ssahtech16c09naSW3_s.fm Page 558 Tuesday, July 31, 2007 9:39 AM
3
SECTION
Section
Step-by-Step Instruction
A Southern Viewpoint
“ It would be best for the peace, harmony, and
prosperity of the whole country that there should
be an immediate restoration, an immediate bringing
back of the states into their original practical
relations.
Review and Preview
Radical Republicans succeeded in passing three amendments in an effort to
secure rights of freedmen. Students will
now focus on the demise of Reconstruction efforts and the resulting hardships
for African Americans in the South.
”
— Alexander H. Stephens, urging an end to
federal control of southern states, 1866
�
Cartoon criticizing northern
carpetbaggers in the South
The End of Reconstruction
Section Focus Question
What were the effects of Reconstruction?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: military rule in the
South; Democrats regaining power in southern
states; African Americans losing rights they
had gained during Reconstruction; many freedmen left poor and landless; the South’s economy beginning to recover)
L2
Have students recall the changes that took
place in the South during Reconstruction.
Use the Idea Wave strategy (TE, p. T24) to
elicit responses and list them on the board.
Tell students that they will learn that the
South changed again after Reconstruction
ended.
Set a Purpose
■
• Identify the signs that the South began to
develop a stronger economy by the 1880s.
Reconstruction’s Conclusion
• Describe how African Americans in the South
lost many newly gained rights.
Reading Skill
Key Terms and People
poll tax
literacy test
grandfather clause
segregation
Homer Plessy
sharecropper
both North and South were calling for the withdrawal of
federal troops and full amnesty for former Confederates.
Starting with Virginia in 1869, opponents of Republicans
began to take back the South, state by state. Slowly, they
chipped away at the rights of African Americans.
In some states, campaigns of terror by secret societies
were a major factor in restoring their power. By 1874, Republicans had lost control of all but three southern states. By 1877,
Democrats controlled those, too.
Form students into pairs or groups of
four. Distribute the Reading Readiness
Guide. Ask students to fill in the first
two columns of the chart.
Use the Numbered Heads strategy (TE,
p. T24) to call on students to share one
piece of information they already know
and one piece of information they want
to know. The students will return to
these worksheets later.
558 Chapter 16
Support for Radical Republicans declined as Americans
began to forget the Civil War and focus on bettering their
own lives. Scandals within President Grant’s administration
played an important role. Grant made poor appointments to
public offices, often appointing personal friends. Many of
the appointees proved to be corrupt. Although Grant
himself had no part in the corruption that took place, his
reputation suffered. Grant won reelection in 1872, but many
northerners lost faith in the Republicans and their policies.
Self-rule for the South Meanwhile, many people in
L2
Teaching Resources, Unit 5,
Reading Readiness Guide, p. 81
■
• Describe the sharecropping system and how it
trapped many in a cycle of poverty.
Why It Matters The South experienced reforms during the
Reconstruction era. However, many of the changes were
quite temporary. When Reconstruction ended, African
Americans were subjected to new hardships and injustices. It
would take more than a century to overcome these injustices.
Section Focus Question: What were the effects of
Reconstruction?
Evaluate Proposals When you read a
proposal, ask yourself: Is the proposal likely to
work as a way of advancing its goal?
Prepare to Read
Build Background
Knowledge
Objectives
• Explain why support for Reconstruction
declined.
The Election of 1876 The end of Reconstruction was a
direct result of the presidential election of 1876. Because of
disputes over election returns, the choice of the President was
558 Chapter 16 Reconstruction and the New South
Differentiated Instruction
L1 English Language Learners
L1 Less Proficient Readers
Gaining Comprehension Have students
read the text of The End of Reconstruction
as they listen to the Student Edition on
Audio CD. Create exit cards for the students to complete at the end of the CD. The
cards will read “What I learned about
L1 Special Needs
_____” or “It made me feel _____.” Review
their responses. Students can be given a
copy of the CD to work independently at
home or in the school Resource Center.
SE on Audio CD, Chapter 16
Teach
Reconstruction’s
Conclusion
p. 558
Instruction
■
L2
Vocabulary Builder Before teaching
this lesson, preteach the High-Use
Words require and inferior, using the
strategy on TE p. T21.
Key Terms Have students complete the
See It–Remember It chart.
PACIFIC
OCEAN
AZ
TERR.
CO
INDIAN
TERR.
NM
TERR.
