AP Worksheets

7/16/2019 AP Worksheets

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Expanded purpose:

Label:

Key action:

Context:

Audience:

Time:

AP* Application

Afer reading the textbook and analyzing the two cartoons, write an

explanation o how the two cartoons summarize the triumph and the

tragedy o the Reconstruction Era rom 1865 to 1877.

Answer:

TACKLE ASSIGNMENT: Of Course He Wants to Vote the

Democratic Ticket (1876)

Read pages 610–620 in your textbook, then use TACKLE to compare

the cartoons on pages 611 and 620 (the cartoon from page 620 is

reproduced below).

C a r t o o n S k i l l s H a n d b o o k : W O R K S H E E T # 2




Expanded purpose:

Label:

Key action:

Context:

Audience:

Time:

AP* Application

Afer reading the textbook and analyzing the two cartoons, write an

explanation o how the two cartoons summarize the triumph and the

tragedy o the Reconstruction Era rom 1865 to 1877.

Answer:

TACKLE ASSIGNMENT: Of Course He Wants to Vote the

Democratic Ticket (1876)

Read pages 610–620 in your textbook, then use TACKLE to compare

the cartoons on pages 611 and 620 (the cartoon from page 620 is

reproduced below).

C a r t o o n S k i l l s H a n d b o o k : W O R K S H E E T # 2




Theme:

Economic Issues:

Groups:

Regions:

Areas:

Title:

TEXAS

ARKANSAS

MISSOURI

LOUISIANA

MISSISSIPPI ALABAMA GEORGIA

FLORIDA

SOUTH

CAROLINA

VIRGINIA

NORTH CAROLINATENNESSEE

MARYLAND

KENTUCKY

Gulf of Mexico

A tla n tic Ocea n

0

0

150

150

200 miles

200 kilometers

20+

15–20

10–15

5–10

0–5

Average number of slavesper slaveholding, 1860

AP* Application

Using the information from pages 422–425 and 528–532 and the two

maps, write a short essay about the connection between slaveholding in

the South before the Civil War and secession in 1860–1861.

Answer:

TARGET ASSIGNMENT: Slaveholdings and Secession,

1860–1861

Read pages 422–425 and 528–532 of the textbook, then use the

TARGET strategy to compare the maps on pages 424 and 539

(the map from page 424 is reproduced below).

M a p S k i l l s H a n d b o o k : W O R K S H E E T # 6



Why was it written?

Where was it directed?

What did it say? (three or four

main ideas)

Who wrote it?

When was it written?R E C E N T H

slaves and treated like dumb driven cattle. This

our home, we have made these lands what the

were,we aretheonlytrue and loyalpeople thatwerfound in possession of these lands. We have bee

always ready to strike for liberty and humanit

yea to fight if need be to preserve this gloriou

Union. Shall not we who are freedmen and hav

always been true to this Union have the same righ

as are enjoyed by others? . . . Are not our rights a

a free people and good citizens of these Unite

States to be considered before those who wer

found in rebellion against this good and ju

government? . . .

[Are] we who have been abused and oppresse

for many long years not to be allowed the privileg

of purchasing land but be subject to the will o

these large land owners? God forbid. Land mon

poly is injurious to the advancement of the cours

of freedom, and if government does not make som

provision by which we as freedmen can obtain homestead, we have not bettered our condition. . .

We look to you . . . for protection and equal righ

with the privilege of purchasing a homestead—

a homestead right here in the heart of Sout

Carolina.

In the summer of 1865, President Andrew

Johnson ordered land that had been distributed

to freed slaves in South Carolina and Georgia

returned to its former owners. A committee of

freedmen drafted a petition asking for the right

to obtain land. Johnson did not, however, change

his policy.

We the freedmen of Edisto Island, South Carolina,

have learned from you through Major General O. O.

Howard. . . with deepsorrowand painful heartsof the

possibilityof [the]government restoringthese landsto

the former owners. We are well aware of the many

perplexing and trying questions that burden your

mind, and therefore pray to god (the preserver of all,

and who has through our late and beloved President

[Lincoln’s] proclamation and the war made us a free

people) that he may guide you in making yourdecisions andgiveyouthatwisdomthatcometh from

aboveto settlethese greatand importantquestionsfor

thebest interestsof thecountryand thecolored race.

