Paintings by the famous artist Edgar Degas reveal glimpses of life in

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1 CHAPTER 11 LOUISIANA S RECONSTRUCTION ERA: RIOTS AND REBUILDING Pages Focus on Skills Determining Fact from Opinion Page 346 Section 1 After the War Pages Section 2 Military Reconstruction Pages Section 3 The Last Years of Reconstruction Pages Section 4 Rebuilding Louisiana Pages Meeting Expectations Loyalty Oaths Page 374 Chapter Summary Page 375 Activities for Learning Pages Focus Benjamin Franklin once said, There is never a good war or a bad peace. if his statement might apply to the Civil War. Ask them if the Civil War was a good war. Ask them if the peace was good or bad. (Lead them into a discussion of what they know about Reconstruction.) Chapter11 Louisiana s Reconstruction Era: Riots and Rebuilding Chapter Preview Terms: freedmen, Reconstruction, ratify, radical, Unionist, Black Code, contract, Freedmen s Bureau, military Reconstruction, carpetbagger, scalawag, Knights of the White Camellia, fraud, anarchy, White League, sharecropping, credit People: Andrew Johnson, James Madison Wells, Henry Clay Warmoth, Oscar J. Dunn, William P. Kellogg, P. B. S. Pinchback Places: Grant Parish, Colfax, Red River Parish 344 Louisiana The History of an American State P Paintings by the famous artist Edgar Degas reveal glimpses of life in New Orleans during Reconstruction. Degas, who later became famous as one of the French Impressionists, visited his family in New Orleans in His mother was a French Creole who was born in Louisiana, and Degas had many relatives in the city. These family members still spoke French and lived in the style of the old Creole families. But they also had begun to speak English, and the men were taking part in the American-style business in the city. During this visit, Degas used his art to comment on his experiences. One painting that makes a dramatic statement was actually painted in France before Degas visited New Orleans. His aunt and two female cousins came to visit their French relatives to escape the American Civil War. His portrait of his cousin Estelle reveals the grief of a young woman whose husband of ten months Above: In A Cotton Office in New Orleans, Edgar Degas painted a typical day in the office of his uncle s cotton brokerage. Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding 345 Tell students to use the Internet or other reference materials to research the life of Edgar Degas. Note his connection to New Orleans. Social Studies Skill Making a Timeline Have students make a timeline of the major events in the life of Edgar Degas. Guiding Question 7-7 to discuss why Degas aunt and cousins came to France to visit. It is said that Degas painting of cousin Estelle revealed the horror and sadness of the Civil War. How could the artist convey those ideas before he ever visited Louisiana? Addressing Learning Styles Visual/Spatial to draw a picture of something they have never seen. Then ask them to draw something with which they are familiar. Ask them to describe which was easier to draw. How did they feel about the assignment? TEACH Have students look at the painting of the cotton office in New Orleans. Have them describe what they see. Ask what the people are doing. How are the people dressed? Why are there no women present? Have students locate other paintings by Degas. Ask them to choose one and hypothesize the artist s point of view. One site that contains images is gov/collection/gallery/gg89/gg89 -main1.html. T344 T345

2 Each Focus on Skills defines a skill, gives the teacher an opportunity to conduct a guided practice on the skill, and finally allows students to apply their understanding by practicing the skill on their own. Try This! You may want students to use a graphic similar to the one below. Statement of Opinion Statement of Fact Cue Words Evidence Students answers will vary depending on the passages they choose. It s Your Turn! 1. Opinion 2. Fact 3. Fact 4. Opinion 5. Fact 6. Opinion 7. Fact 8. Fact 9. Fact 10. Opinion Focus on Skills Determining Fact from Opinion Defining the Skill you classify the sentence as an opinion. For the Students sometimes mistakenly think that everything they read in a textbook is fact. It becomes fact in the first column. In the second column, cite second graphic organizer, write three statements of more of a challenge to separate fact from opinion evidence that can be used to verify the statements when authors weave facts, inferences, and opinions as facts. into their writing to make it more interesting. In order for you to distinguish fact from opinion, you It s Your Turn! must be able to apply critical thinking skills as you Read the following statements and, on a separate read your textbook. You must evaluate and make sheet of paper, indicate whether each is a fact or judgments about what you read. opinion. Give a reason for your choice. The first step in being able to distinguish fact 1. After most wars, people come together in their from opinion is simply knowing how to recognize misery and in their hope for the same future. each. The following definitions will help you to make 2. It took twenty-five years for the livestock the distinction. count in Louisiana to reach pre-civil War A fact may be defined as something that can be levels. proved or verified. Facts may be verified by observation or by information found in reliable sources legal records were permanently lost. 3. When courthouses were burned, the parish s such as textbooks, reference books, periodicals, and 4. After the Civil War, economic recovery Internet sites. became more important than anything else. An opinion may be defined as an expression based 5. In 1865, the federal government established on personal belief or judgment. Opinions are not the Freedmen s Bureau. verifiable but are open to debate. There are a number of cue words that often signal an opinion. Words wanted slavery after the Civil War. 6. Northerners believed that the South still that imply an opinion include bad, good, may, probably, believe, feel, think, greatest, worst, should, southern states refused to ratify the 7. Louisiana and almost all of the other should not, best, most, least, always, never, all, none. Fourteenth Amendment. 8. In 1867, Congress passed a new Reconstruction Act. Try This! Create 2 two-column graphic organizers on a separate sheet of paper. For the first graphic organizer, up a system to register black voters. 9. Under military Reconstruction, Sheridan set skim through the chapter and, in the first column, 10. To most people, the political struggle was write what you believe to be three opinions. In the important only in the ways it affected their second column, identify any cue words that helped daily lives. 346 Louisiana The History of an American State had been killed in an early battle of the war. The artist said, one cannot look at her without thinking that that face filled the eyes of a dying man. Later, in New Orleans, Degas painted the business of his uncle who was trying to cope with the economic changes caused by the war. This painting, A Cotton Office in New Orleans, shows a business that looks busy and prosperous. Actually, these cotton factors struggled because of the changes caused by the war; they went out of business soon after the painting was complete. Another Degas painting shows a New Orleans business that represented success in this economic period. The Louisiana Ice Manufacturing Company, a new steam-powered ice manufacturing plant, was the largest in the world. After visiting the plant, Degas returned to France and painted a portrait of Henri Rouart, who had designed and financed the business. The painting included the ice plant in the background. Through these three paintings, the aftermath of the Civil War in Louisiana is described. From Degas paintings, we learn that the medium of art is one way of learning about the past. The subjects reflect the conflict between continuity and change that defines this time in history. Figure 25 Timeline: Mechanics Institute riot 1865 James Madison Wells elected governor; Black Code enacted 1864 New state constitution written Above: This portrait is of Edgar Degas American mother, Mme Auguste de Gas (left), and her sister, Duchess de Rochefort Abraham Lincoln assassinated; Freedmen s Bureau established 1867 United States bought Alaska from Russia 1867 Congress established military Reconstruction 1868 Louisiana s Reconstruction constitution adopted; Henry Clay Warmoth elected governor 1873 Colfax Riot 1871 Most of Chicago destroyed in Great Fire 1869 First transcontinental railroad completed 1874 White League formed; Coushatta massacre; Battle of Liberty Place 1877 Reconstruction ended 1876 Alexander Graham Bell invented the telephone Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding 347 what physical characteristics tell them that the subjects of the portrait are Creole. what happened to the cotton factors illustrated in Degas painting on pages to identify the successful business and the man who financed it painted by Degas. Making Connections why the ice plant probably became so successful. (Refer them back to the difficulty southerners had in getting ice from the North.) Guiding Question 7-3 Multidisciplinary Activity Art The text says that much can be learned about the aftermath of the Civil War in Degas paintings. Ask students to draw a picture of something happening in the world today that may help future generations learn about the time in which we live. Social Studies Skill Reading a Timeline when Reconstruction ended. who was elected governor of Louisiana in how long after Lincoln s assassination Reconstruction ended. (Application) T346 T347

