CHAPTER 16
The Era of Reconstruction, 1865–1877
This chapter covers the aftermath of the Civil War in the South. It outlines the three different plans
proposed during the battle over reconstruction under Lincoln, Johnson, and Congress. The chapter
explains the rise of Radical Republicans who wanted to bring federal protection to former slaves. It also
follows the decline of Johnson’s influence and his impeachment in 1868. Special attention is paid to the
CHAPTER OUTLINE
I. The War’s Aftermath in the South
II. Debates over Political Reconstruction
A. Lincoln’s Plan
B. Congressional Plans
C. The Wade-Davis Bill
D. The Freedmen’s Bureau
E. Self-Sustaining Freemen
Fi. Death of a President
G. Johnson’s Plan
I. The Radicals Rebel
J. Black Codes
III. Black Life Under Reconstruction
A. Freed but Not Equal
B. Black Churches and Schools
C. Politics and African Americans
D. Land, Labor, and Disappointment
IV. The Grant Administration
A. The Election of 1868
B. The Fifteenth Amendment
C. The Union League
D. Indian Policy
E. Scandals
F. Liberal Republicans
G. The 1872 Election
H. The Money Supply
I. Financial Panic
J. White Terror
LECTURE IDEAS
1. A lecture could focus on one or more aspects of Reconstruction policy, emphasizing how and why
each plan differed from the other approaches. During wartime, Abraham Lincoln proposed the first
reconstruction plan, or 10% Plan. Steven Spielberg’s film Lincoln (2012), as well as the book it was
2. The more one studies Reconstruction, the more evident it becomes that the Civil War’s last battle
was not fought in 1865. Write a lecture on the relentlessly violent and largely successful effort of
(2007). You can supplement it with LeeAnna Keith’s The Colfax Massacre: The Untold Story of Black
3. During Reconstruction hundreds of African Americans served in politics. A discussion of that topic
could spark considerable dialogue and comparisons with more recent political developments. For
example, the class might refer to the election of Shirley Chisholm—the first black woman elected to
Congress and the first African American to seek nomination for the presidency—and the election of
4. Develop a lecture on the presidency of Ulysses S. Grant. Start with the election of 1868 and discuss his
effectiveness as a campaigner and leader. Continue with the financial issues of the day and an
(1997).
IN-CLASS ACTIVITIES
1. Thomas Nast has been called “the Father of the American Cartoon” and many of the iconic images of
American politics owe their popularity to him. Some of his images have been reprinted in the text and
many more can easily be found online. Search, for instance, the Library of Congress at
2. One way of helping students understand the complexity of Reconstruction and the multiple concerns
and goals of the individuals involved is to stage a historical “encounter.” Provide a list of names for
students to select from that include the various entities involved. For instance, that list could include a
3. Only two presidents have been impeached in U.S. history: Andrew Johnson and Bill Clinton. Neither
was convicted. Accusations have been made that partisan motivations played a significant role in both
impeachments. Have your students investigate the two cases of impeachment alongside one another
and consider the merits of each case. Was impeachment justified? What role did partisanship play?
Was there ever a realistic chance that either president would have been removed from office? What
consequences might the nation have faced if Johnson and Clinton had been convicted? The website
4. Divide the class into three groups and have them research a specific Reconstruction policy: Lincoln’s
plan, Johnson’s plan, and Congressional Reconstruction. Have each group present the unique aspects
of their policy including its purposes and results. The activity could also be turned into a modified
5. The voice of recently freed African Americans was rarely heard during the political debates over
Reconstruction. Have your students research the experience of black efforts after the Civil War to
organize and express their political voice in what are often called freedmen’s conventions. Read some
of the documents from these conventions (for example, those found at
https://docsouth.unc.edu/nc/politics.html#reconstruction and
http://coloredconventions.org/conventions). What was the purpose of the freedmen’s conventions?
What were some of their results and legacies?
6. The end of slavery in the United States is often compared to the end of serfdom in Russia. Serfdom was
a system where peasants were tied to the land owned by wealthy landowners. So while they did not
belong to the landowner, they were part of the land he owned and could not move around or seek new
DISCUSSION QUESTIONS
1. What were the federal government’s major challenges in reconstructing the South after the Civil War
during the period from 1865 to 1877?
2. How and why did Reconstruction policies change over time?
3. What were the attitudes of white and black southerners toward Reconstruction?
4. What was life like for newly freed African Americans in the South? What opportunities and new
challenges did emancipation open up during the Reconstruction period? Consider education, religion,
5. Discuss the rise of the Ku Klux Klan during Reconstruction and its legacy of terrorism and division in
the South. What were the motives of many of its members?
6. Why did Reconstruction come to an end in 1877?
7. Was Reconstruction a failure? Why or why not? Who deserves the blame for its shortcomings or credit
for its achievements?
8. If Lincoln or Johnson had the opportunity to see their respective Reconstruction plans through, did
either one (or both) have the potential to be more effective than Congressional Reconstruction? Why
or why not?
PRACTICING CITIZENSHIP
With its adoption of the Thirteenth Amendment, the United States not only ended the remnants of slavery
in the United States but also highlighted the need to end this institution wherever else it existed in the
world. Indeed, slavery is still being practiced in parts of the world today. What forms of human trafficking
continue to exist, and where? What are some of the factors contributing to the perpetuation of this
system? Encourage students to search for organizations that are fighting to put an end to slavery and