- “Go on away, you don’t belong to us no more, you been freed.”

- They go away, and they kept coming back. They didn’t have no place to go and

nothing to wear. From what she said they had a terrible time. She said it was bad

times. Some took sick and had no tension and died. Seemed like it was four or five years before they got to place they could

live. They all got scattered. - A freedman

Cause and Effect Chart in your Notebook – HOMEWORK Due TOMORROW

Causes WhatResulted (acts, laws, reforms, organizations, etc.)

Ex-CSA members join Congress

Congressional Reconstruction

Reconstruction Act 1867

14th & 15th Amendment

Civil Rights Act 1866

Grant becomes POTUS

Civil Rights Act 1875

Congress, Radical Republicans and Stevens were all very upset with Johnson

WHY?

Because during POTUS Reconstruction…

Major Confederate leaders and extremely wealthy planters, however, had to apply individually for Presidential pardons

Johnson granted 13,500 special pardons

Many Southern state constitutions fell short of minimum requirements.

Many of the ex-CSA sates rejoined the Union and ratified the 13th Amendment

BUT they did not give blacks voting rights

Ex-Confederates were elected back into Congress› Alexander Stephens, VP of the CSA elected

senator from Georgia

Black Codes

The white legislators saw little reason not to continue the tradition of unequal treatment of black persons.

An editorial in the Georgia, Daily Telegraph reflected the widely held opinion of the white

South at this time: "There is such a radical difference in the mental and moral [nature] of the white and black race, that it would be impossible to secure order in a mixed community by the same [law]."

BLACK CODESBLACK CODES Fear:

• That if freedmen did not work for white landowners, the agricultural economy of the South would collapse

Purpose:

* Guarantee stable labor supply now that blacks were emancipated.

* Restore pre-emancipationsystem of race relations.

Forced many blacks to become sharecroppers [tenant farmers].

This continued the cycle of poverty

Sharecropping Tenant Farmers A sharecropper did

not own his own farm, nor did he own a house, mule or tools

Rent from a landlord In exchange for

tending to the land, the “croppers” received 1/3 of the crop

Did not own the land he worked

Instead, paid a yearly cash rental

Like the “cropper,” he had to frequently borrow money and his crop would be a type of security deposit

This continued the cycle of poverty

Freedmen:

Could not vote Must be off the street by sundown Could not testify in court against whites May not marry whites Must find gainful employment Will be arrested if found without jobs

South Carolina Black Codes

http://www.mpsaz.org/rmhs/staff/jxcollums/class1/ap2/files/black_codes.pdf

Southerners defended these codes as necessary to keep order in the South and to help the freedman make the difficult adjustment from slavery to freedom.

The black codes were an honest attempt to restore order in the South. They clearly recognized the fact that former slaves could not be on the same moral, social or intellectual level as whites. The laws understood the childlike level of the Negro… But they were right in their main emphasis….protecting Negroes and society from (their) own laziness and ignorance

- William Dunning : White Southern Historian

W.E.B. DuBois- African American Historian

The black codes were the South’s way of avoiding the most importance consequence of the War. The codes denied almost every basic right belonging to free men and would make it impossible for black people to rise above the poverty and humiliation they suffered as slaves

Rise of the Ku Klux Klan (KKK)

 white supremacists were conducting a reign of terror throughout the South

Formed in Tennessee 1865› Originally was a social club for former

Confederate soldiers By 1868, the Klan had evolved into a hooded

terrorist organization that its members called "The Invisible Empire of the South." The reorganized Klan's first leader, or "Grand Wizard," was Nathan Bedford Forrest, who had been a Confederate general during the Civil War.

Homework

Pg 489 * know chart at bottom (presidential reconstruction plans & proposals)

Use your textbook to complete the Cause & Effect chart

› Pg 489 Johnson clashes with Congress› Pg 491 Military Reconstruction chart› Pg 492 Reconstruction by the Sword

Invisible Empire of the South

They whipped the teachers of freedmen's schools and burnt their schoolhouses.

But first and foremost, the Klan wanted to do away with Republican influence in the South by terrorizing and murdering its party leaders and all those who voted for it.