3 SECTION 1 AFTER THE WAR INTRODUCE Outline A. Postwar Conditions B. Presidential Reconstruction C. Johnson and Reconstruction D. Louisiana s Postwar Government E. The Freedmen F. Freedmen s Bureau G. Freedmen s Rights Materials Textbook, pages Blackline Masters Postwar Emotions, page 147 You Be the Head of the Household, page 148 Black Codes, page 149 Teacher CD-ROM Transparencies Online textbook mystatehistory.com Focus Write Reconstruction on the board. Discuss the meaning of the word. if reconstruction is happening anywhere today. (You might want to mention the reconstruction of a business or home after a fire or natural disaster.) Ask students what things must be done to reconstruct something. TEACH BLM Assign students Postwar Emotions from page 147 in the BLM book. Have students look at the engraving depicting the South after the Civil War. how this image is different from images of the antebellum South. Section1 It took twenty-five years for the livestock count in Louisiana to reach prewar levels. Below: This engraving entitled The Destruction of War shows how the Civil War ruined both lives and property in the South. After the War As you read, look for: the condition of Louisiana at the end of the Civil War, President Lincoln s plan for Reconstruction, the conditions faced by the freedmen after the war, and vocabulary terms freedmen, Reconstruction, ratify, radical, Unionist, Black Code, contract, and Freedmen s Bureau. Brick chimneys standing above burned land signaled the Confederate defeat. One southern writer described those chimneys in Georgia as Sherman s sentinels guarding the ruins he had made. Union movements through Louisiana left those same symbols of loss. The South in 1865 reflected its status as a war zone. Like every war zone throughout history, more than the landscape was damaged. After most wars, the defeated people come together in their misery and in their hope for the same future. This was not true in the South after the Civil War. One class felt crushed and conquered, while another group felt liberated 348 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding Objectives GLE 62: Construct a timeline of key events in Louisiana history. GLE 64: Compare and contrast events and ideas from Louisiana s past and present explaining political, social, or economic contexts. GLE 66: Analyze how a given historical figure influenced or changed the course of Louisiana s history. GLE 69: Propose and defend potential solutions to past and current issues in Louisiana. GLE 70: Conduct historical research using a variety of resources, and evaluate those resources, to answer historical questions related to Louisiana history. GLE 72: Describe leaders who were influential in Louisiana s development. and uplifted. The defeated Confederates and the freed slaves had conflicting ideas of what the future should hold. Whatever the feelings, the war affected Louisiana like an earthquake. No one could avoid the aftershocks. Postwar Conditions Civilians living in the regions hit by the war lost almost everything. Both the Union and the Confederate armies took food and supplies from the civilians. After the armies left, outlaws often stole anything that remained. The economy was stalled. There was no money to buy anything, but there was also nothing to buy. The clashing armies left a barren land. Union General Banks followed General Sherman s scorched earth policy in central Louisiana. General Banks burned plantations and towns as his army marched through the state. Houses, cotton gins, sugar mills, and barns were ruins. Fences had been burned to warm the troops. The number of cattle, horses, mules, hogs, and other animals had dropped drastically. Towns with their stores and supplies had also been destroyed. When courthouses were burned, the parish s legal records were permanently lost. Railroads, bridges, roads, and levees were damaged and needed repairs. Damage was even visible in the regions the armies had not crossed. Weeds grew in the fields, and the slaves had left the plantations. Many soldiers came home from the war with empty sleeves or on crutches. For some families, no one came home. A woman in West Feliciana Parish watched her husband and six sons march off to war. She faced the aftermath of the war alone. The end of the war brought confusion for the newly freed slaves. The promise of a new and better life was not quickly fulfilled. Disorder and poverty deprived the former slaves of a real place in the economic and social system. The freedmen (former slaves) wanted a better future, while the planters wanted to restore the past. A journalist noted, It is admitted that... the freedman has... ceased to be the property of a master; it is not admitted that he has the right to become his own master. War and its aftermath brings a special set of problems. This pattern, observed throughout history, appeared after the Civil War in the United States: Economic recovery became more important than anything else. Some people took advantage of the economic changes to get rich. Controversy and corruption Above: Many Louisianians returned from the war with serious injuries. This card is from an organization soliciting funds to care for disabled veterans. Section 1 After the War 349 Objectives (Cont.) GLE 73: Describe and explain the importance of major events and ideas in the development of Louisiana. GLE 75: Describe the contributions of ethnic groups significant in Louisiana history. GLE 76: Trace and describe various governments in Louisiana s history. GLE 77: Describe major conflicts in context of Louisiana s history (e.g., Rebellion of 1768, the French and Indian War). Cooperative Activity Divide the class into groups. Ask each group to research one of the following topics after the Civil War: (1) the condition of crops and farms, (2) the condition of railroads and seaports, (3) the condition of towns and villages, and (4) the economy after the war as compared with the economy during the antebellum period. Writing Activity Have students select two people from the following list and write a paragraph in which each person describes Louisiana after the Civil War: (1) a British journalist, (2) a Confederate veteran, (3) a former Union officer, (4) a former slave, (5) an educated free person of color, (6) a Confederate widow, and (7) a young person about the age of the student. Have students brainstorm a list of social and economic problems in the South after the Civil War. Ask them to rank problems in each area from most to least important. to describe the South after the war. explain the difference of opinion that existed between the planters and freed slaves. BLM Assign students You Be the Head of the Household from page 148 in the BLM book. T348 T349

4 Tell students that President Lincoln made the first Reconstruction plan. Ask them what advice they would give him as to what to include in his plan. After reading the Presidential Reconstruction section, ask students to identify the provisions of Lincoln s plan. to explain why Lincoln wanted Reconstruction to be over quickly. what provision was included in Louisiana s 1864 Constitution. what was Lincoln s position on allowing freed slaves to vote after the war. to identify the facts of Lincoln s assassination. Guiding Question 7-10 Writing Activity Have students write a newspaper editorial praising or criticizing Lincoln s mild plan for Reconstruction. Much that is myth and legend has filtered through our actual history about the assassination of President Lincoln and the capture of John Wilkes Booth as well as the role of Dr. Samuel Mudd, who treated Booth for an injury acquired in his escape. Have students use a search engine or other reference materials to read about the assassination, Booth s escape and eventual capture, and the imprisonment of Dr. Mudd. Ask students to display the information they find on a story board. (This would be a good opportunity to reinforce the difference between fact and opinion.) President Lincoln used a pocket veto on a congressional bill, the Wade-Davis bill, that called for stricter Reconstruction. Above: President Abraham Lincoln was assassinated by John Wilkes Booth in April Had he lived, the conditions of Reconstruction imposed on the South might not have been so harsh. troubled the federal government. The northern states experienced an economic boom, while the war-torn South struggled to survive. And, as in every war, the death of so many promising young men affected the South s recovery. The loss of those potential leaders affected Louisiana, the South, and the nation. Presidential Reconstruction Reconstruction refers to the steps taken to restore the southern states to the Union and to rebuild the South. People in the North had many opposing views on how this should be done. President Lincoln wanted to restore the Union rather than to punish the South. He announced his plan before the war had ended in his Reconstruction Proclamation. To Lincoln, secession was unconstitutional. He considered the Confederate states still part of the Union. He believed that men in those states who would swear their loyalty to the United States should be allowed to elect state and local governments. Lincoln s Proclamation of Amnesty and