Differentiated Instruction

546 Chapter 16

Section 1Step-by-Step Instruction

Review and PreviewStudents have learned about the causes and devastation of the Civil War. Now they will focus on the problems of reuniting the nation.

Section Focus QuestionHow did the government try to solve key problems facing the nation after the Civil War?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: The government devel-oped a plan for Reconstruction and set up the Freedmen’s Bureau to try to solve postwar problems.)

Prepare to Read

Build Background KnowledgeAsk students to preview the section by reading the headings and looking at the images. Then have students predict what they will be learning about in this section. Use the Numbered Heads strategy (TE, p. T24) to elicit responses.

Set a Purpose! Read each statement in the Reading

Readiness Guide aloud. Ask students to mark the statements True or False.

Teaching Resources, Unit 5, Reading Readiness Guide, p. 79

! Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the Numbered Heads strategy (TE, p. T24) to call on students to share their group’s perspec-tives. The students will return to these worksheets later.

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Comparing and Contrasting Have stu-dents create a two-column chart compar-ing and contrasting Lincoln’s Ten Percent Plan and the Wade-Davis Bill. Have them list the similarities in one column and the

differences in the other column. Then cre-ate a chart on the board and have all students fill in their answers. Students should then add any answers to their charts that they may have missed.

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546 Chapter 16 Reconstruction and the New South

Rebuilding the Nation

Key Terms and PeopleAbraham Lincolnamnesty

freedmanJohn Wilkes Booth

Bind Up the Nation’s Wounds“With malice toward none, with charity for all, withfirmness in the right as God gives us to see the right,let us strive on to finish the work we are in, to bindup the nation’s wounds, to care for him who shallhave borne the battle and for his widow and hisorphan—to do all which may achieve and cherish ajust and lasting peace . . . .”

—Abraham Lincoln,Second Inaugural Address, 1865

! As Civil War soldiers returned home, President Lincoln hoped to swiftly heal the nation.

Objectives• Describe the postwar challenges that faced

the nation.

• Compare and contrast President Lincoln’s plan for Reconstruction with the plan proposed by Congress.

• Identify the goals of the Freedmen’s Bureau.

• Describe the immediate impact of Lincoln’s assassination.

Reading Skill

Identify Proposals In turbulent times, such as after the Civil War, people may have many different ideas about how to move forward. They identify goals to achieve and propose solutions to problems. For example, each proposal made by a government leader was intended to achieve a specific goal. As you read Section 1, identify these proposals and goals.

Why It Matters After four years of bitter fighting, theUnion had won the Civil War. Even so, problems remainedas Americans tried to find the best way to restore the unionand rebuild the nation.

Section Focus Question: How did the government try tosolve key problems facing the nation after the Civil War?

Preparing for ReunionAs the Civil War ended, enormous problems faced the

nation, especially the South. Vast stretches of the South lay inruins. What provisions would be made for people who hadbeen freed from slavery? Homeless refugees—both AfricanAmerican and white—needed food, shelter, and work. (Formore on conditions in the South after the Civil War, see theLife at the Time feature at the end of this section.)

Somehow, though, Americans had to master their hardfeelings and bring the North and the South together again.This process, known as Reconstruction, would occupy thenation for years to come.

Lincoln’s Ten Percent Plan Abraham Lincoln wantedto make it easy for the southern states to rejoin the Union. Hisgoal was to bind up the wounds of war as quickly as possible.

In December 1863, Lincoln introduced what was calledthe Ten Percent Plan. As soon as ten percent of a state’svoters swore an oath of loyalty to the United States, thevoters could organize a new state government. That govern-ment would have to declare an end to slavery. Then, thestate could send members to Congress and take part in thenational government again.

Chapter 16 547

Teach

Preparing for Reunionp. 546

Instruction! Vocabulary Builder Before teaching

this section, preteach the High-Use Words voluntary and resolve, using the strategy on TE p. T21.Key Terms Following the instructions on p. 7, have students create a See It–Remember It chart for the key terms in this chapter.

! Read Preparing for Reunion with stu-dents using the Paragraph Shrinking strategy (TE, p. T23).

! Ask: What was the goal of Lincoln’s plan for Reconstruction? (to bind the wounds of war as quickly as possible)

! Ask: What did the Wade-Davis Bill propose? (Half of the voters in each state had to swear loyalty to the Union; no Con-federate volunteer could vote or hold office.)

! Ask: What did the President and Con-gress each want to accomplish? (The President hoped to win the loyalty of influ-ential southerners to the Republican Party; Congress wanted to prevent former Confed-erate leaders from regaining power.)

