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The Reconstruction Era

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5 questions, during the reconstruction era, which amendments were passed to guarantee civil rights for freed slaves, what was the approximate duration of the reconstruction era, what was the main goal of reconstruction, what action did congress take in 1866 to protect civil rights, what did ex-confederate states have to do before being readmitted to the united states during reconstruction, description.

Test your knowledge on the Reconstruction era in American history. Discover the efforts made to rebuild the country after the Civil War and address the aftermath of slavery. Explore the political, social, and economic challenges faced during this transformative period.

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This US History Practice quiz will have practice questions relating to the post-Civil War Reconstruction.

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Lesson 3: The Battle Over Reconstruction: The Aftermath of Reconstruction

President Ulysses S. Grant presided over the waning days of Reconstruction.

Library of Congress

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The effects of the Civil War and of Reconstruction—particularly in the South—continue to shape and to be a contentious subject in our politics today. This lesson plan will explore the social, economic and political conditions of the United States as Reconstruction drew to a close in the years leading up to the Compromise of 1877. With the assistance of original historical documents, students will consider the ways different perceptions from leading political figures about the outcomes of Reconstruction affected the political debate and the political future of the nation. With an interactive map that combines statistics with the thoughts and ideas of people living through this difficult period, students will consider the ways in which efforts at recovery were either successful or disappointing.

One thing students might consider, for example, is how the devastation of war and the slow pace of efforts to recover from that devastation kept the South in a subordinate economic position in comparison to the faster growing cities of the North. These expanding Northern cities were a draw for much of the dislocated workforce in the South—including newly freed slaves. How might a fact like this have affected opinions on questions such as civil rights, government contracts for major infrastructure improvements (such as railroads) and shaped views on questions such as education? While this lesson will not provide answers for all of these questions, the hope is that it will point students in the direction of seeking out such answers with the documents and the interactive provided and formulating their own similar kinds of questions.

Upon completing this lesson, students will begin to see the ways in which a political and constitutional crisis emboldened some lasting divisions within American society and, perhaps what is more important, the ways in which the crisis forged a new path for a stronger and more perfect Union. You can find more resources to supplement this lesson at our  Smithsonian Learning Lab collection on the Reconstruction Era . 

Guiding Questions

How did the results of Reconstruction policy shape the politics of the reconstructed states and the nation at large?

Learning Objectives

Describe the general character of the social conditions within the nation in the aftermath of Reconstruction.

Demonstrate their ability to navigate through a statistical map interactive.

Use information gathered from the interactive maps to inform their understanding of the political, social, and economic problems confronting the nation in the wake of Reconstruction.

Distinguish the central and driving ideas at work in the documents used to illustrate this lesson.

Identify specific problems that may have emerged as a result of Reconstruction policy in its many and varied permutations.

Discuss how these policies may have affected attitudes in the country and, subsequently, how these attitudes helped or hindered politics upon the conclusion of the Reconstruction era.

Lesson Plan Details

After the impeachment of Andrew Johnson and the ascendancy of Congress in directing Reconstruction policy, the realities of enforcing their well-meaning goals soon dimmed the enthusiasm of many Republicans. Though Republicans made quick and huge political gains in the South as newly enfranchised black voters rushed to their support, it was clear that the party and its ideals of peace through racial and sectional harmony on Republican terms remained unpopular with large segments of the population—particularly with those who were disenfranchised because they could not take the “oath” or otherwise prove their loyalty to the Union. This meant that the huge majorities Republicans then enjoyed were, so to speak, operating on borrowed time.

There were many reasons for the unpopularity of Congressional Reconstruction in the South. Certainly, there was deep resentment on the part of many white southerners who did not want to accept the idea of racial equality. But another clear reason was the often ineffective and incompetent governing that characterized many of the post-war Republican Southern governments. Again, there were many reasons for the poor government in the South, including violence and sabotage from groups like the Ku Klux Klan and the racial animosity that inspired them, a general unwillingness to accept the political and social implications of equality under the law, and a lingering deep resistance to the idea of the supremacy of the Constitution and Union to state and local authority in matters of national significance. In addition to racial animosity—and possibly a factor that fed into that animosity as it was exploited by demagogues—was the rule of ineffective and inexperienced state and local politicians in the wake of Southern defeat. This condition was inevitable given the disqualification of many of the region’s most experienced and able government officials because of their disfranchisement for participation in the late rebellion.