Reconstruction was called the 10 percent plan. It allowed states to return to the Union as soon as 10 percent of the people who had voted in the election of 1860 signed an oath of loyalty. Lincoln put his plan into effect in Louisiana during the war. People in occupied Louisiana who declared their loyalty to the United States were allowed to write a new state constitution. Louisiana s 1864 constitution abolished slavery, but it did not grant the freedmen the right to vote. This had become an issue during the war. A delegation of the free men of color in New Orleans traveled to Washington to ask President Lincoln for their right to vote. Lincoln was impressed by their arguments and considered their request. The president suggested to General Banks that blacks who owned property or who had fought for the Union should be allowed to vote, but this did not happen. John Wilkes Booth changed history in a way he did not intend. He killed President Lincoln to punish him for the war, but Booth s action hurt the South instead. Lincoln planned to bring the southern states back into the Union as quickly and easily as possible. A Union army commander s wife believed Louisiana would not have suffered so greatly if Lincoln could have been spared to bring his justice and gentle humanity to the conquered South. Instead, after Lincoln s death, his plan was eventually replaced with a much harsher congressional plan. 350 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding if, after an infraction of rules, there is a consequence, e.g., in sports for missing a practice, in school for skipping class, in society for committing a crime. Ask if the consequence for breaking a rule should be punitive or rehabilitative. Should the punishment fit the offense? why people in the North believed it was their responsibility to come up with a plan for readmitting the South into the Union. how might history be different if the North had allowed the South to recover on its own terms. Guiding Question 7-11 Johnson and Reconstruction When Vice President Andrew Johnson became president after Lincoln s death, he faced immediate difficulties. He clashed with Congress as he tried to continue Lincoln s Reconstruction plan with some revisions. Johnson began to readmit the southern states to the Union after voters in a state ratified (approved) the Thirteenth Amendment to the U. S. Constitution. The Thirteenth Amendment abolished slavery. President Johnson also pardoned many former Confederate officers, which meant they could get their land back. The land had been seized under the Confiscation Act. Some of the radical Republicans in Congress wanted to give that confiscated land to the former slaves the beginning of the rumored promise of forty acres and a mule. These Republicans were called radicals because they had the most extreme ideas about Reconstruction. The radical Republicans disagreed with President Johnson on Reconstruction; they believed that the South should be punished for the war. Congress and President Lincoln had also disagreed about Reconstruction, but Lincoln had enough power to begin his more forgiving plan. Johnson did not have enough support in Congress to carry through his Reconstruction plans. President Johnson found it impossible to reach compromises. One of his critics said that Andrew Johnson s biggest enemy was Andrew Johnson. During this power struggle, President Johnson was impeached by the House of Representatives and came within one vote of being removed from office by the Senate. Louisiana s Postwar Government In the first statewide election following the war, many former Confederates were elected to the legislature. They made their political views clear when they hired their doorkeeper. They chose a Confederate veteran who had lost both arms in the war. Every day he stood at the door of the legislature wearing his Confederate uniform. The radical Republicans were offended by this show of support for the defeated Confederacy. At this point, however, they could do little about it; the returning Confederates had more power. But Louisiana s Republican Party (made up mostly of free people of color, former slaves, and northerners) gained strength during Reconstruction. The governor at this time was James Madison Wells. He had been elected lieutenant governor of occupied Louisiana in When Michael Hahn was elected as the state s U.S. senator, Wells became governor. Wells, a Unionist and former slaveholder from Rapides Parish, was elected governor on his own what statement the former Confederates made with the doorman they chose. to name the governor of Louisiana who succeeded Michael Hahn. to identify the groups that made up the Republican Party in Louisiana after the Civil War. Above: Vice President Andrew Johnson became president upon the assassination of Abraham Lincoln. He favored a Reconstruction plan much like Lincoln s but was forced by the radical Congress to adopt stricter measures. Section 1 After the War 351 As a native southerner, President Johnson showed some traditional southern views, e.g., not promoting equal rights for freedmen and not involving freedmen in the Reconstruction process, but he did show his opposition to slavery. Ask students if they think Johnson s southern heritage was an asset or detriment in his handling of Reconstruction. Problem Solving When Lincoln died, so did his plan for Reconstruction. Have students use a problem-solving organizer to decide on a plan to replace Lincoln s. Guiding Question 7-11 how President Johnson s plan for Reconstruction differed from that of Lincoln. (Analysis) to identify the Radical Republicans. Guiding Question 7-10 Have students use a search engine to find information on Thaddeus Stevens and Charles Sumner, two of the leading Radical Republicans. Possible sites include college.hmco.com/history/reader scomp/rcah/html/ah_082300_stev ensthadd.htm for background on Thaddeus Stevens and bioguide. congress.gov/scripts/biodisplay.pl? index=s for Charles Sumner. Reading Skill Interpreting Information/ Making Connections Charles Sumner once said: From the beginning of our history the country has been afflicted with compromise. It is by compromise that human rights have been abandoned. Have students interpret what Sumner was saying. (You might want to use this as an opportunity to review the various compromises that were responsible for postponing the Civil War.) T350 T351

5 Making Connections Review with students the process for amending the United States Constitution. Point out that, in 1865, the Constitution was nearly 80 years old and had only been amended twelve times and ten of those amendments were added at one time as the Bill of Rights. Today the Constitution has 27 amendments, the last one being adopted in to identify the terms of the 13th, 14th, and 15th Amendments. what groups of people in the United States still could not vote after the ratification of the 15th Amendment. Building Vocabulary what is meant by the term due process. After arriving at a definition, ask how due process affects school students today in terms of expulsions or suspensions. Social Studies Skill Creating a Timeline Have students obtain a copy of the United States Constitution that includes the 27 amendments. Have them create a timeline showing the amendments and the dates when each was added. Guiding Question 7-7 Multidisciplinary Activity Art Have students create a poster or collage to illustrate the three amendments that were passed during Reconstruction. Connecting with U.S. History Amending the Constitution After the Civil War, Congress proposed amendments away a person s right to vote, reflecting the opinion to the U.S. Constitution to free the slaves, to protect of the majority in Congress that former Confederates should not vote. their rights, and to provide them full citizenship. The Thirteenth Amendment was passed by Congress Even after the Fourteenth Amendment was passed, in January This amendment states that neither slavery nor involuntary protection to guarantee their Congress decided that the freedmen needed further servitude... shall exist within right to vote. The Fifteenth the United States. This short Amendment was passed by legal statement meant freedom to the millions of people became law in February Congress in February 1869 and who had been enslaved in the This amendment prohibits United States. The amendment state and federal governments was fully ratified in December from denying the right to vote of the same year. to any male citizen because of Soon, however, Congress race, color, or previous condition of servitude, a phrase decided that the Thirteenth Amendment had granted freedom to former slaves but did These amendments to the that referred to slavery. not protect their rights and U.S. Constitution show the expansion of civil rights in the make them citizens. Congress passed the Fourteenth Amendment in June 1866; it was Above: Louisiana ratified the 15th teenth Amendment was lim- United States. Even so, the Fif- ratified by The amendment states that all persons vote, in March the efforts of some early lead- Amendment, giving blacks the right to ited to male citizens, despite born or naturalized in the ers in the women s suffrage United States... are citizens of the United States movement to have women included. Women did not and the State wherein they reside. It further states receive the right to vote until the Nineteenth Amendment was ratified in 1920, fifty years later. And it that no state shall