Here is where secession was born and nurtured.

Here is where we have toiled nearly all our lives as

F ROM

Pe ti ti on o f C om mi tt ee i n B eh al f o f t he Fr ee dm en

t o A nd re w J oh ns on ( 18 65 )

V O I C E S O F F R E E D O M

5 9 6

AP* Application

To what extent did economic conditions afer the Civil War limit the

boundaries o reedom or Arican Americans? Answer this question in

a short essay by quoting rom the two documents on pages 596–597 and

reerring to pages 590–594 in your textbook.

Freedmen’s Committee

5 Ws ASSIGNMENT: Committee in Behalf of the Freedmen and a Sharecropping Contract

P r i m a r y D o c u m e n t S k i l l s H a n d b o o k : W O R K S H E E T # 6




Answer:

Why was it written?



main ideas)

Who wrote it?

When was it written?

Few former slaves were able to acquire la nd in

the post–Civil War South. Most ended up as

sharecroppers, working on white-owned land for

a share of the crop at the end of the growing

season. This contract, typical of thousands of

others, originated in Tennessee. The laborers

signed with an X, as they were illiterate.

Thomas J. Ross agrees to employ the Freedmen

to plant and raise a crop on his Rosstown

Plantation. . . . On the following Rules, Regulations

and Remunerations.

The said Ross agrees to furnish the land to

cultivate, and a sufficient number of mules & horsesand feed them to make and house said crop and all

necessary farming utensils to carry on the same and

to give unto said Freedmen whose names appear

below one half of all the cotton, corn and wheat that

is raised on said place for the year 1866 after all the

necessary expenses are deducted out that accrues on

said crop. Outside of the Freedmen’s labor in

harvesting, carrying to market and selling the same

the said Freedmen . . . covenant and agrees to and

withsaidThomas J.Rossthatfor andin consideration

of one half of the crop before mentioned that they

willplant, cultivate, andraise underthe management

control and Superintendence of said Ross, in good

faith, a cotton, corn and oat crop under his

management for the year 1866. And we the said

Freedmen agrees to furnish ourselves & families in

provisions, clothing, medicine and medical bills andall, and every kind of other expenses that we may

incur on said plantation for the year 1866 free of

charge to said Ross. Should the said Ross furnish us

any of the above supplies or any other kind of

expenses, during said year, are to settle and pay him

out of the net proceeds of our part of the crop the

retail price of the county at time of sale or any price

we may agree upon—The said Ross shall keep a

regular book account, against each and every one or

the head of every family to be adjusted and settled at

the end of the year.

We furthermore bind ourselves to and with said

Ross that we will do good work and labor ten hours

a day on an average, winter and summer. . . . We

further agree that we will lose all lost time, or pay at

therate ofone dollarperday, rainydays excepted.In

sicknessandwomenlyingin childbedareto lose the

time and account for it to the other hands out of his

or her part of the crop. . . .

We furthermore bind ourselves that we will obey

the orders of said Ross in all things in carrying outand managing said crop for said year and be docked

for disobedience. All is responsible for all farming

utensils that is on hand or may be placed in care of

said Freedmen for the year 1866 to said Ross and are

also responsible to said Ross if we carelessly,

maliciously maltreat any of his stock for said year to

saidRossfor damagesto be assessedout of ourwages.

Samuel(X) Johnson, Thomas(X) Richard, Tinny(X)

Fitch, Jessie(X) Simmons,Sophe (X)Pruden, Henry(X)

Pruden,Frances (X)Pruden, Elijah(X) Smith

Q U EST I ON S

1. Why do the black petitioners believe that

owning land is essential to the enjoyment of

freedom?

2. In what ways does the contract limit the

freedom of the laborers?

3. What do these documents suggest about

competing definitions of black freedom in the

aftermath of slavery?