30°N
110°W
L. Michigan
IA
E
L.
rie
PA
OH
IL
IN
MO
WV VA
KY
CT
■
Ask: What event marked the end of
Reconstruction? (the election of 1876)
What do you think might have happened if Reconstruction continued for
many more years? (Answers will vary,
but should reflect prior knowledge of the
changes made during Reconstruction.)
NJ
DE
MD
AL
■
Display the Voting Patterns During
Reconstruction transparency. Discuss
the changes that might have come when
representation in Congress switched
from mostly Republican in 1872 to
mostly Democrat in 1876. (Possible
answers: end of Reconstruction; fewer rights
for African Americans; end to military rule
in the South.)
ATLANTIC
OCEAN
KEY
Hayes, Republican
Tilden, Democrat
Disputed results
GA
LA
Gulf of Mexico
S
MA
RI
SC
AR
FL
MEXICO
W
NC
TN
MS
TX
MI
NY
80°W
120°W
KS
PERCENTAGE
POPULAR VOTE
PERCENTAGE
ELECTORAL VOTE
1%
Minor
51%
48%
50.1%
49.9%
90°W
100°W
CA
UT
TERR.
WI
VT
NH
W
70°
NE
L. Ontario
L.
MN
WY
TERR.
Ask students to explain how Republicans began to lose power. (Scandals during Republican President Grant’s term led
northerners to lose faith in Republicans.
People began calling for the end of military
rule, which led to Democrats taking back
control of southern states.)
W
60°
40°N
DAKOTA
TERR.
■
E
ME
Superior
L.
MT
TERR.
ID
TERR.
NV
400
ron
Hu
OR
0 km
0 miles
400
Albers Equal-Area Projection
WA
TERR.
Read Reconstruction’s Conclusion with
students using the Choral Reading technique (TE, p. T22).
N
CANADA
50°N
■
Color Transparencies, Voting Patterns During
Reconstruction
Answers
Section 3 The End of Reconstruction 559
Reading Skill Hayes proposed to
end Reconstruction. The Democrats
wanted to end Reconstruction and the
Republicans wanted to win the presidency.
northerners’ losing faith in
Republicans because of government corruption; Democratic candidates taking
back the South; the election of 1876
(a) the South (b) No; the
map shows that people in the South primarily voted one way—Democratic—and
people in the North and West primarily
voted a different way—Republican.
Chapter 16 559
ssahtech16c09naSW3_s.fm Page 560 Tuesday, July 31, 2007 9:39 AM
Independent Practice
African Americans Lose Rights
Have students begin filling in the study
guide for this section.
With the end of Reconstruction, African Americans began to lose
their remaining political and civil rights in the South. Southern
whites used a variety of techniques to stop African Americans from
voting. They passed laws that applied to whites and African Americans but were enforced mainly against African Americans.
One such law imposed a poll tax—a personal tax to be paid
before voting. This kept a few poor whites and many poor freedmen
from voting. Another law required voters to pass a literacy test, or a
test to see if a person can read and write. In this case, voters were
required to read a section of the Constitution and explain it.
However, a grandfather clause allowed illiterate white males to
vote. The grandfather clause was a provision that allowed a voter to
avoid a literacy test if his father or grandfather had been eligible to
vote on January 1, 1867. Because no African American in the South
could vote before 1868, nearly all were denied the right to vote.
Southern states created a network of laws requiring segregation,
or enforced separation of races. These so-called Jim Crow laws barred
the mixing of races in almost every aspect of life. Blacks and whites
were born in separate hospitals and buried in separate cemeteries.
The laws decreed separate playgrounds, restaurants, and schools.
They required African Americans to take back seats or separate cars
on railroads and streetcars. When African Americans challenged the
restrictions in court, they lost. State and local courts consistently
ruled that Jim Crow laws were legal.
Monitor Progress
command
p. 560
L2
Farms Rented for Shares of Products, 1880
60
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure individuals
understand how African Americans lost
rights they had gained during Reconstruction. Provide assistance as needed.
Answer
Draw Conclusions They could not make
enough money to pay back their debt to
landowners and buy their own land.
560 Chapter 16
South
40
West
30
20
10
go
n
ni
a
as
or
lif
Ca
Te
x
m
ba
tic
ec
nn
N
Co
a
0
Independent Practice
Have students continue filling in the study
guide for this section.