deprive any person of life, liberty, or property, without due process of law; nor was not until 1924 that Congress passed a law giving deny to any person within its jurisdiction the equal American Indians the right to vote. Even with these protection of the laws. constitutional amendments, African Americans still Section 2 of the amendment also stated that participation in rebellion (the Civil War) would take passed the Voting Rights Act in did not receive equal rights in voting until Congress 352 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding in (A Unionist was a person who had supported the Union during the entire war period.) Despite these views, Wells quickly learned to cooperate with the Confederate legislature. The Freedmen Most political struggles during these years involved the former slaves either directly or indirectly. While General Banks was in Louisiana, he had asked some of the free men of New Orleans to talk to the plantation slaves. He wanted to learn what they hoped the Union victory would bring them. They requested that their families not be separated. For their children, they wanted an education. For themselves, they wanted to know they would not be whipped, that they would not have to work on plantations where they had been abused, and that they would be paid reasonable wages. With their new freedom, some former slaves moved to the towns. Some of them returned to the plantations, but others found work as laborers and craftsmen. During the Reconstruction years, the increased number of freedmen living in towns caused conflict. One of the first actions of the restored legislature was to pass laws to control the former slaves. The free movement of the former slaves offended and frightened the whites. The laws, called the Black Code, restricted the freedmen s actions, movement, and conduct; the Code even included sections about rudeness to white people. The other purpose of this legislation was to control the work force. Regulation of the freedmen s labor had begun during the war. The plantations needed workers. Union Commanders Butler and Banks both developed strict controls. The former slaves were encouraged to work on the plantations, which were sometimes leased to loyal Union supporters. The laws passed by the legislature required freedmen to sign one-year labor contracts (written legal agreements). If they did not sign work contracts, they could be forced to do public work or be arrested and forced to work for the person who paid their fines. Freedmen s Bureau In 1865, the federal government established the Freedmen s Bureau. The original purpose was to provide aid food, clothing, and basic medical care to former slaves and other needy southerners. The Bureau also established schools. The adult slaves who had been forbidden to learn to read and write could now become literate. The Freedmen s Act of 1866 gave the Freedmen s Bureau more authority and responsibility. The state was divided into districts with an agent and a small group of soldiers. It became the agent s job to handle work contracts between the freedmen and the planters. Congress ended the Freedmen s Bureau in July During the short life of the organization, it was responsible for opening hospitals and 1,000 schools for African Americans, for providing medical services, and for spending almost $500,000 to train black teachers to teach black students. Above: James M. Wells was elected lieutenant governor of occupied Louisiana in When Governor Hahn resigned to become a U.S. senator, Wells became governor. A constitutional amendment must be ratified by the legislatures of three-fourths of the states for it to become law. Section 1 After the War 353 Addressing Learning Styles Visual/Spatial Have students draw an image illustrating one of the activities of the Freedmen s Bureau. to explain what the former slaves wanted after the Civil War. identify what the former slaves did after the war. describe what actions former Confederates took to control the former slaves. Building Vocabulary Have students define the term Black Codes. Ask them why these laws were passed, and be sure that they know the two basic purposes of the legislation. Ask why former Confederates were so concerned with controlling the work force in the South. BLM Assign students Black Codes from page 149 in the BLM book. Many Black Codes contained a vagrancy law. A vagrant is a person without a settled home or regular work. The law imposed a $50 fine on any runaway, stubborn servant, or child, or common drunkard, or any person who habitually neglects his employment. Few vagrants had $50; as a result, they were often hired out as laborers for up to six months until the fine was paid. to identify the purposes of the Freedmen s Bureau. Have students research the Freedmen s Bureau. Make a timeline of its major accomplishments. Guiding Questions 7-7 and 7-12 T352 T353

6 how the Black Codes influenced the passage of the 14th Amendment to the U.S. Constitution. (Analysis) why Louisiana refused to ratify the 14th Amendment. why Governor Wells agreed to reopen the constitutional convention of Guiding Question 7-10 Multidisciplinary Activity Math The Freedmen s Bureau recommended a wage of $144 per year for freed workers. Most received $50-$100. Have students calculate the following problem: If a worker made $75, how much less of a percentage did he receive than what was recommended? (He received 52% of the recommended wage; therefore, he received 48% less than the recommended wage.) Internet Activity Have students go to stitution.com/louisianablackcode sanact.htm to find a copy of the Black Codes of Louisiana. Ask them to read Provision 1 of the 14th Amendment and decide if the provisions of the code were in violation of the amendment. how the activities in the illustration are different from how blacks were treated prior to the Civil War. What is unusual about the scene? (White women and men are depicted.) Below: The Freedmen s Bureau opened schools for former slaves of all ages during Reconstruction. Freedman s Rights As the freedmen began seeking their new rights, more local restrictions came. Some towns added laws regulating the movement of the freedmen. In Opelousas, for example, a freedman could not be on the streets after 10 p.m. and could live there only as the servant of a white resident. Most of the other southern states also enacted Black Codes. Northerners disapproved of the increasing limits placed on the freedom of the former slaves. They believed that the South still wanted slavery. To stop the southern states from passing more laws blocking the rights of the freed slaves, Congress passed the Fourteenth Amendment to the U.S. Constitution. It gave the freedmen citizenship, legal rights, and the right to vote. The southern states were expected to ratify this amendment; states that refused to ratify this amendment would have their representation in Congress reduced. Louisiana and almost all of the other southern states refused to ratify the amendment. Most white southerners did not believe that the former slaves were ready for citizenship. Even more tension developed between those who wanted to restrict the freedmen and those who wanted to give them their full civil rights. Louisiana s Republican Party pressured the legislature to give the freedmen the right to vote. In 1866, Governor Wells agreed with the plan to reopen the 1864 constitutional convention. The delegates planned to meet at the Mechanics Institute Building in New Orleans to discuss adding the right to vote to the constitution. 354 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding The city s mayor, however, said he was concerned about safety. He threatened to arrest anyone attending the meeting and sent police. The Republicans responded with a call for support and strength. Armed whites attacked a group of blacks going into the building. Soon a riot broke out, and police fired into the crowd. In the fighting, three whites and more than thirty blacks were killed; more than one hundred blacks were injured. The riot put an end to the constitutional convention. Before the riot, the Picayune had described the white treatment of the freedmen as kindly good will... rarely exhibited in any country by a superior to an inferior race. These words reflected the attitude of superiority held by whites of the time. Unfortunately, that kindly goodwill was not demonstrated at the Mechanics Institute meeting. Check for Understanding 1. Why did the freed slaves and the former Confederates have different feelings about the end of the war? 2. What happened in the first statewide election after the war? 3. What was the purpose of the Black Codes? 4. What did the Freedmen s Bureau provide for former slaves? 5. How did Louisiana react to the Fourteenth Amendment? 6. What was the purpose of the meeting at the Mechanics Institute in New Orleans and what happened? Above: Fighting broke out at the Mechanics Institute, site of the constitutional convention, and quickly turned into a riot. At the time of this meeting, the Mechanics Institute building was serving as the statehouse. Section 1 After the War 355 Point of View Before the riot, the Picayune had described the white treatment of the freedmen as kindly good will... rarely exhibited in any country by a superior to an inferior race. to describe the point of view of the Picayune. Writing Activity Have students write a news article describing the attack on the Mechanics Institute Building. Have them use information from the illustration of the riot in their article. ASSESS Check for Understanding 1. The freedmen wanted a better future, while the planters wanted to restore the past. 2. Many former Confederates were elected to the state legislature. 3. They restricted the actions, movement, and conduct of the freedmen. They were also meant to control the work force. 4. The Freedmen s Bureau provided food, clothing, and basic medical care. It also established schools. 5. Louisiana refused to ratify it. 6. To discuss adding the right to vote to the constitution Alternative Assessment Have students write the main facts under each subheading in Section 1. This could be done in outline form. Lesson Closure The struggle for power during Reconstruction involved violence. Have students write journal entries using the prompt: Is a power struggle more like a tug-of-war or a seesaw? (NOTE: You may choose to have students discuss this topic.) T354 T355

