Analyze primary source materials related to Reconstruction.

1. 416-421 • Analyze primary source materials related to Reconstruction. • Describe the early consequences of the Civil War. Analyze primary source materials related to Reconstruction. Describe the early consequences of the Civil War. * Photo of Charleston, South Carolina, at end of the Civil War Pick up a handout as you arrive.

3. A business man had just turned off the lights in the store when a man appeared and demanded money. The owner opened the cash register. The contents of the cash register were scooped up, and the man sped away. A member of the police force was notified promptly.

4. Analyzing Sources: Practice: “Devastation in the South” * Source A and B: Eyewitness accounts describing the con- ditions in South Carolina after the Civil War. * Source C: Eyewitness account describing conditions in Virginia.

5. Any Conclusions? • The former slaves faced chaotic circumstances following the Civil War. • The freedmen would face hard times economically. • There was a large population migration of former slaves. • Former slaves in border states likely suffered the greatest.

6. Analyzing Sources: Practice: “Devastation in the South” Source A and B refer to South Carolina Source C refers to Virginia Choose one of the other sources and write a conclusion about it’s topic. (In other words, what does it “tell us” about the period?) Source D: Map “Reconstruction” Source E: Graph “Resources” Source F: Chart “Enrollment”

7. White Southerners and Ghosts of the Confederacy • Greatest Issues of the Reconstruction • The status and position of African Americans • after Civil War. • How to reform the ex-Confederate states. • Three groups disagreed on HOW this was to be done: • Republican Party • Former slaves (over 4 million) • White Southerners (Democrats) • Phases of Reconstruction • 1865-67 white Southerners made little to no change. • 1867-70 black civil and voting rights began to be guaranteed in the South. • 1870-77 white Southerners regained control of state governments.

8. White Southerners and Ghosts of the Confederacy • The Lost Cause Movement- • Symbolic phrase used by Southerners • about the Civil War suggesting the • sacrifices of the South had not been in • vain, but, protected Southern culture of • chivalry and gentility. • Problem ? • This would cause the South to resist • Union efforts at Reconstruction. • By 1880 Mark Twain noted that • while Northerners had relegated the • Civil War to the history books, • Southerners still held the issues as • a challenge to their beliefs in racial • superiority.

9. Rebel Grave: (Virginia 1866) In the South, the practice of commemorating fallen soldiers became an important element in maintaining the myth of the Lost Cause that colored white Southerners’ view of the war.

10. Aspirations of African-Americans • To be left alone and to own land, secure • voting rights and gain an education. • Efforts by Congress to guarantee civil • rights equality: • The Freedmen’s Bureau • created in 3/1865 to provide social, educational and economic services to blacks and poor whites • Rented confiscated and abandon- • ed farmland to freedmen with the • option to buy. • Greatest success was in operating over 3,000 schools in the South. Freedmen’s Bureau food distribution.

11. Aspirations of African-Americans • Efforts by Congress to guarantee civil • rights equality: • The Freedmen’s Bureau • Greatest success was in operating over 3,000 schools in the South. • At first, staffed by single, young white women but by 1871 black teachers outnumbered whites. • Supported by black churches such as the African Methodist Episcopal Church (AME). • Increased literacy rates from 10% (1865) to 30% by 1875. Freedmen’s Bureau food distribution.

12. Aspirations of African-Americans • Efforts by Congress to guarantee civil rights equality: • The Freedmen’s Bureau • Increased literacy rates from 10% (1865) to 30% by 1875. • Led to the creation of 13 black colleges by the American Missionary Association. • 1860-1880 over 1,000 blacks earned degrees at colleges such as Howard University, Fisk University and Biddle Institute (now Johnson C. Smith University)

13. Land Ownership: • Freedmen’s Bureau could rent • confiscated lands to former slaves with • the option to buy. • Rumors spread that the federal gov- • ernment was going to provide each • black family with 40 acres and a mule. • General Sherman issued “Field Order • No. 15” which promised 40 acre tracts • of abandoned land along South • Atlantic coast to former slaves. • However, President Johnson nullified the order in 9/1865.

14. Land Ownership: • Freedmen’s Bureau was authorized to rent confiscated lands • to former slaves with the option to buy. • General Sherman issued “Field Order No. 15” which promised • 40 acre tracts of abandoned land along South Atlantic coast • to former slaves 1/1865. • President Johnson nullified the order in 9/1865. • “Southern Homestead Act” 1866 gave freedmen preferential • access to lands in five southern states. • Population Shift: • Between 1860-70 black population in every major Southern • city increased. • Most were unskilled so they had to take jobs as servants or • laborers. • For example in Atlanta, GA and Nashville, TN, African-Americans • comprised over 75% of the unskilled workforce in 1870.

15. Impact on Churches: • Black churches split away from • White churches and became the • center focus of life for blacks. • The church helped blacks • develop the political skills • necessary to manage such an organization. • Supported schools. • Also created other community • organizations such as burial • societies, Masonic lodges, • trade unions… • However, Southern based churches did not protest.

16. Impact on Churches: • However, Southern based churches • did notprotest but Northern based • churches were more aggressive. • Henry McNeal Turner and the • African Methodist Episcopal • Church were pushed for civil • rights. Bishop Henry McNeal Turner