Northeast
50
hi
re
Teaching Resources, Unit 5,
Concept Lesson, p. 86; Concept Organizer, p. 6
Farming land they did not own, sharecroppers were
locked into a cycle of debt, as shown by the illustration.
Critical Thinking: Draw Conclusions Why was it hard
for sharecroppers to escape the debt cycle?
la
To help students better understand the
concept of segregation, which is important to the understanding of this section,
use the Concept Lesson Segregation.
Distribute copies of the concept organizer.
1. Planting the Crop
Landowners give the sharecropper
land, seed, and tools in exchange for
a share in the crop. Sharecroppers
buy goods and supplies from the
landowner on credit.
A
■
Lead a discussion on how the lives of
African Americans and whites in the
South might have differed when segregation was law. (Answers will vary, but
students should point out that whites probably had access to better education, jobs, and
facilities.)
ut
■
INFOGRAPHIC
ps
Ask: What was the grandfather clause?
(a provision that allowed a voter to skip a
literacy test if his father or grandfather had
been eligible to vote on January 1, 1867)
Why was it passed? (to ensure that only
white men could vote)
am
■
H
Read African Americans Lose Rights
with students. Have students look for
evidence that southern whites achieved
their goal—keeping African Americans
from voting.
ew
■
Farms Rented
(tens of thousands)
Instruction
re
African Americans Lose
Rights
Vocabulary Builder
require (rih KWYR ) v. to order or
O
As students fill in the Notetaking Study
Guide, circulate to make sure individuals
understand how and why Reconstruction
ended. Provide assistance as needed.
States
Source: Inter-university Consortium for Political and Social Research
560
Differentiated Instruction
L3 Advanced Readers
L3 Gifted and Talented
Comparing Explain that like the election
for President in 1876, the election of 2000
resulted in the winner of the popular vote
losing the election. Have students research
this election, in which George W. Bush
defeated Al Gore. Point out that thirdparty candidate Ralph Nader also played a
role in the results. Then ask students to
identify the similarities and differences
between the two elections.
ssahtech16c09naSW3_s.fm Page 561 Tuesday, July 31, 2007 9:39 AM
In 1896, the U.S. Supreme Court upheld segregation laws. Homer
Plessy had been arrested for sitting in a coach marked “for whites
only.” In the case of Plessy v. Ferguson, the Court ruled in favor of a
Louisiana law requiring segregated railroad cars. The Court said a
law could require “separate” facilities, so long as they were “equal.”
This “separate but equal” rule was in effect until the 1950s. In fact,
facilities for African Americans were rarely equal. For example,
public schools for African Americans were almost always inferior to
schools for whites.
A Cycle of Poverty
p. 561
Instruction
Read A Cycle of Poverty with students.
Have students look for causes and
effects.
■
Have students look at the Sharecropping Cycle of Poverty feature and ask
them to describe the cycle in their own
words. (Students’ answers will vary, but
should reflect an understanding of how
sharecroppers got trapped in a cycle of debt.)
Ask: Were African Americans in towns
and cities struggling with poverty as
well? Explain. (Yes, opportunities for
skilled workers dwindled and many African
Americans had to take any job they could
find.)
■
Display the History Interactive transparency Sharecropping Cycle of Poverty. Ask students if they think there is a
point where the cycle might be broken.
Vocabulary Builder
inferior (ihn FIR ee uhr) adj. of
lower rank or status, or of poorer
quality
What methods did southern states use to deprive
African Americans of their rights?
A Cycle of Poverty
At emancipation, many freedmen owned little more than the
clothes they wore. Poverty forced many African Americans, as well
as poor whites, to become sharecroppers. A sharecropper is a laborer
who works the land for the farmer who owns it, in exchange for a
share of the value of the crop.
The landlord supplied living quarters, tools, seed, and food on
credit. At harvest time, the landlord sold the crop and tallied up how
much went to the sharecroppers. Often, especially in years of low
crop prices or bad harvests, the sharecroppers’ share was not enough
to cover what they owed the landlord for rent and supplies. As a
result, most sharecroppers became locked into a cycle of debt.
2. Harvesting the Crop and
Settling Accounts
The sharecropper gives the landowner
his crop. Landowner sells it and gives
the tenant his share, minus the amount
owed at the company store.
L2
■
Color Transparencies, Explore the
Sharecropping Cycle
Visit: PHSchool.com
Web Code: myp-5127
Independent Practice
Have students continue filling in the study
guide for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 16,
Section 3 (Adapted Version also available.)