7 SECTION 2 MILITARY RECONSTRUCTION INTRODUCE Outline A. Radical Republicans B. The Redeemers C. The 1872 Election Materials Textbook, pages Blackline Masters Reconstruction Plans, page 150 Henry Clay Warmoth, page 151 Teacher CD-ROM Transparencies Online textbook mystatehistory.com Focus When people feel they have been wronged, they often retaliate with vengeance. if this was the case in the South during Reconstruction. what might have been done to make Reconstruction less volatile. TEACH how Congress reacted to the violence in the South. how the violence in the South changed the direction of Reconstruction. to identify the provisions of the Reconstruction Act of Writing Activity Have students write letters from former Confederates to friends explaining why they feel like aliens in their own land. Objectives GLE 2: Locate major landforms and geographic features, places, and bodies of water/waterways on a map of Louisiana. GLE 64: Compare and contrast events and ideas from Louisiana s past and present. GLE 65: Analyze the causes, effects, or impact of a given historical event in Louisiana. GLE 66: Analyze how a given historical figure influenced or changed the course of Louisiana s history. GLE 69: Propose and defend potential solutions to past and current issues in Louisiana. GLE 70: Conduct historical research using a variety of resources, and evaluate those resources, to answer historical questions related to Louisiana history. Objectives (Cont.) Military Reconstruction, also called radical Reconstruction, required stricter loyalty oaths. The former Confederates had controlled the state for two years, but now they could no longer hold office. The loyalty oath of the presidential Reconstruction plan focused on the future. Those taking that oath stated I will be loyal to the United States. The new loyalty oath considered past behavior. The voter The president of the 1868 constitutional convention was James Taliaferro, who had argued so strongly against secession at the 1860 convention. had to be able to swear I have been loyal to the United States. Former Confederates could not say this, so they could not vote. The radicals in Congress considered this fair punishment for the war and the treatment of the freedmen following the war. Southerners said the purpose was to give power to the Republicans. Louisiana spent ten troubled years under military control. Radical Republicans The former Confederates could no longer participate in the political process. They were forced to sit by as the radical Republicans took control of state government. The Civil War had ended, but Louisiana was still not at peace. In 1868, Louisiana wrote the new constitution required by the 1867 Reconstruction Act. This constitution protected the freedmen s civil rights and gave the right to vote to all males over the age of twentyone. The former slaves now had the right to vote. This was also the first Louisiana constitution to have a bill of rights. This constitution was ratified by voters who had taken the new loyalty oath. Anyone who had aided the Confederacy could not take this oath. This included most white Democrats in the state. A Republican newcomer was elected governor in Henry Clay Warmoth had been a Union officer in New Orleans during the military occupation. He returned after the war to open a law practice. Charm and skill brought him to the head of the line of ambitious politicians trying to run Louisiana. Warmoth made sure that the 1868 constitutional convention set the age requirement for governor young enough for him to run; he was twenty-six when he was elected. Warmoth supposedly said corruption is the fashion and described himself as being as honest as any other politician. He may not have taken money from the state, but he did make a personal fortune while he was in office. When he was elected, he talked about the growing spirit of harmony and good will. His days as governor did not fulfill this promise. The lieutenant governor elected in 1868 was Oscar J. Dunn, the first black to be elected to statewide office. He gained the respect of the Republicans in Top: Many northerners came south after the Civil War with their belongings packed into bags made of carpet. Above: In 1868, Henry Clay Warmoth was elected governor. Born in Illinois, Warmoth was known by some as Louisiana s carpetbagger governor. Section 2 Military Reconstruction 357 GLE 72: Describe leaders who were influential in Louisiana s development. GLE 73: Describe and explain the importance of major events and ideas in the development of Louisiana. GLE 74: Describe the causes and effects of various migrations into Louisiana. GLE 75: Describe the contributions of ethnic groups significant in Louisiana history. GLE 76: Trace and describe various governments in Louisiana s history. GLE 77: Describe major conflicts in context of Louisiana history (e.g., Rebellion of 1768, the French and Indian War). Multidisciplinary Activity Art Have students draw political cartoons depicting the three plans of Reconstruction Lincoln s Plan, Johnson s Plan, Republican Plan. See if other students can determine which plan the cartoon represents. (NOTE: You may want to make a visual display of the cartoons.) BLM Assign students Reconstruction Plans from page 150 in the BLM book. Compare and Contrast Have students make a Venn diagram or T-Chart to compare and contrast Lincoln s Plan and the Radical Republican Plan for Reconstruction. to identify another name for military Reconstruction. how many years Louisiana was under military Reconstruction. how the Reconstruction Act of 1867 increased the political participation of former slaves and decreased the political participation of former Confederates. (Analysis) to identify which citizens ratified the Louisiana Constitution of how the new loyalty oath created more problems for former Confederates. BLM Assign students Henry Clay Warmoth from page 151 in the BLM book. T356 T357

8 Reading Skill Evaluating Have students make a list of characteristics of Henry Clay Warmoth. Based on those characteristics, have them determine if he was a worthy candidate for governor. Guiding Question 7-10 Building Vocabulary/ Compare and Contrast Have students distinguish between carpetbaggers and scalawags. Have them use a Venn diagram to compare and contrast the two groups. Addressing Learning Styles Verbal/Linguistic Have students write questions they would like to ask carpetbaggers and scalawags. Intrapersonal Have students write journal entries as former Confederates expressing their views of carpetbaggers and scalawags. how giving blacks the right to vote changed Louisiana. (Application) to which political party did the majority of the former Confederates belong. to identify the name former Confederates gave to themselves and their role in returning Louisiana to its previous condition. Above: Oscar J. Dunn was elected lieutenant governor of Louisiana in He was the first black to be elected to statewide office. The New Orleans Tribune was the first black daily newspaper in the nation. his party, as well as many Democrats. Dunn was part of an important group of African American political activists. The group also included Dr. Louis Roudanez and his brother, Jean Roudanez. They published a newspaper called The New Orleans Tribune, which became a voice for African American rights. Although the Republican Party controlled state government, it had internal conflicts. Unionists had formed the party in Louisiana before the Civil War because they wanted the state to stay in the Union. They lost control of the party to the northerners who moved in after the war. These newcomers were called carpetbaggers throughout the South. A carpetbag was a satchel or suitcase made of carpeting. The term meant that these people packed up their few belongings and headed south to make their fortune. To the white southerners, they were interfering outsiders. Henry Clay Warmoth, in fact, became known as Louisiana s carpetbagger governor. Southerners gave the local white Unionists who joined the Republicans a different name. They called them scalawags, as an insult, and said they had joined the Republican Party for personal gain. The Redeemers Under military Reconstruction, General Sheridan set up a system to register black voters. Many freedmen were registered, and their participation in elections had an effect. In 1868, almost 50 percent of the Louisiana house of representatives and 25 percent of the senate were African Americans. The former Confederates generally members