This meant that Southern governments frequently were in the hands of novices: for example, inexperienced (and sometimes illiterate) freedmen and—worse yet, from the point of view of many Southern loyalists—Northerners who had moved in the wake of war to assist in the recovery effort. In some cases these newcomers were motivated by noble sentiment, while others were merely out to seek their fortunes. In any event, these Northern “carpetbaggers” were viewed as outsiders and exploiters by many who formerly had been loyal to the Confederacy. These conditions made it quite difficult for the Republican Party to get much of a foothold in the South among any except black voters and those who had relocated from the North. It also made it difficult to enforce Republican plans for Reconstruction or the 14th and 15th Amendments to the Constitution.

As resistance and violence continued to spread in the South, Republican resolve began to weaken. Maintaining a visible and active presence of Union troops in the South to facilitate the peaceful operation of government and Reconstruction was expensive and frustrating to many in Congress. Moreover, the horrors of the late war were alive in the memories of most Americans and the real or imagined threat of resumed and open hostilities operated with more persuasive force than the best of arguments. President Ulysses S. Grant had been elected partly because he seemed to show promise of strong executive leadership, but also because he was viewed in the afterglow of his wartime success. In Grant’s opposition to the Tenure of Office Act (passed during Johnson’s term in 1867), which required Senate approval of all presidential appointments and dismissals, many believed that Grant evinced the kind of political fortitude necessary to set things aright. But in his first showdown with Congress upon being elected, Grant backed down and accepted a compromise proposal with the Senate even after the House had voted to join him in his opposition to the Act. This show of weakness seemed to set the tone for Grant’s administration (1869-77) which, though it seemed to offer some promise to restore order and sanity to the South, actually accomplished very little in this realm.

In part, Grant’s administration suffered because of some real and some exaggerated charges of corruption—most of which did not directly involve Grant but tarnished him nonetheless. But charges of corruption were not limited to Grant’s administration. There were also a number of members in Congress who were involved in the Crédit Mobilier scandal, which involved the Union Pacific Railroad and federal contracts for the first Transcontinental Railroad. Corruption compromised the ability of the government and, frequently, of private interests to facilitate the reconstruction of the South. The end of the war brought with it much devastation and, of course, those who knew how to turn devastation into opportunity. While many of the efforts at reconstruction were legitimate and well-intentioned, a good number were not. There were those who used their positions for exploitation. Similarly, there were those in the South who turned their bitterness at losing the war into a default position of hostility to all efforts to move forward. This hostility gathered strength as scandals continued to supply evidence for its justification.

The impact of scandal on the national political debate was real. It contributed to a chastening of Republican ambitions in the South and forced the party to concentrate on maintaining its base of support in the North rather than growing the party in Dixie. This helped to shape the national political debate for generations. In the South, the failure of Republican state governments to make serious inroads on the politics of the region led to a weakening resolve to protect the civil and political rights of freedmen. Segregation of both the official and unofficial variety took root. While much progress could be seen in things like the exponential growth of railroads, even an optimistic reading of these barometers had to be tempered by an acknowledgement that “doubling” track mileage does not amount to much when the starting point was so low. Weighted against growth in the North, the South fared poorer by all economic gauges.

The “official” era of Reconstruction came to a close with the Compromise of 1877. In that “compromise,” Republican Rutherford B. Hayes won a tight race for the Presidency with just one electoral vote—on the condition that all federal troops be removed from the South and a southern Democrat be named to his cabinet.

