08: Reconstruction

08: Reconstruction

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Heather Cox Richardson (TDPR) on Twitter: "After the Civil War, heroic individuals rebuild their lives and rededicated the nation. At the same time, angry and desperate men warped our politics in ways that still echo. Let's take a look at Reconstruction,
Heather Cox Richardson (TDPR) on Twitter: "After the Civil War, heroic individuals rebuild their lives and rededicated the nation. At the same time, angry and desperate men warped our politics in ways that still echo. Let's take a look at Reconstruction,
This twitter thread could easily replace any basic textbook reading about Reconstruction. Teachers should consider this as an alternative way to start student's contextual base before launching focused lessons in the era.
·twitter.com·
Heather Cox Richardson (TDPR) on Twitter: "After the Civil War, heroic individuals rebuild their lives and rededicated the nation. At the same time, angry and desperate men warped our politics in ways that still echo. Let's take a look at Reconstruction,
Episode 20: Reconstruction | 15 Minute History
Episode 20: Reconstruction | 15 Minute History
Historian H.W. Brands from UT’s Department of History reflects on this issues and how he has dealt with them in his thirty years of experience in teaching about Reconstruction: “It’s one of the hardest parts of American history to teach, in part because I think it’s the hardest to just understand.”
·15minutehistory.org·
Episode 20: Reconstruction | 15 Minute History
Marriage Certificate of John and Emily Pointer, Kentucky, October 20, 1866 | U.S. Capitol Visitor Center
Marriage Certificate of John and Emily Pointer, Kentucky, October 20, 1866 | U.S. Capitol Visitor Center
This couple was together for more than twenty years, and had eight children, but were not married in the eyes of the law until The Freedman's Bureau certified their marriage with this certificate. Teachers can have students look at this as part of a lesson intro or "do now" to launch a Reconstruction lesson.
·visitthecapitol.gov·
Marriage Certificate of John and Emily Pointer, Kentucky, October 20, 1866 | U.S. Capitol Visitor Center
Report on the Condition of the South - Carl Schurtz (1865)
Report on the Condition of the South - Carl Schurtz (1865)
Schurtz toured the south in the summer of 1865 and reported information back to the Johnson Administration. This can easily be mined for DBQ quotes, or a primary document exercise. It can also be used to teach "Ctrl-F" by having students search word like "murder". Teachers could also pull out the individual reports and letters collected by Schurtz that are included in this report
·ia800709.us.archive.org·
Report on the Condition of the South - Carl Schurtz (1865)
WHHS Home - Wade Hampton High School
WHHS Home - Wade Hampton High School
This high school is named after one of the richest families of the old south - owning more than 3,000 slaves. Wade Hampton III was active in Reconstruction, suppressing voting and terrorizing Black people. This is a letter to an editor of a local paper asking to change the name in 2017, wonder if it went anywhere. https://www.greenvilleonline.com/story/opinion/2017/05/25/leave-wade-hampton-history-books/102096444/
·greenville.k12.sc.us·
WHHS Home - Wade Hampton High School
ACR270
ACR270
This concurrent resolution of the Assembly of the state of New Jersey lists the wrongs of slavery in New Jersey and the United States. Included in it are several statements that should be included in US History materials used by teachers of students in New Jersey. It was adopted in 2007. Note the admission that New Jersey originally rejected the 13th Amendment
Although the State of New Jersey passed a gradual emancipation law in 1804, it was the last northern state to emancipate its slaves,
New Jersey had one of the severest slave codes in the northern colonies and was one of the few northern states to sanction the Fugitive Slave Act of 1850,
New Jersey adopted the Thirteenth Amendment on January 23, 1866 only after originally rejecting it on March 16, 1865; and
·njleg.state.nj.us·
ACR270
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
[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
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
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
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
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
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
"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
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
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
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