of the Democratic Party opposed the state government that had been elected in The Democrats were angry about a government based on the votes of former slaves. They also strongly resented not being allowed to vote. They vowed to regain the power they had before the war. They called themselves Conservatives or Redeemers. They wanted to redeem or reclaim the state from the Republicans, carpetbaggers, and scalawags. After the state election in March 1868, violence increased. A masked group called the Knights of the White Camellia used threats and physical violence to keep the freedmen from voting or to force them to vote for Democrats. Some voters were controlled by telling them they would be fired if they voted for Republican candidates. Merchants let voters know they had to vote right in order to buy at their stores. By the time the 1868 presidential election took 358 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding It is said that the Redeemers tried to overcome the cure that followed the disease. Have students explain what that phrase means. What do the words cure and disease stand for? (Cure is Reconstruction and disease is the Civil War.) why southerners had to overcome the cure. Louisiana received people from many different places throughout its early history. These people generally were welcomed and became an integral part of the state s culture. Have students discuss how the immigration of carpetbaggers affected people in Louisiana differently. Why was that so? place in November, the threats had worked. The Republicans lost the majority of votes they had held in the March election for governor. Governor Warmoth appointed a board to check the election results. This board was called the Returning Board because election results are called returns. The Returning Board had the authority to throw out the votes from any place if it decided election fraud had taken place. (Fraud is deliberate deception for unfair or unlawful gain.) The Democrats accused the Returning Board of making sure the radical Republican candidates won. The 1872 Election By the 1872 governor s election, the fighting within the Republican Party had increased. The Republican Party had two factions one supported President Ulysses S. Grant and the other opposed him. In Louisiana, each faction held its own convention. The leader of the Grant faction called out federal marshals with Gatling guns to control and protect his meeting. The Grant Republicans ended up nominating William P. Kellogg for governor. The other group of Republicans, led by Governor Warmoth, tried to keep their power by supporting the Democratic candidate, John McEnery. After the election, both parties claimed victory. Even the Returning Board was split and could not agree on a winner. Both the Republican Kellogg and the Democrat McEnery took the oath of office. The United States government, under President Grant s direction, declared Kellogg the governor. During this power struggle, the legislature impeached Governor Warmoth on charges of corruption. Lieutenant Governor Dunn had died suddenly in 1871, and State Senator P. B. S. Pinchback became lieutenant governor. Pinchback became the acting governor in December 1872 during Warmoth s impeachment. This made Pinchback the first African American to serve as the governor of any state. Check for Understanding 1. What two actions did Congress require Louisiana to take in order for military Reconstruction to be removed? 2. Why did former Confederates lose their right to vote? 3. What political party controlled the state? 4. How did former slaves get the right to vote? 5. What was the goal of the Redeemer Democrats? 6. What happened in the governor s election of 1872? Writing Activity Have students imagine that they were history teachers in Louisiana in 1867 and were offended by the Reconstruction Act. Have them write letters to the editor of a local newspaper complaining about the forced changing of the state s constitution. (You might have them propose provisions for the new constitution.) Guiding Question 7-11 Top: The results of elections during Reconstruction were often suspect. In 1872, William P. Kellogg was declared the governor by the federal government. Above: In December 1872, P. B. S. Pinchback became the first African American to serve as the governor of any state. Section 2 Military Reconstruction 359 Building Vocabulary Have students define the term impeach and identify the charges that led to Governor Warmoth s impeachment. Stress that impeach does not mean remove from office. However, in Warmoth s case, he was impeached and suspended for the last 35 days of his term. Guiding Question 7-10 to describe the controversy surrounding the election of explain why Louisiana had two governors after the election of identify who was ultimately named governor of Louisiana. name the first African American to serve as the governor of any state. ASSESS Check for Understanding 1. Ratify the 14th Amendment and write a new state constitution that included the right to vote for all males 2. They could not swear that they had been loyal to the United States during the Civil War 3. Republican 4. The Louisiana Constitution of 1868 gave them the right to vote. 5. They wanted to reclaim Louisiana from the Republicans, carpetbaggers, and scalawags. 6. There was fighting and fraud that resulted in President Grant s naming Kellogg as governor. Alternative Assessment Have students make a poster or book detailing the problems and successes in Louisiana as a result of military Reconstruction. Lesson Closure Have students predict how military Reconstruction set the foundation for politics in Louisiana that led to the area being called the Solid South in their support of the Democratic Party. T358 T359

9 SECTION 3 THE LAST YEARS OF RECONSTRUCTION INTRODUCE Outline A. Violence B. The Unification Movement C. The White League D. The 1876 Election Materials Textbook, pages Blackline Masters The Colfax Riot, page 152 Teacher CD-ROM Transparencies Online textbook mystatehistory.com Focus Have students think of an unpleasant experience they have had. Ask them how long the experience lasted. Have them think about the unpleasant period of Reconstruction. Ask them how they might have felt as a former Confederate after twelve years of suffering. Ask if all people viewed Reconstruction in the same way. Give examples of differences of opinion. TEACH Reading Skill Building Vocabulary Have students define the term violence and give examples of types of violence. Have students define the term anarchy. Ask them if violence can lead to anarchy. Have them give reasons for their answer. Have students identify the violence depicted in the illustration. Toward whom is the violence directed? Why did this violence occur? Section3 Below: Violence sometimes erupted when both parties claimed victory in an election. The so-called Colfax Riot in Grant Parish was one example. Over fifty people were killed in the fighting. The Last Years of Reconstruction As you read, look for: efforts by white Democrats to regain political control, the end of Reconstruction in the South, and vocabulary terms anarchy and White League. Early in this period, Governor Warmoth recorded in his diary that another Republican said he [Warmoth] intended to beat the rebels and keep them from power [even] if in doing so he destroyed the state government and produced anarchy for twenty years. This promise was almost fulfilled. Anarchy is an absence of government or a state of lawlessness. Louisiana came very close to anarchy during the last years of Reconstruction. 360 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding Objectives GLE 13: Describe factors that contribute to economic interdependence at the local, national, and global level, as related to Louisiana s past and present. GLE 58: Describe historical and economic factors influencing the economic growth, interdependence, and development of Louisiana and the nation (e.g., mass production, oil boom and decline). GLE 64: Compare and contrast events and ideas from Louisiana s past and present, explaining political, social, or economic contexts. GLE 66: Analyze how a given historical figure influenced or changed the course of Louisiana s history. GLE 69: Propose and defend potential solutions to past and current issues in Louisiana. Violence Because of voter intimidation in the South, Congress passed the Enforcement Act in 1870 making it a crime to interfere with the rights of a citizen. But federal laws did not stop the violence and political fighting in Louisiana. The state spiraled out of control. One bitter clash took place in Colfax. Grant Parish was one of the new parishes formed by the Republican government during Reconstruction. The parish was named for President Grant. Colfax, the new parish seat, was established at the site of a former plantation. The old stable became the parish courthouse. After the 1872 election in Grant Parish, a conflict developed. The black Republican candidate and the white Democrat both claimed the office of sheriff. The events of April 13, 1873 Easter Sunday became known as the Colfax Riot. Both sides armed themselves and fought for control of the courthouse. At least fifty blacks died in the fighting. Some unarmed farmers who had come to the courthouse for refuge from the whites were also killed. The Unification Movement Only one real attempt was made to seek a peaceful solution to the strife. Some businessmen realized that economic recovery