Central controversy between POTUS and Congress were their plans for the South

By 1867, Republicans had a majority in both houses of Congress and could overrule a presidential veto

Congressional Reconstruction 1866-1872

What was now required of the South (due to Congress control)

Ratify the 14th Amendment to the Constitution before the Union

All people born/naturalized in U.S. are citizens

“equal protection” of laws & “due process” need to be protected by the states

Grant won the election (Republican)

Congressional Reconstruction

Reconstruction Acts of 1867 Passed over Johnson’s vetoes Placed the South under military

occupation Divides the former Confederacy into

five military districts under the control of the Union army

Added the condition of ratifying the 14th Amendment as a readmission requirement

Congressional Reconstruction

Fall 1868—Presidential election Democrats had nominated Horatio

Seymour› Johnson’s out no matter what

Republicans nominate Ulysses S. Grant› War hero, but no political experience

Very close election—would have lost without black votes

Congressional Reconstruction

Fifteenth Amendment (1869) Prohibits states from denying a

citizen’s right to vote on condition of race, color, or previous condition of servitude

Civil Rights Act of 1875 Guaranteed equal accommodations in

public places, including hotels, railroads, and theaters

Poorly enforced, and largely ignored

Go to that corner!

1. Share your reason for choosing this reform

2. Pick a spokesperson from your corner to share that group’s reason with the class

3. Anyone want to switch corners? Why?

In your group…

Each group investigates one aspect of change in the South after the Civil War.

The “experts” on each topic share what they have discovered with the class

Groups Group 1: Jovanny, Robbi, Erin, Marisol,

Ashoor, Wojciech, Audrey

Group 2: Nick, Mark, Lourdes, Ariana, Steward, Khang, Justice, Malachi

Group 3: Randhal, Kally, Victoria, Evangelina, Lorie, Kelly, Hun

Group 4: Tahira, Elizabeth, Betzaid, Deisi, Katrina, Jacob, Andrew

Groups Group 1: Mohy, Kristine, Haseeb, Sarah,

Lauren, Lance, Peggy

Group 2: Sally, Kayla, Elizabeth, Max, Nicoleta, Andrew, Ana, Diana

Group 3: Melissa, Ximenda, Karen, Haarisa, Harley, Elysse, Justyna

Group 4: Maggie, Tom, Carlton, Sameer, Marelin, Mitsura

FOLDER AReforms enacted by Republican Governments

1. Who was John Roy Lynch and what is the significance of him being in office?

2. make a list of new laws and responsibilities for the government

FOLDER BSharecropping

1. Define sharecropping2. Name some other examples of

work done by African Americans3. Summarize the personal

account

FOLDER CCommunity, Family and Church

1. Use the photos and information to identify how these institutes became stronger after slavery

FOLDER DWhite Southern Responses

1. What had this African American legislator experienced?

2. What/who is the source of the violence?

3. What is the reason for the violence?

4. What was the African American response to this violence?

Homework

Write down

- 3 ways life improved for African Americans

- 2 problems that they faced

- 1 reason the white southerners were upset

Thursday April 10

Pick which one you think is most important and WHY … in your notes

African Americans were no longer slaves

African Americans gain the right to vote

African Americans attended schools African Americans were elected to

government offices

Sharecropping andTenant Farmers

A sharecropper did not own his own farm, nor did he own a house, mule or tools

Rent from a landlord (white, wealthy planter)

In exchange for tending to the land, the “croppers” received 1/3 of the crop

Continued the cycle of poverty for former slaves

What became important for former slaves?

Family: because slaves had been separated due to auctions

Church: it was a safe place socially and politically

Education: learning how to do practical and useful activities in order to make it in everyday life

Causes What Resulted (acts, laws, reforms, organizations, etc.)

Ex-CSA members join Congress Black Codes, KKK Suppressing freedmen rights

Congressional Reconstruction Freedmen’s Bureau , 13,14,15Amendments

Reconstruction Act 1867 Military Reconstruction Act

14th & 15th Amendment CitizenshipRight to vote

Civil Rights Act 1866 Shield against Black CodesRepudiates Dred Scott decision

Grant becomes POTUS Republican as POTUS, voted by former slaves

Civil Rights Act 1875 Prohibits discrimination of public services based on race

Military Reconstruction Act

Divide the south into 5 military districts Each state was places under control of

a major general from the North› Duty was to supervise an election which

were open to the freedmen and white Southern men

› Many African Americans were elected in these Constitutional Conventions

14th Amendment

All people born/naturalized in U.S. are citizens

“equal protection” of laws & “due process” need to be protected by the states

15th Amendment

Prohibits states from denying a citizen’s right to vote on condition of race, color, or previous condition of servitude

Civil Rights Act 1866

Pronounces all African-Americans to be U.S. citizens, repudiating the Dred Scott decision, shield against black codes

Civil Rights Act 1875

Crime for any individual to deny full &equal use of public services andpublic places.

Switch cartoons with the person next to you!