F ROM a S ha r ec r op p in g C on tr a ct ( 1 86 6)

5 9 7


Sharecropping Contract




Expanded meaning:

Point of view:

Objects:

Caption:

Setting:

AP* Application

Afer reading pages 602–608 in the textbook and the “Voices o

Freedom” selection and analyzing the photograph, write two letters rom

the perspectives o people living in the South in the late 1860s. One

writer would be a school teacher with the Freedmen’s Bureau; the other,

a plantation owner in Georgia. Te letters should describe the economic,

social, and political conditions in the region afer the Civil War.

Answer:

SCOPE ASSIGNMENT: Black students outside a

schoolhouse

Read pages 602–608 in your textbook and review your 5 Ws

information on the sharecropping contract on page 597. Then

use the SCOPE strategy to analyze the photograph on page 615.

V i s u a l D o c u m e n t s S k i l l s H a n d b o o k : W O R K S H E E T # 5




Theme:

Economic Issues:

Groups:

Regions:

Areas:

Title:

TEXAS

ARKANSAS

MISSOURI

LOUISIANA

MISSISSIPPI ALABAMA GEORGIA

FLORIDA

SOUTH

CAROLINA

VIRGINIA

NORTH CAROLINATENNESSEE

MARYLAND

KENTUCKY

Gulf of Mexico

A tla n tic Ocea n

0

0

150

150

200 miles

200 kilometers

20+

15–20

10–15

5–10

0–5

Average number of slavesper slaveholding, 1860

AP* Application

Using the information from pages 422–425 and 528–532 and the two

maps, write a short essay about the connection between slaveholding in

the South before the Civil War and secession in 1860–1861.

Answer:

TARGET ASSIGNMENT: Slaveholdings and Secession,

1860–1861

Read pages 422–425 and 528–532 of the textbook, then use the

TARGET strategy to compare the maps on pages 424 and 539

(the map from page 424 is reproduced below).

M a p S k i l l s H a n d b o o k : W O R K S H E E T # 6



Why was it written?



main ideas)

Who wrote it?

When was it written?R E C E N T H

slaves and treated like dumb driven cattle. This

our home, we have made these lands what the

were,we aretheonlytrue and loyalpeople thatwerfound in possession of these lands. We have bee

always ready to strike for liberty and humanit

yea to fight if need be to preserve this gloriou

Union. Shall not we who are freedmen and hav

always been true to this Union have the same righ

as are enjoyed by others? . . . Are not our rights a

a free people and good citizens of these Unite

States to be considered before those who wer

found in rebellion against this good and ju

government? . . .

[Are] we who have been abused and oppresse

for many long years not to be allowed the privileg

of purchasing land but be subject to the will o

these large land owners? God forbid. Land mon

poly is injurious to the advancement of the cours

of freedom, and if government does not make som

provision by which we as freedmen can obtain homestead, we have not bettered our condition. . .

We look to you . . . for protection and equal righ

with the privilege of purchasing a homestead—

a homestead right here in the heart of Sout

Carolina.

In the summer of 1865, President Andrew

Johnson ordered land that had been distributed

to freed slaves in South Carolina and Georgia

returned to its former owners. A committee of

freedmen drafted a petition asking for the right

to obtain land. Johnson did not, however, change

his policy.

We the freedmen of Edisto Island, South Carolina,

have learned from you through Major General O. O.

Howard. . . with deepsorrowand painfulhearts ofthe

possibility of[the] governmentrestoringtheselands to

the former owners. We are well aware of the many

perplexing and trying questions that burden your

mind, and therefore pray to god (the preserver of all,

and who has through our late and beloved President

[Lincoln’s] proclamation and the war made us a free

people) that he may guide you in making yourdecisions andgiveyouthatwisdomthatcometh from

aboveto settlethese greatand importantquestionsfor

thebest interestsof thecountryand thecoloredrace.

Here is where secession was born and nurtured.

Here is where we have toiled nearly all our lives as

F ROM

Pe ti ti on o f C om mi tt ee i n B eh al f o f t he Fr ee dm en

t o A nd re w J oh ns on ( 18 65 )

V O I C E S O F F R E E D O M

5 9 6

AP* Application

To what extent did economic conditions afer the Civil War limit the

boundaries o reedom or Arican Americans? Answer this question in

a short essay by quoting rom the two documents on pages 596–597 and

reerring to pages 590–594 in your textbook.