In all, the history of Reconstruction was an object lesson in the limitations of persuasion in politics—as was the history of the Civil War that preceded it. The great political battles of the era were full of interesting reflections and assertions about the nature and purpose of America and American government. The passage of the 14th Amendment and Civil Rights legislation were great victories for the advocates of equality under the law. But in the end, events overpowered the best thinking on both sides of this divide and the impact of these great victories was left to be felt and interpreted by a new generation of Americans. Much of the legislation enacted in the name of racial equality was to be undone in the coming years by rulings coming from the Supreme Court ( Plessy v. Ferguson, The Civil Rights Cases , etc.) and then to be taken up again in the Civil Rights struggles of the 20th century. In many ways, we continue these struggles in our politics today.

For more detailed information on the process of Reconstruction, the teacher is encouraged to visit America's Reconstruction: People and Politics After the Civil War ; for a timeline of major events of Reconstruction during the war itself, of particular use is Freedmen and Southern Society Project: Chronology of Emancipation .

In preparation for teaching this lesson, the teacher should review the entire lesson plan, including introductory background information. The teacher may also wish to visit the two EDSITEment-reviewed websites mentioned above for additional background material concerning reconstruction: America's Reconstruction: People and Politics After the Civil War and Freedmen and Southern Society Project: Chronology of Emancipation . In addition, the teacher should review the interactive maps included as part of this lesson and download the Text Document for Activity 1 and the Text Document for Activity 2 , which will include all needed source material and worksheets. Print out all material from the Text Documents, and make the appropriate number of copies for the students. The teacher may also wish to begin thinking about how the class is to be divided into small groups (3-5 is suggested—but the teacher should judge the correct size based on the size of the class) as several of the activities in this lesson involve small group work.

Analyzing Primary Sources —This lesson involves using a number of primary source documents authored by a variety of people; some were highly educated, others were less so, and still others were recently freed slaves who were barely literate. The teacher may wish to review these documents so as to be able to explain any difficult vocabulary or unfamiliar vernacular. The teacher may also want to point out that original documents, such as these, retain their original spelling and syntax—even if incorrect. The teacher may also wish to explain to the students the use of the word “Negro” in some of these documents. While not generally used today, it was accepted usage (by both black and white writers) during this period and it is part of the historical record. While it could be used in a derogatory way, it did not—in every case—suggest racist attitudes or carry the stigma that it does today. The teacher will also want to discuss the vernacular and odd spellings that occasionally come through in diary entries and interviews with ordinary citizens and ex-slaves. Some of this language may be difficult for students to understand without some guidance.

If the teacher’s students have little experience evaluating primary source documents, there are several websites that include activities to help students develop these skills. The website Making Sense of Letters and Diaries is one such site. The Learning Page at the American Memory Project of the Library of Congress includes a set of activities to develop primary document skills. Another useful resource is the Educator Resources  of the National Archives, which features a set of Document Analysis Worksheets . Finally, History Matters offers helpful pages on " Making Sense of Maps ."

Activity 1. The Conditions in the South as Reconstruction Draws to a Close

For this activity, the students will use the interactive maps [temporarily located at http://civclients.com/nehint/recon/ ] as well as the documents specified below that can be found in the Text Document for Activity 1 . Students will be organized into five small groups, each of which will be assigned a document and a set of worksheet questions. These groups will take on the role of special investigative committees reporting to a Congressional committee examining the effects of Reconstruction. Each document corresponds to one of the five “Topics” in the “After Reconstruction” section of the interactive. The worksheet provided in the Text Document for Activity 1 asks two sets of questions: one set relates to the document, and the other relates to the corresponding section of the interactive. After reading their assigned document, students should answer the document questions on their worksheet and then proceed to the interactive to answer those questions. After completing both sections of the worksheet, the group should discuss what they have learned about their topic through the interactive and the document. The objective is to show the students how the combination of facts, opinions, statistics, and pictures can broaden their understanding of a subject.

The authors of the documents were selected to show a variety of contrasting views and also to reflect the different ways that Reconstruction affected various populations. While one document cannot speak to the effects of the war on an entire group, it will give students an insight into what may have represented a common experience and reaction to Reconstruction policy.

