Extract the Facts, Jack! SSUSH10. SSUSH10 – The student will identify legal, political, and social dimensions of Reconstruction. a. Compare and contrast

Extract the Facts, Jack!

SSUSH10

SSUSH10 – The student will identify legal, political, and social dimensions of Reconstruction. a. Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction.

b. Explain efforts to redistribute land in the South among the former slaves and provide advanced education (e.g., Morehouse College) and describe the role of the Freedmen’s Bureau.

c. Describe the significance of the 13th, 14th, and 15th amendments.

d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction.

e. Explain the impeachment of Andrew Johnson in relationship to Reconstruction.

SSUSH 10a

In President Abraham Lincoln’s Second Inaugural Address, he tried to bring healing to the nation by advising “With malice toward none; with charity toward all.” Within a month he was assassinated and Vice President Andrew Johnson became president. Which BEST describes Reconstruction under the efforts of President Johnson and the Radical Republicans in Congress?

President Andrew Johnson and Congressman Thaddeus

Stevens as the drivers of colliding trains

SSUSH 10a

In President Abraham Lincoln’s Second Inaugural Address, he tried to bring healing to the nation by advising “With malice toward none; with charity toward all.” Within a month he was assassinated and Vice President Andrew Johnson became president. Which BEST describes Reconstruction under the efforts of President Johnson and the Radical Republicans in Congress? A. Both Johnson and the Radical Republicans followed Lincoln’s lead. B. The Radical Republicans agreed with Lincoln but Johnson did not. C. Radical Republicans disagreed with Johnson and sought to punish

the South D. Johnson agreed with Radical Republicans that the South must allow

blacks to vote.

Radical Republicans in Congress disagreed with President Johnson’s efforts at Reconstruction and sought to punish the South.






SSUSH 10b

Schools like Morehouse College in Georgia are examples of the efforts of the Freedman’s Bureau to establish educational facilities for African Americans during

SSUSH 10b

Schools like Morehouse College in Georgia are examples of the efforts of the Freedman’s Bureau to establish educational facilities for African Americans during A. the Great Depression. B. Reconstruction. C. the Roaring Twenties. D. the 1950s.

Schools like Morehouse College in Georgia are examples of the efforts of the Freedman’s Bureau to establish educational facilities for African Americans during Reconstruction.






**SSUSH 10c

The Fourteenth Amendment forever shaped post-Civil War America by

Lincoln, the Emancipator

**SSUSH 10c

The Fourteenth Amendment forever shaped post-Civil War America by

A. ending slavery in Confederate states. B. making African-Americans citizens. C. granting universal suffrage to American adults. D. providing reparations to former slaves. The Fourteenth Amendment forever shaped post-Civil War America by making African-Americans citizens.

**SSUSH 10c

In order, the Thirteenth, Fourteenth, and Fifteenth Amendments granted African-American males

**SSUSH 10c

In order, the Thirteenth, Fourteenth, and Fifteenth Amendments granted African-American males A. citizenship, the right to own property, and the right to vote. B. citizenship, the right to own property, and freedom. C. the right to vote, freedom, and education. D. freedom, citizenship, and the right to vote.

The Thirteenth, Fourteenth, and Fifteenth Amendments granted African-American males freedom, citizenship, and the right to vote.






Ku Klux KlanKu Klux probably came from Greek word kuklos, meaning “circle”

Klan was an alliterative version of "clan" thus Ku Klux Klan suggested a circle, or band, of brothers

Former Confederate general Nathan Bedford Forrest served as the Grand Wizard, or overall leader

SSUSH 10d

The Black Codes were basically

SSUSH 10d

The Black Codes were basically A. discriminatory laws against blacks passed prior to the

Civil War. B. racist state laws passed against Southern blacks in

reaction toReconstruction.

C. temporary laws in that allowed blacks to vote and hold office.

D. federal laws that punished Southern states for their mistreatment

of blacks.

The Black Codes were racist state laws passed against Southern blacks in reaction to Reconstruction.






SSUSH 10e

How did the impeachment of Andrew Johnson affect Reconstruction?

Romeo (Seward): "Courage, man; the hurt can not be much." Mercutio (Johnson): "No, 'tis not so deep as a well, nor so wide as a church-door; but 'tis enough, 'twill serve: ask for me to-morrow and you shall find me a grave man. A plague o' both your Houses."

SSUSH 10e

How did the impeachment of Andrew Johnson affect Reconstruction?

A. It spread Reconstruction to all states because the impeachment

was unpopular and provoked riots. B. It delayed Reconstruction because a conflict arose

between thePresident and Congress.

C. It stopped Reconstruction because an impeached President wasn’t

able to appoint necessary officials. D. It accelerated Reconstruction because Johnson

became compliant to the Republicans.

Reconstruction accelerated after Andrew Johnson’s impeachment because he became compliant to the Radical Republicans.

“We intend to defeat the Negro in the battle of life, and defeat means one thing – EXTERMINATION.” – Birmingham (Alabama) News

Documents

Extract the Facts, Jack! SSUSH10. SSUSH10 – The student will identify legal, political, and social dimensions of Reconstruction. a. Compare and contrast