Independent PracticeHave students begin filling in the study guide for this section.

Monitor Progress

As students fill in the Interactive Reading and Notetaking Study Guide, circulate to make sure individuals understand the opposing plans for Reconstruction. Pro-vide assistance as needed.

Answers

Reading Skill A former Confeder-ate state could rejoin the Union if 10 per-cent of its voters swore loyalty to the U.S., organized a state government, and declared an end to slavery. He also offered amnesty to all Confederates who swore a loyalty oath, except top leaders.Interpret Photographs to rebuild homes, shops, and other buildings

His plan made it easier for

southerners to rejoin the Union and offered amnesty to some former Confederates.

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Lincoln’s plan included amnesty for former Confederates whotook the loyalty oath. An amnesty is a group pardon. The offer ofamnesty did not apply to Confederate government leaders and topmilitary officers.

The Wade-Davis Bill Six months later, Congress passed amuch stricter plan for Reconstruction called the Wade-Davis Bill.Under that bill, 50 percent of voters would have to sign a loyaltyoath before a state could return to the Union. Moreover, anyone whohad voluntarily fought for the Confederacy would be barred fromvoting for delegates to a convention to write a new state constitution.The bill did not give them a right to vote. Lincoln would not sign theWade-Davis Bill, so it never became law.

Lincoln and his fellow Republicans hoped to see a strong Repub-lican Party in the new South. Lincoln thought that his “soft,” orlenient, Reconstruction policy would win support from influentialsoutherners. Supporters of a strict policy toward the South, known asRadical Republicans, disagreed. They argued that only a strictplan would keep the people who had led the South into secessionfrom regaining power and weakening the control of the RadicalRepublicans.

How did Lincoln’s plan for Reconstruction differ from that of the Radical Republicans in Congress?

Identify ProposalsWhat did Lincoln propose in his Ten Percent Plan?

Vocabulary Buildervoluntary (VAHL ahn tair ee) adj. not forced; done of one’s own free will

Destruction in the SouthParts of Richmond, capital of the Confederacy, lay in ruins at war’s end. Critical Thinking: Interpret Photographs Whatdo you think would be the most urgent need of the people of Richmond?

Use the information below to teach students this section’s high-use words.

High-Use Word Definition and Sample Sentence

voluntary, p. 547 adj. not forced; done of one’s own free willThe state of Virginia’s ceding of western land to the U.S. government was voluntary.

resolve, p. 548 v. to decide; to solveThe colonists resolved to fight the British.

Differentiated Instruction

548 Chapter 16

The Freedmen’s BureauLincoln Is Murderedpp. 548–549

Instruction! Have students read The Freedmen’s

Bureau and Lincoln Is Murdered. Remind them to look for answers to the Section Focus Question.

! Ask: How do you know that education was very important to newly freed slaves? (They traveled long distances to attend school.)

! Assign the worksheet O Captain! My Captain! Then lead a class discussion on what the poet’s feelings were about Lin-coln.

Teaching Resources, Unit 5, O Captain! My Captain!, p. 82

! Remind students that Andrew Johnson became President under dif-ficult circumstances. Ask: Do you think Radical Republicans would support President Johnson? (Yes, because they thought he would take a hard line on Recon-struction.)

Independent PracticeHave students complete the study guide for this section.

Monitor Progress

! Check Notetaking Study Guide entries for student understanding of the func-tion of the Freedmen’s Bureau and the effects of Lincoln’s assassination.

! Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.

Discovery School VideoThis video summarizes the life and presi-dency of Abraham Lincoln.

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Analyzing Historical Poems Before you assign the worksheet O Captain! My Cap-tain!, assign a student with dramatic talent to prepare in advance to read the poem with appropriate delivery. The reading of

this poem with proper emphasis and pauses will help less able readers and auditory learners to comprehend its mean-ing more clearly.

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The Freedmen’s BureauIt was urgent to deal with the needs of freedmen, enslaved

people who had been freed by the war, as well as other war refugees.Congress created the Freedmen’s Bureau in March 1865. Thebureau’s first duty was to provide emergency relief to peopledisplaced by the war.

Education The Freedmen’s Bureau set up schools to teachfreedmen to read and write. So great was the hunger for educationthat many African American communities started schools on theirown. To pay a teacher, people pooled their pennies and dollars.

Many teachers were northern white women, but a large numberwere northern African American women. Edmonia Highgate, thedaughter of freed slaves, taught at a Freedmen’s Bureau school inLouisiana. “The majority of my pupils come from plantations, three,four and even eight miles distant,” she wrote. “So anxious are they tolearn that they walk these distances so early in the morning.”