Freedmen’s Committee

5 Ws ASSIGNMENT: Committee in Behalf of the Freedmen and a Sharecropping Contract





Answer:

Why was it written?



main ideas)

Who wrote it?

When was it written?

Few former slaves were able to acquire la nd in

the post–Civil War South. Most ended up as

sharecroppers, working on white-owned land for

a share of the crop at the end of the growing

season. This contract, typical of thousands of

others, originated in Tennessee. The laborers

signed with an X, as they were illiterate.

Thomas J. Ross agrees to employ the Freedmen

to plant and raise a crop on his Rosstown

Plantation. . . . On the following Rules, Regulations

and Remunerations.

The said Ross agrees to furnish the land to

cultivate, and a sufficient number of mules & horsesand feed them to make and house said crop and all

necessary farming utensils to carry on the same and

to give unto said Freedmen whose names appear

below one half of all the cotton, corn and wheat that

is raised on said place for the year 1866 after all the

necessary expenses are deducted out that accrues on

said crop. Outside of the Freedmen’s labor in

harvesting, carrying to market and selling the same

the said Freedmen . . . covenant and agrees to and

withsaidThomas J.Rossthatfor andin consideration

of one half of the crop before mentioned that they

will plant,cultivate,and raiseunder the management

control and Superintendence of said Ross, in good

faith, a cotton, corn and oat crop under his

management for the year 1866. And we the said

Freedmen agrees to furnish ourselves & families in

provisions, clothing, medicine and medical bills andall, and every kind of other expenses that we may

incur on said plantation for the year 1866 free of

charge to said Ross. Should the said Ross furnish us

any of the above supplies or any other kind of

expenses, during said year, are to settle and pay him

out of the net proceeds of our part of the crop the

retail price of the county at time of sale or any price

we may agree upon—The said Ross shall keep a

regular book account, against each and every one or

the head of every family to be adjusted and settled at

the end of the year.

We furthermore bind ourselves to and with said

Ross that we will do good work and labor ten hours

a day on an average, winter and summer. . . . We

further agree that we will lose all lost time, or pay at

therate ofone dollarperday, rainydays excepted.In

sicknessandwomenlyingin childbedareto lose the

time and account for it to the other hands out of his

or her part of the crop. . . .

We furthermore bind ourselves that we will obey

the orders of said Ross in all things in carrying outand managing said crop for said year and be docked

for disobedience. All is responsible for all farming

utensils that is on hand or may be placed in care of

said Freedmen for the year 1866 to said Ross and are

also responsible to said Ross if we carelessly,

maliciously maltreat any of his stock for said year to

saidRossfor damagesto be assessedout ofour wages.

Samuel(X) Johnson, Thomas(X) Richard, Tinny(X)

Fitch, Jessie(X) Simmons,Sophe (X)Pruden,Henry (X)

Pruden,Frances(X) Pruden,Elijah (X)Smith

Q U EST I ON S

1. Why do the black petitioners believe that

owning land is essential to the enjoyment of

freedom?

2. In what ways does the contract limit the

freedom of the laborers?

3. What do these documents suggest about

competing definitions of black freedom in the

aftermath of slavery?

F ROM a S ha r ec r op p in g C on t ra c t ( 18 66 )

5 9 7


Sharecropping Contract




Expanded meaning:

Point of view:

Objects:

Caption:

Setting:

AP* Application

Afer reading pages 602–608 in the textbook and the “Voices o

Freedom” selection and analyzing the photograph, write two letters rom

the perspectives o people living in the South in the late 1860s. One

writer would be a school teacher with the Freedmen’s Bureau; the other,

a plantation owner in Georgia. Te letters should describe the economic,

social, and political conditions in the region afer the Civil War.

Answer:

SCOPE ASSIGNMENT: Black students outside a

schoolhouse

Read pages 602–608 in your textbook and review your 5 Ws

information on the sharecropping contract on page 597. Then

use the SCOPE strategy to analyze the photograph on page 615.

V i s u a l D o c u m e n t s S k i l l s H a n d b o o k : W O R K S H E E T # 5

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AP Worksheets