- Granting full pardon and amnesty to all persons engaged in the late rebellion.] By the President of the United States of America. A proclamation ... Done at the City of Washington, the twenty-fifth day of December, in the ye | Library
Students in school after January 6, 2021 might view this proclamation differently. Thousands of confederates waged war against the United States of America - and this proclamation of Andrew Johnson granted them all a "full pardon and amnesty". This is the ultimate presidential pardon
·loc.gov·
[December 25, 1868.- Granting full pardon and amnesty to all persons engaged in the late rebellion.] By the President of the United States of America. A proclamation ... Done at the City of Washington, the twenty-fifth day of December, in the ye | Library
1900: Speech in the Senate - Benjamin Tillman
1900: Speech in the Senate - Benjamin Tillman
Here the former Governor of South Carolina, a Senator from that state at the time, proclaims clearly that his state disenfranchised black voters. There were schools and there are halls at Clemson University named after Tillman. There is a statue of him at the capitol of South Carolina
We did not disfranchise the negroes until 1895. Then we had a constitutional convention convened which took the matter up calmly, deliberately, and avowedly with the purpose of disenfranchising as many of them as we could under the fourteenth and fifteenth amendments. We adopted the educational qualification as the only means left to us, and the negro is as contented and as prosperous and as well protected in South Carolina today as in any State of the Union south of the Potomac. He is not meddling with politics, for he found that the more he meddled with them, the worse off he got. As to his “rights” – I will not discuss them now. We of the South have never recognized the right of the negro to govern the white men, and we never will. We have never believed him to be equal to the white man, and we will not submit to his gratifying lust on our wives and daughters without lynching him.<a href="#footnotes" name="_ftnref6" target="_top"><sup id="footnote6">6</sup></a> I would to God the last one of them was in Africa and that none of them had ever been brought to our shores. . . .
·teachingamericanhistory.org·
1900: Speech in the Senate - Benjamin Tillman
Alabama History: Re-examined Part 4
Alabama History: Re-examined Part 4
Four minute local news story about Reconstruction in Alabama. This is just one of a four part series in which WFSA in Montgomery, Alabama is teaching the public about the past. How much do schools teach history? How much history is learning public media like this? This also balances the narrative of 21st century resistance to confronting the past
·wsfa.com·
Alabama History: Re-examined Part 4
The Leopard's Spots: A Romance of the White Man's Burden---1902 : Thomas Dixon
The Leopard's Spots: A Romance of the White Man's Burden---1902 : Thomas Dixon
This novel is a revision of Reconstruction which portrays black voters as tyrants who are out to take wealth from white landowners and give it to themselves.  This is one of the many books that portray Reconstruction as a failure, not in the sense that it did not do enough for blacks after the Civil War, but because it took power away from white people.
·archive.org·
The Leopard's Spots: A Romance of the White Man's Burden---1902 : Thomas Dixon