Most southern states had lacked systems of public educationbefore the war. Now, public schools began to educate both blacks andwhites. The Freedmen’s Bureau helped to start schools at whichAfrican Americans could extend their education. These schools gaverise to such present-day institutions as Fisk University in Tennesseeand Hampton University in Virginia.

Defending Freedmen The Freedmen’s Bureau helped freedmenfind jobs and resolved disputes between whites and blacks. Some peopletried to cheat the freedmen. The Freedmen’s Bureau set up its own courtsto deal with such disputes.

What was the Freedmen’s Bureau?

Vocabulary Builderresolve (ree SAHLV) v. to decide; to solve

Explore More VideoTo learn more about Lin-coln’s life and presidency, view the video.

Assassinated!Lincoln’s assassination set off an intense hunt for the killer, John Wilkes Booth. Critical Thinking: Make Predictions What effect do you think the assassination of Lincoln would have on the nation?

Answers

It was a government agency to provide emergency relief and to estab-lish schools, particularly for freedmen.Make Predictions Possible answer: It may have delayed the start of Reconstruction and dashed hopes for a lenient Reconstruc-tion plan.

Chapter 16 Section 1 549

Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Section Quiz, Chapter 16, p. 87

To further assess student understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chapter 16, Section 1

ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question.

Interactive Reading and Notetaking Study Guide, Chapter 16, Section 1 (Adapted Version also available.)

ExtendHave students read President Lincoln’s Second Inaugural Address. Have them write a paragraph explaining whether they think Lincoln’s plan for Reconstruction was in keeping with the ideas in his Sec-ond Inaugural Address. Have students present their work to the class.

Exploring Primary Sources in U.S. History CD-ROM, Lincoln’s Second Inaugural Address

Progress Monitoring OnlineStudents may check their comprehen-sion of this section by completing the Progress Monitoring Online graphic organizer and self-quiz.

Answer

Johnson expressed bitter-ness toward the Confederates.

Section 1 Check Your Progress

1. (a) The North had little destruction; the South was in ruins.(b) Because of the vast destruction, the South had fewer resources to work with.

2. (a) Lincoln’s plan was more lenient. It required that only 10 percent of voters swear an oath of loyalty to the United States and offered amnesty to Confeder-ate fighters and supporters, except for leaders. The Wade-Davis Bill required

50 percent of a state’s voters to swear loyalty to the Union and denied political rights to anyone who volunteered to fight for the Confederacy.(b) Lincoln’s plan might make it easier for former Confederates to regain con-trol of the state governments; Con-gress’s plan might cause resentment.

3. It tried to find them jobs.4. Possible answer: In order to get amnesty

under Lincoln’s plan, they had to take the loyalty oath to the U.S.

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Section 1 Check Your Progress

Lincoln Is MurderedAs the war drew to a close, President Lincoln hoped for a peaceful

Reconstruction. But Lincoln had no chance to put his plans into prac-tice. He was shot dead on April 14, 1865, five days after Lee’ssurrender.

A Confederate sympathizer, John Wilkes Booth, slipped upbehind Lincoln while he and his wife were attending a play at theFord’s Theatre in Washington. Booth fired a single pistol shot into thePresident’s head. Lincoln died a few hours later.

Booth was shot dead two weeks later after pursuers trapped himin a barn and set it on fire. Eight people were convicted and four werehanged for their parts in the plot to kill Lincoln.

News of Lincoln’s death shocked the nation. A special funeraltrain carried Lincoln’s body back to Illinois for burial. In town aftertown, vast crowds paid their last respects.

Lincoln’s successor was Vice President Andrew Johnson ofTennessee. Johnson was a southern Democrat who had remainedloyal to the Union. Because Johnson had expressed bitterness towardthe Confederates, many expected him to take a strict approach toReconstruction.

Why did many people expect Johnson to take a hard line on Reconstruction?

Looking Back and Ahead Many people feared theeffect of Lincoln’s assassination on the process of Reconstruction. Inthe next section, you will learn how Reconstruction was affected bytensions between Lincoln’s successor and members of Congress.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mya-5121

Comprehension and Critical Thinking1. (a) Recall How did the Civil War

affect the North? How did the war affect the South?(b) Contrast Why did the South have greater difficulty than the North in recovering from the Civil War?

2. (a) Recall How did Lincoln’s plan for Reconstruction differ from the Wade-Davis Bill?(b) Explain Problems Whatproblems do you see for reuniting the nation in each plan?