When the groups have completed their worksheets and concluded their discussion, the teacher, as Committee chairman, should lead the groups in brief presentations to the class (the Congressional Committee) highlighting their findings. Following the presentations, the teacher may also wish to lead the class in a discussion of the methodology of this activity, asking students to examine the ways in which maps, pictures, and original documents expanded their understanding of the topic.

Group A: Excerpts from the testimony of Maddie Curtis from Slave Narratives: A Folk History of Slavery in the United States From Interviews with Former Slaves , North Carolina Narratives, 1937

Group B: Excerpt from Rev. Irving E. Lowery , Life on the Old Plantation in Ante-Bellum Days , 1911

Group C: Excerpt from the conclusion of Holland Thompson , From the Cotton Field to the Cotton Mill: A Study of the Industrial Transition in North Carolina , 1906

Group D: The Resources of North Carolina: Its Natural Wealth, Condition, and Advantages, as Existing in 1869 . Presented to the Capitalists and People of the Central and Northern States, by Bannister, Cowan & Company

Group E: Excerpt from Albert T. Morgan , Yazoo, Or, On the Picket Line of Freedom , 1881

Activity 2. Evaluating Reconstruction: The Fourteenth Amendment

Text Document for Activity 2

It is the year 1877 and, in the wake of the election of Rutherford B. Hayes, Union troops finally have been recalled from the South. In this activity, students will be asked to imagine that they are research assistants gathering evidence for a prominent historian (the teacher) during the years following Reconstruction. The historian’s aim is to write the first comprehensive history of the period. Right now, he is working on the chapter that examines the importance and impact of the Fourteenth Amendment. These research assistants will evaluate a series of documents (which in this activity will substitute for “live interviews”) representing a variety of views concerning the direction of Reconstruction policy regarding voting rights and the impact these views had or should have had on the politics of the nation. The teacher should divide the class into four small groups. In addition to reviewing the text of the Fourteenth Amendment, each group will be assigned to cover one additional (but short) document and make a presentation to the class summarizing the views presented in it. The historian (i.e., the teacher) will preside over the presentations and discussions and help the class distill the information gathered so that the class, together, can compose a two-page brief for the historian summarizing the impact of the Reconstruction debate over voting rights on the politics of the nation in 1877.

For all groups: The Fourteenth Amendment to the Constitution

Group A: Excerpt from Frederick Douglass , Address to the Massachusetts Antislavery Society, April 1865

Group B: Letter from President Ulysses S. Grant to the Hon. D. H. Chamberlain, Governor of South Carolina (on the occasion of riots in Hamburg, S.C.), August 1, 1876

Group C: Excerpt from Carl Schurz, speech in the Senate , January 30, 1872

Group D: Rutherford B. Hayes, letter of acceptance of the nomination for the Presidency , June 8, 1876

At the end of this lesson, each student should demonstrate his or her proficiency by doing one of the following:

1. Based on the documents reviewed in this lesson, list some of the leading and competing political interests in the South as Reconstruction was drawing to a close. For each group, briefly describe (in one paragraph) the primary motivations and objectives that moved them to action.

2. Compose a two-page essay explaining the ways in which the effects of Reconstruction may continue to affect our politics today.

Alternative means of assessment include asking the students to do either or both of the following:

1. Turn in their completed worksheets from Activities 1 and 2 for a grade. 2. Compose and turn in for a grade a 2-4 page “brief” for the “historian” in Activity 2 that more fully evaluates the views presented in the document covered by his or her group.