was blocked by the political conflict. They decided that only compromise could save the state. This group, called the Unification Movement, met in New Orleans in Former Confederate General P. G. T. Beauregard, who had led the troops that fired on Fort Sumter, was the chairman of this group. One of the influential free men of color who also joined was Homer Plessy, who later became famous because of his Supreme Court case against the Jim Crow laws. The group planned to push for the right to vote for freedmen and to develop some arrangement between whites and blacks for sharing political offices. However, it was soon obvious that no one could bring so many conflicting opinions together. The radical Republicans opposed the idea because they would lose power. The Redeemer Democrats did not even want to consider allowing the freedmen to vote. The freedmen themselves did not trust the group s intentions. So this effort failed. And the economy continued to suffer because of the political unrest. The White League Whites began to organize to reclaim control of the state government. One newspaper, The Caucasian, was established in Rapides Parish to unite the white people. Reporting on a mass meeting, it described one speaker carried away by the power of his arguments and the heat of passion... [who] advocated the murder of the Republican candidates and offered to lead the mob. Objectives (Cont.) Above: Former Confederate General P. G. T. Beauregard was the leader of the Unification Movement, which sought to bring racial cooperation to Louisiana during the Reconstruction period. The parish seat of Grant Parish was named for Grant s vice president, Schuyler Colfax. Section 3 The Last Years of Reconstruction 361 GLE 70: Conduct historical research using a variety of resources, and evaluate those resources, to answer historical questions related to Louisiana history. GLE 72: Describe leaders who were influential in Louisiana s development. GLE 73: Describe and explain the importance of major events and ideas in the development of Louisiana. GLE 74: Describe the causes and effects of various migrations into Louisiana. GLE 75: Describe the contributions of ethnic groups significant in Louisiana history. GLE 76: Trace and describe various governments in Louisiana s history. GLE 77: Describe major conflicts in context of Louisiana history (e.g., Rebellion of 1768, the French and Indian War). Internet Activity Have students go to to read an account of the Colfax Riot. Ask them to examine the article and answer the 5 W s (who, what, where, why, when) that are a part of factual accounts. Ask them if they see any opinions in the article. (This would be a good activity to reinforce the skill of distinguishing fact from opinion.) BLM Assign students The Colfax Riot from page 152 in the BLM book to record information from their research. to identify the purpose of the Enforcement Act of explain how the 1872 parish election in Grant Parish paralleled the state election for governor in the same year. (Analysis) identify the objective of the Unification Movement. explain how compromise was regarded as a way of solving problems. (Application) Economic Activity Have students pretend they are business owners in Louisiana. Have them generate a list of ways that the political unrest hurt their businesses. Guiding Question 7-3 Attempts at compromise between Radical Republicans and Redeemer Democrats failed because there were so many conflicting opinions. Have students offer a compromise that would be acceptable to both sides. Guiding Question 7-11 T360 T361

10 to identify the purpose of the White League. Compare and Contrast Have students make a chart of major conflicts that occurred during Reconstruction. Have them include the name of the conflict, the date it occurred, a description of what happened, and an assessment of the event. if violence is ever justifiable. Ask them to list tactics of violent behavior, e.g., bulldozing, and suggest peaceful alternatives for the methods. Guiding Question 7-11 Writing Activity Have students pretend they have witnessed one of the violent confrontations in Louisiana. Have each write a letter to a friend describing the event and their feelings about it. to describe the streetcar barricade in the illustration. What images foretell a violent encounter. what they think the purpose of the barricade was. Below: Members of the White League did not hesitate to use violence. Here, White Leaguers are manning a streetcar barricade in New Orleans. In 1874, the White League was established. Its stated purpose was the protection of our own race against the increasing encroachment of the Negro and the removal from office of those who lord it over us. Working whites did not want blacks to take any jobs from whites. The White League intended to restore political power to the white Democrats, and justified Eleven new parishes were established during the Reconstruction period from 1865 to using violence to do so. They used the term bulldozing to describe their tactics. Bulldozing was enough to drive Republicans out of office in some parishes; in others, violence erupted. Red River Parish saw some of the ugly violence of the time. Red River Parish was one of the new parishes set up during Reconstruction. Marshall Twitchell, a carpetbagger, came to Louisiana as an official with the Freedmen s Bureau. He soon married the daughter of a local family and established himself in the area. He then brought many of his relatives from Vermont to join him. Soon Twitchell and his family were politically powerful and prosperous. He arranged for Red River Parish to be created from several existing parishes. Conflict soon flared, as it did in other parishes where radical Republicans controlled the government. After hearing rumors of an uprising by the freedmen, a huge mob of White Leaguers gathered in Coushatta, the parish seat of Red River Parish. Accused of encouraging an uprising, the white Republican officeholders were shot. 362 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding Violence also struck New Orleans. The Metropolitan Police had been created by Republican Governor Warmoth. They served as the military arm of the radical Republicans and were used to maintain order. The Redeemer Democrats claimed that the Metropolitan Police were also used to ensure that the Republicans remained in power. By September 1874, Louisiana was almost at the point of civil war. The White League had ordered a large shipment of weapons. The leader of the Metropolitan Police was former Confederate General James Longstreet, who moved to seize those weapons. A full-scale battle broke out between 4,000 Metropolitan Police and 8,000 members of the White League. This Battle of Liberty Place gave the White League the opportunity to seize New Orleans City Hall and the State House. President Grant had to send federal troops and six navy warships to restore order. The 1876 Elections The 1876 election to elect Louisiana s governor was as controversial as the 1872 one had been. The violence and attempts to control voters made the results questionable. The Republicans claimed that their candidate, Stephen B. Packard, had won. The Democrats said the fair winner was their candidate, Francis T. Nicholls. Once again the Republicans appealed to Washington for help. But this time the answer was different. President Grant did not want to send troops again to protect the Republican governor. He sent a letter saying that national public Above: The Battle of Liberty Place took place in New Orleans when the Metropolitan Police tried to keep a shipment of arms from the White League. The White League seized the New Orleans City Hall and forced Governor Kellogg to flee. Federal troops finally restored order. Section 3 The Last Years of Reconstruction 363 to identify the purpose of the Metropolitan Police. explain what charges were leveled against the Metropolitan Police by the Redeemer Democrats. describe the conditions that almost led to civil war in Louisiana. name the Confederate general who led the Metropolitan Police. Reinforcing Vocabulary To reinforce the term anarchy, ask students if the events leading up to the Battle of Liberty Place approached anarchy. Have students examine the illustration and generate a list of sensory words to describe the Battle of Liberty Place. Writing Activity Have students use sensory words to write a description of the Battle of Liberty Place. Have students write ten opinion statements describing the Battle of Liberty Place. (This activity provides an opportunity to reinforce the concept of distinguishing fact from opinion.) Multidisciplinary Activity Math At the Battle of Liberty Place, members of the White League outnumbered members of the Metropolitan Police, 8,000 to 4,000. Have students calculate the percentage of supporters for each side. (Police: 33%; White League 67%) T362 T363