Reading Skill3. Identify Proposals Reread the

paragraphs under the heading “The Freedmen’s Bureau.” What did the bureau propose to do to help the freedmen?

Key TermsAnswer the following questions in complete sentences that show your understanding of the key terms.4. What did former Confederates

have to do to get amnesty under Lincoln’s plan to rebuild the Union?

5. Who were the freedmen?

Writing6. Choose the best sentence to end

a research paper about Abraham Lincoln. Explain your choice. Sentences:(a) Abraham Lincoln was humbly

born on February 12, 1809, but he went on to be one of our greatest Presidents.

(b) Because Abraham Lincoln did not win a majority of the votes cast, his presidency turned out to be the nation’s most turbulent period.

(c) His trials as President changed Lincoln into the steady leader who saved the Union in its darkest hour.

5. Possible answer: The freedmen were enslaved people who had been freed as a result of the Civil War.

6. Answers will vary, but should be well supported. Students should indicate that the answer would depend on the focus of the research paper.

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Differentiated Instruction

550 Chapter 16

The South After the Civil Warp. 550

Build Background KnowledgeAsk students to recall what they learned in Chapter 15 about the Civil War battles. Ask: Where did most of the battles take place? (in the South) Using the Idea Wave strategy (TE, p. T24), have students list possible problems this might have caused in the South.

Instruction! Read the introduction aloud with stu-

dents. Have students study the pictures and have volunteers read the captions aloud.

! Ask: According to these pictures and the picture on p. 547, what challenges faced the South after the Civil War? (Both whites and blacks had to find a way to earn a living; schools had to be provided; buildings and railroads had to be rebuilt.) How do you think this level of devasta-tion affected the region? (Possible answer: It made economic recovery very slow.)

! Ask: What problems would the col-lapse of the banking system cause? (Possible answer: It would be hard for people to get loans to start businesses that would provide employment.)

Monitor ProgressAsk students to work with a partner to study the pictures on these pages and to use what they have learned to write a new caption for each picture. Monitor what students have written.

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Drawing a Poster Remind students that the Freedmen’s Bureau helped freedmen learn to read by setting up schools across the South. Have students create a poster advertising one of these new schools and

encouraging freedmen to attend. Tell stu-dents that the poster should include sever-al visuals and little, if any, text because most of the former slaves could not read.

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The South Afterthe Civil WarThe Civil War had a devastating impact on the South. All southerners—rich and poor, black and white—faced a long struggle to rebuild their lives and their land.

A quarter of a million Confederatesoldiers died in the war. Thousands more were disabled by their wounds.

Most of the fighting during the CivilWar took place in the South. Cities and plantations lay in charred ruins. Two thirds of the railroads were destroyed.

! Wounded Soldiers

" Physical Destruction

Returning Confederate veteran

Confederate battle flag

Destroyed plantation

550 Chapter 16 Reconstruction and the New South

History Background

Chapter 16 551

Writing Rubric Share the rubric with the students.Score 1 Response has unsupported opin-ions, does not address topic.Score 2 Response addresses some of the issues, little support given.Score 3 Response is thoughtful, support given for opinions.Score 4 Response is thorough, well-writ-ten, well-supported.

AnswerAnalyze LIFE AT THE TIME

Students’ para-

graphs should reflect what they have learned from the chapter and this feature, and display an understanding of what the person’s perspective would probably be based on how the person has been affected by the war.

A Helping Hand Freed slaves and whites who were left starving, injured, or home-less after the Civil War received help from the Freedmen’s Bureau. From 1865 to 1869, the Bureau distributed about 15 million food rations to blacks and 5 million to whites. By 1867, it had set up 45 hospitals.

It also helped some freedmen settle on abandoned lands. Once President Johnson granted amnesty to former Confederates, however, freedmen lost access to this land and most were reduced to laboring for others.

The economy of the South was ruined.Confederate money was suddenly worth- less. Many banks closed, and people losttheir life’s savings.

For nearly 4 million freedmen, the end of theCivil War was a time of both hope and fear. They were no longer enslaved. But most hadno land, no jobs, and no education. The firsttask was to teach them to read.

Analyze LIFE AT THE TIME

" Freedmen

# Financial Ruin

Freedmen’s school

Teaching people to read

Take one of the following roles: a wounded veteran; aplanter whose plantation hasbeen destroyed; a freedman.Write a paragraph explaining how you feel about the endof the war and the possibilitiesfor the future.

Confederate money

Life at the Time 551