The EDSITEment-reviewed sites Digital History and Documenting the American South offer a wide variety of documents concerning the effects of Reconstruction on the newly freed black population and Southern society, in general. Teachers may wish to have students read several of the following, which illustrate the tension and uncertainty that existed along with the joy of liberty:

• Excerpt from the testimony of Henry Blake, 1937
• Diary of Emma Leconte , see especially pp. 30-40
• A Georgia Negro Peon
• Zebulon Baird Vance, The Duties of Defeat. An Address Delivered before the Two Literary Societies of the University of North Carolina , June 7th, 1866
• Atticus G. Haygood (then President of Emory University), Our Brother in Black: His Freedom and Our Future , 1881. (see especially chapter IX: “The Time Element in this Problem”)
• Excerpt from William Robert Houghton, Two Boys in the Civil War and After , Montgomery, Ala.: Paragon Press, 1912. pp. 97-99
• Excerpt from a Speech from Richard H. Cain, February 17, 1868 during the South Carolina Constitutional Convention

Students might then be asked to examine the painting “A Visit from the Old Mistress” from the EDSITEment-reviewed site Africans in America . The documents listed above in conjunction with an examination of the painting could be used to spark an in-class discussion of the difficulties facing the South as it moved from one kind of social structure to a new, more American, way of life.

Selected EDSITEment Websites

• Excerpts from the testimony of Maddie Curtis from Slave Narratives: a Folk History of Slavery in the United States From Interviews with Former Slaves , North Carolina Narratives 1937
• Excerpt from Albert T. Morgan , Yazoo, Or, On the Picket Line of Freedom , 1881.
• Excerpt from Frederick Douglass , Address to the Massachusetts Antislavery Society, April 1865
• Letter from President Ulysses S. Grant to the Hon. D. H. Chamberlain, Governor of South Carolina (on the occasion of riots in Hamburg, S.C.), August 1, 1876
• Excerpt from Senator Carl Schurz of Missouri , speech in the Senate, January 30, 1872
• Rutherford B. Hayes, letter of acceptance of the nomination for the Presidency , June 8, 1876
• Excerpt from a Speech from Richard H. Cain , February 17, 1868 during the South Carolina Constitutional Convention
• Rev. Irving E. Lowery, Life on the Old Plantation in Ante-Bellum Days , 1911
• Holland Thompson, From the Cotton Field to the Cotton Mill: A Study of the Industrial Transition in North Carolina , 1906
• The Resources of North Carolina: Its Natural Wealth, Condition, and Advantages, as Existing in 1869. Presented to the Capitalists and People of the Central and Northern States, by Bannister, Cowan & Company
• Emma Leconte, Diary 1864-1865
• Zebulon Baird Vance, The Duties of Defeat: An Address Delivered before the Two Literary Societies of the University of North Carolina , June 7th, 1866
• Atticus G. Haygood (then President of Emory University), Our Brother in Black: His Freedom and Our Future, 1881
• William Robert Houghton, Two Boys in the Civil War and After , Montgomery, AL: Paragon Press, 1912
• An Autobiography—A Southern Colored Woman
• “A Visit from the Old Mistress” painting

Materials & Media

The aftermath of reconstruction: worksheet 1, the aftermath of reconstruction: worksheet 2, related on edsitement, lesson 1: the battle over reconstruction: the aftermath of war, lesson 2: the battle over reconstruction: the politics of reconstruction, the reconstruction era, the battle over reconstruction: southern recovery.

USII.3 Reconstruction

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• Q 1 / 15 Score 0 Reconstruction policies stated Southern military leaders could NOT– 29 hold public office join the military move north return to plantations

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• Q 1 Reconstruction policies stated Southern military leaders could NOT– hold public office join the military move north return to plantations 30 s
• Q 2 What right does the 15th Amendment ensure all United States citizens? trail by jury citizenship the right to vote freedom of speech 30 s
• Q 3 Why was the Freedman's Bureau established? to help establish new states in the Union to create a tax revenue for rebuilding the Southern economy to build the transcontinental railroad to aid former enslaved African Americans in the South 30 s
• Q 4 In what year did reconstruction end? 1860 1880 1877 1865 30 s
• Q 5 Why did Southern states adopt black codes? to limit the economic and physical freedoms of former slaves to allow African Americans to communicate in a secret code to help aid former enslaved African Americans to remove federal troops from the South 30 s