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure individuals
understand why many African Americans
struggled with poverty. Provide assistance
as needed.
3. Cycle of Debt
After a year of hard work, the
sharecroppers often owed more than
they had earned and had no choice
but to offer the landlord a greater
percentage of next year’s crop.
Section 3 The End of Reconstruction 561
History Background
Harlan’s Predictions Supreme Court Justice John Harlan was the only voice of
dissent in the Plessy v. Ferguson case. He
showed incredible foresight in his opinion
when he wrote: “Our Constitution is colorblind, and neither knows nor tolerates
classes among citizens. In respect of civil
rights, all citizens are equal before the law
. . . In my opinion, the judgment this day
rendered will, in time, prove to be quite as
pernicious as the decision made by this
tribunal in the Dred Scott case . . . The
present decision, . . . , will not only stimulate aggressions, . . . , upon the admitted
rights of colored citizens, but will encourage the belief that it is possible, by means
of state [laws], to defeat the [good] purposes which the people of the United States
had in view when they adopted the recent
amendments of the Constitution.”
Answer
They used poll taxes and literacy tests to prevent African Americans
from voting, and passed Jim Crow laws
that prevented African Americans from
using facilities that whites used.
Chapter 16 Section 3 561
ssahtech16c09naSW3_s.fm Page 562 Tuesday, July 31, 2007 9:39 AM
1963 Dr. Martin Luther
King, Jr., speaks to Americans
in Washington, D.C.
Industrial Growth
p. 562
Instruction
L2
■
Read Industrial Growth with students.
As students read, circulate and make
sure individuals can answer the Checkpoint question.
■
Ask: What part of the South’s economy
began to recover first during Reconstruction? (agriculture)
■
Ask: How did the South use its
resources to develop manufacturing?
Give an example. (It built mills and factories to develop its resources. For example,
furniture factories were built to turn the
South’s lumber into furniture; textile factories used the region’s cotton; factories used
the South’s iron and oil.)
Independent Practice
Fighting for Civil Rights
1896 In Plessy v. Ferguson, the Supreme Court
upheld segregation laws in the South. These
restrictions continued for more than 50 years.
1950s–1960s Some Americans launched a campaign to bring equal rights to African Americans.
This civil rights movement used marches, petitions,
and other public actions to end discrimination in
education, use of public facilities, and voting.
Civil Rights Today Did the civil rights movement
win equal rights for all Americans? Not everyone
agrees. Go online to find out more about recent
developments in civil rights.
For: Civil rights in the news
Visit: PHSchool.com
Web Code: myc-5123
Have students complete the study guide
for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 16,
Section 3 (Adapted Version also available.)
Opportunities dwindled for African Americans in southern
towns and cities, too. African American artisans who had been able to
find skilled jobs during Reconstruction increasingly found such jobs
closed to them. Those with some education could become schoolteachers, lawyers, or preachers in the African American community.
But most urban African Americans had to take whatever menial job
they could find.
Monitor Progress
■
■
■
Check Notetaking Study Guide entries
for student understanding of how the
South developed its industries during
and after Reconstruction.
How did many freedmen and whites become locked
in a cycle of poverty?
Tell students to fill in the last column of
the Reading Readiness Guide. Ask them
to consider whether what they learned
was what they had expected to learn.
Industrial Growth
It would be a long process, but during Reconstruction the South’s
economy began to recover. By the 1880s, new industries appeared.
Southerners hailed a “New South,” based on industrial growth.
The first element of the South’s economy to begin recovery was
agriculture. Cotton production, which had lagged during the war,
quickly revived. By 1875, it was setting new records. Planters put
more land into tobacco production, and output grew.
Southern investors started or expanded industries to turn raw
materials into finished products. The textile industry came to play an
important role in the southern economy.
Have students go back to their Word
Knowledge Rating Form. Rerate their
word knowledge and complete the last
column with a definition or example.
Teaching Resources, Unit 5,
Reading Readiness Guide, p. 81; Word
Knowledge Rating Form, p. 78
562 Chapter 16 Reconstruction and the New South
Differentiated Instruction
L3 Advanced Readers
Answer
Sharecroppers bought farming supplies from landowners on credit
and shared the profits from crops. They
often did not make enough money to pay
back the debt, so they had to keep working
for the landowners to repay them.
562 Chapter 16
L3 Gifted and Talented
Predicting Have students work in pairs.