• Q 7 Abraham Lincoln believed - Southern States should not be readmitted to the Union The United States should remain separated African Americans should remain slaves preserving the Union was more important than punishing the South 30 s
• Q 8 Which Amendment bans slavery in the United States and all of its territories? 14th 13th 15th 16th 30 s
• Q 9 What is Frederick Douglass best known for during Reconstruction? was a powerful voice for human rights and civil liberties became the first African American to run for Congress Designed a plan for states to reenter the Union believed in the States remaining divided 30 s
• Q 10 The 14th Amendment grants - 40 acres and a mule to newly freed slaves voting rights to women each state has the right to decide who is citizens citizenship to all persons born in the United States 30 s
• Q 11 At the end of the Civil War, Robert E. Lee urged Southerners to - reconcile with Northerners and reunite as Americans continue fighting the Union leave the United States and move to England move to the North 30 s
• Q 12 What was the result of the Civil Rights Act of 1866? sharecropping was popular in the North Robert E. Lee became President Southern Leaders ran for public office African Americans gained equal rights 30 s
• Q 13 African Americans began to lose many of the their rights soon after Reconstruction ended because of the writing of - Lincoln Laws reconciliation efforts Jim Crow Laws Reconstruction plan 30 s
• Q 14 Who fought for the adoption of constitutional amendments that guarantee voting rights? Robert E. Lee Frederick Douglass Abraham Lincoln Andrew Johnson 30 s
• Q 15 At the end of Reconstruction, what happened to the Federal Troops? They took over the South They were removed from the South put African Americans back into slavery They started another war 30 s

Teachers give this quiz to your class

a.  the Emancipation Proclamation b.  act of Congress c.  the 13 th Amendment to the Constitution

2.  The Freedman’s Bureau was established to:

a.  transport freed slaves to the North b.  provide former slaves with food, clothing, and education c.  establish public works projects d.  redistribute planters’ land to former slaves

3.  After the Civil War, most African Americans

a.  worked on plantations as farm laborers b.  moved to cities c.  became sharecroppers, renting land in exchange for a share of their crop

4.  Which of the following was NOT a part of the Republican Congress’ program for Reconstruction?

a.  The confiscation of the land of large planters b.  The protection of the civil rights of former slaves c.  The imposition of military rule upon the former Confederacy d.  The repudiation of all Confederate debts

5.  The Black Codes

a.  prevented former slaves from owning or renting land b.  prohibited racial intermarriage c.  protected the civil rights of African Americans

6.  Which of the following did NOT contribute to the end of Reconstruction?

a.  Violent intimidation of African American voters by the Ku Klux Klan and other terrorist organizations b.  A split within the Republican party over corruption in the Grant Administration c.  Public outrage over the impeachment of Andrew Johnson

• c – the 13 th Amendment to the Constitution
• b – provide former slaves with food, clothing, and education
• c – became sharecroppers, renting land in exchange for a share of their crop
• a – the confiscation of the land of large planters
• a – prevented former slaves from owning or renting land
• c – public outrage over the impeachment of Andrew Johnson

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You are here, afam 162: african american history: from emancipation to the present (2010),  - reconstruction.

Between 1865 and 1877, several plans were developed by which the Confederate states could be readmitted to the Union and the residents of the states given full citizenship rights. It was far from clear, however, which plan would do a better job maintaining the social peace and protecting African Americans’ ability to earn a wage, raise a family, own land, and exercise the right to vote. In this lecture, Professor Holloway outlines the contours of the Ten Percent Plan, Presidential Reconstruction, and Radical Reconstruction, and he explains how these plans embraced a variety of approaches to reuniting the disparate states. As Professor Holloway explains, Reconstruction greatly enhanced the rights of African Americans, while also circumscribing their lives by new political, economic, and social initiatives.

Warning: This lecture contains graphic content and/or adult language that some users may find disturbing.

Lecture Chapters

• Introduction: The Reconstruction Era
• Chronology of the Reconstruction Era
• A Narrative Account of the Reconstruction Era
• 1865: The Establishment of Black Codes
• Sharecropping: A New Labor System
• The Freedmen's Bureau