Have each select a major event from this
chapter and assume that either it had not
occurred or that it had a different outcome.
(For example, what if Samuel Tilden had
been elected President rather than Rutherford B. Hayes?) Have each pair give a brief
oral presentation in which they speculate
how subsequent events in American history might have been different.
ssahtech16c09naSW3_s.fm Page 563 Tuesday, July 31, 2007 9:39 AM
The South had natural resources in abundance, but it had done
little to develop them in the past. Atlanta newspaper editor Henry
Grady described the funeral of a man from Georgia as follows:
They buried him in the heart of a pine forest, and yet the
“pine
coffin was imported from Cincinnati. They buried him
within touch of an iron mine, and yet the nails in his coffin
and the iron in the shovel that dug his grave were imported
from Pittsburgh.
Assess and Reteach
To further explore the topics in
this chapter, complete the
activity in the Historian’s
Apprentice Activity Pack to
answer this essential question:
Was Reconstruction
a success or a failure?
”
—Henry Grady to the Bay State Club of Boston, 1889
The South began to develop its own resources. New mills and
factories grew up to use the South’s iron, timber, and oil. Lumber
mills and furniture factories processed yellow pine and hardwoods
from southern forests.
Southern leaders took great pride in the region’s progress. They
spoke of a “New South” that was no longer dependent on “King
Cotton.” An industrial age was underway, although the North was
still far more industrialized.
Factory in the “New South”
Reading Skill
2. (a) Recall What is segregation?
(b) Analyze Cause and Effect
How did Plessy v. Ferguson make
the fight against segregation
more difficult?
1. (a) Sharecroppers were farmers who
rented land and paid a share of each
year’s crop as rent; they did not own the
land they worked.
(b) Sharecroppers often owed landlords
more than they made at the end of a
year.
2. (a) enforced separation of races
(b) It ruled in favor of segregation as
long as facilities were equal.
L3
Have students complete the History Interactive activity online. Provide students
with the Web Code below.
5. Because of laws in the South
requiring segregation, African
Americans and whites _____.
For: Help in starting the History
Interactive activity
Visit: PHSchool.com
Web Code: myp-5127
Writing
6. Rewrite the following passage to
correct the errors. Passage: The
1876 presidential election decided by a special commission.
Key Terms
Samuel J. Tilden a democrat won
Complete each of the following senthe Popular vote over republican
tences so that the second part clearly
Rutherford B. Hayes. However,
shows your understanding of the
their were 20 disputed electorial
key term.
votes. A special commission
4. African Americans and whites had
made an agreement with the
to pay a poll tax before _____.
democrats.
3 Check Your Progress
L1
Extend
Section 3 The End of Reconstruction 563
Section
To further assess student understanding,
use the Progress Monitoring Transparency.
Interactive Reading and
Notetaking Study Guide, Chapter 16,
Section 3 (Adapted Version also available.)
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mya-5123
3. Evaluate Proposals In Plessy v.
Ferguson, the Supreme Court
1. (a) Identify Who were shareproposed the idea of “separate
croppers? How did they differ
but equal” facilities. Do you
from landowners?
think this idea meets the goal of
(b) Draw Conclusions Why did
ensuring equal rights?
so many sharecroppers live in
poverty?
Teaching Resources, Section
Quiz, p. 89
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
in 1877, its record showed many successes and some failures. Most
importantly, all African Americans were finally citizens. Laws
passed during Reconstruction, such as the Fourteenth Amendment,
became the basis of the civil rights movement that took place almost
100 years later.
Comprehension
and Critical Thinking
Have students complete Check Your
Progress. Administer the Section Quiz.
Reteach
Looking Back and Ahead When Reconstruction ended
Check Your Progress
L2
Progress Monitoring Transparencies,
Chapter 16, Section 3
What was the “New South” that was emerging
by 1900?
Section 3
Assess Progress
Progress Monitoring Online
Students may check their comprehension of this section by completing the
Progress Monitoring Online graphic
organizer and self-quiz.
3. The Court reasoned that laws calling for
separate facilities for whites and blacks
were acceptable as long as facilities were
equal. Students will probably disagree
with the Court’s proposition because
the facilities for blacks were never equal
to those for whites.
4. they could vote.
5. had to use separate facilities such as
restaurants and playgrounds.
6. Check for grammar and organization of
content.
Answer
The New South began to
develop its own resources, setting up mills
and factories to turn its resources into useful goods.
Chapter 16 Section 3 563