11 to describe how the election of 1876 in Louisiana was similar to the election of (Analysis) name the candidates for governor in tell why the federal government did not want to intervene in Louisiana s 1872 election. name the candidates for president of the United States in the election of Guiding Questions 7-10 and 7-12 ASSESS Check for Understanding 1. A black Republican and a white Democratic candidate for sheriff both claimed victory. 2. It pushed for the right to vote for freedmen and the sharing of political offices between blacks and whites. 3. Metropolitan Police and the White League 4. A compromise called for an end to military Reconstruction if those states that had contested electoral votes agreed to award them to Republican Rutherford B. Hayes. Alternative Assessment To reinforce the skill of determining fact from opinion, have students write twenty statements of fact and ten statements of opinion about the content of the section. Lesson Closure With the end of Reconstruction, ask students to identify any barriers that continued to exist between the North and South. The Art of Politics This political cartoon, entitled the Great Acrobatic Feat of Rutherford B. Hayes, refers to the disputed 1876 presidential election. Democrat Samuel Tilden won the popular vote. The results in three southern states, including Louisiana, were questioned. Amidst allegations of fraud, the electoral votes of those three states went to Republican Rutherford B. Hayes, giving him the victory. opinion no longer favored using federal military force to keep an unpopular state government in power. In Washington, the Republicans real concern was keeping the presidency in their party. The recent presidential election had the politicians in confusion. Rutherford B. Hayes of Ohio was the Republican candidate, and Samuel J. Tilden of New York was the Democratic candidate. The returns in three southern states (Florida, Louisiana, and South Carolina) were disputed. The electoral votes were close enough that the votes from these states would decide the winner. Finally, a compromise was reached. The Republicans agreed to end military Reconstruction and remove federal troops from Louisiana and the rest of the South. In return, the state s electoral votes and those of the other two states were counted for the Republican, Rutherford B. Hayes. The compromise meant that the national Republicans would no longer help keep the Louisiana Republicans in power. In 1877, President Hayes withdrew the last federal troops from the South; Reconstruction was finally over. The Redeemer Democrats soon took control of the state government in Louisiana. Check for Understanding 1. What event led to the Colfax Riot? 2. What was the goal of the Unification Movement? 3. What two groups fought in New Orleans in September 1874? 4. How did the 1876 presidential election lead to the end of Reconstruction? 364 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding Social Studies Skill Interpreting a Political Cartoon Have students look at the political cartoon. Ask them who is pictured in the cartoon. What is he doing? What do the bayonets represent? What point of view is expressed in the cartoon? Multidisciplinary Activity Art Have students draw a political cartoon depicting the state or national election in Reinforcing Vocabulary what compromise was reached to settle the controversy in the election of Ask them if the compromise was fair. Section4 Rebuilding Louisiana As you read, look for: economic struggles during Reconstruction, daily life during Reconstruction, and vocabulary terms sharecropping and credit. During the Reconstruction period in Louisiana, politics overshadowed economic planning. The congressional Reconstruction plan focused on punishment and political control. There was no plan to rebuild the South s economy. To most people, the political struggle was important only in the ways it affected their daily lives. They wanted peace around them and prosperity for their families. Restoring the plantation economy seemed logical to the former Confederates. But rebuilding the plantation system required money, and banks were reluctant to make loans to the planters because they no longer had slaves for collateral. (Collateral is something of value pledged as security for a loan.) Many planters lost their land because they could not make the mortgage payments or could not pay their taxes. Objectives Below: Blacks continued to provide most of the labor in the cotton fields, but now they worked as sharecroppers. Conditions, however, were close to slavery. Section 4 Rebuilding Louisiana 365 GLE 2: Locate major landforms and geographic features, places, and bodies of water/waterways on a map of Louisiana. GLE 6: Describe ways in which location and physical features have influenced historical events in Louisiana and the development of the state (e.g., Mississippi River/swamp in the Battle of New Orleans). GLE 13: Describe factors that contribute to economic interdependence at the local, national, and global level, as related to Louisiana s past and present. GLE 42: Analyze situations involving scarcity (limited resources) at the individual, group, and societal levels to determine the need for choices or what is gained/lost by a decision. GLE 51: Use economic concepts (e.g., scarcity, opportunity cost) to explain historic and contemporary events and developments in Louisiana. SECTION 4 REBUILDING LOUISIANA INTRODUCE Outline A. Labor B. Slow Improvement C. Rebuilding Lives 1. Entertainment 2. Education D. African American Churches Materials Textbook, pages Blackline Masters The Economy during Reconstruction, page 153 Read and Write, page 154 Teacher CD-ROM Transparencies Online textbook mystatehistory.com Focus Remind students that Reconstruction was much more than the geographical and physical rebuilding of land, homes, and towns. Introduce them to the idea that Reconstruction was the rebuilding of a political, economic, and social system. Have students brainstorm how Reconstruction affected each of these three areas. TEACH which type of reconstruction political, economic, or societal most closely affected the people. Have them give reasons for their choices. (Evaluation) why it was difficult to rebuild the plantations of the antebellum South. how life was different after the Civil War for the workers in the picture. T364 T365

12 Economic Activity Have students transfer personal experiences with credit to banking concepts. Discuss inflation, loans, and interest. Have students research current interest rates and calculate simple interest on a variety of loan amounts. NOTE: Remind students that, during Reconstruction, systems that are in place today, e.g., Federal Reserve, FDIC, did not exist. Guiding Question 7-5 to describe the role of brokers in providing a labor force to rebuild plantations. determine why workers were paid more in Louisiana than in the southeastern states. explain the provisions of labor contracts. explain why contracts did not work as well on cotton plantations as on sugar plantations. Cause and Effect to give an example of how the creation of the system of sharecropping affected the Louisiana economy. Guiding Questions 7-3, 7-9 Some people say that sharecropping was a form of slavery. why that comparison might be made. Guiding Question 7-3 BLM Assign students The Economy during Reconstruction from page 153 in the BLM book. Below: After the war, the small towns slowly began to recover. This is a view of New Iberia in A currency shortage also made financial recovery difficult. Confederate money was worthless. One planter paid his employees with written notes that said Good in thirty days to any merchant in Alexandria that furnishes Willis Washington a half barrel of flour. Labor Finding workers for the plantations was a constant struggle. Brokers began operating almost like slave traders, charging a fee for finding workers. Sometimes they cheated the workers, and sometimes they cheated the planters. Some of the workers were freedmen from other states. Workers were paid more in Louisiana because the land produced more cotton than in the southeastern states. One way to keep workers was with a contract. Labor contracts were started by the Union commanders during the war. Under the contracts, workers were paid wages, but they had to stay on a plantation for a year. Often, a part of their wages was held until after the crop was sold. This contract method worked well on the sugar plantations but not on the cotton plantations. On a cotton plantation, there were several months when workers were not busy. In addition, planters did not have the cash to pay wages, and crops failed because of floods and insects. For these reasons, sharecropping developed. Under the sharecropping system, the planter provided the land, the tools, and a cabin. The workers labored all year in return for a share of the profit 366 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding Objectives (Cont.) GLE 58: Describe historical and economic factors influencing the economic growth, interdependence, and development of Louisiana and the nation (e.g., mass production, oil boom and decline). GLE 64: Compare and contrast events and ideas from Louisiana s past and present, examining political, social, or economic contexts. GLE 65: Analyze the causes, effects, or impact of a given historical event in Louisiana. GLE 69: Propose and defend potential solutions to past and current issues in Louisiana. GLE 70: Conduct historical research using a variety of resources, and evaluate those resources, to answer historical questions related to Louisiana history. when the crop was sold. Typically, both the workers and the planter bought the year s supplies on credit. That is, they bought what they needed and agreed to pay for the items later. The store owner usually agreed to take part of the crop in payment at the end of the year. This form of credit was called the crop lien system. Sharecropping became a way of life for most freedmen, and later for many poor whites. Merchants who sold on credit charged high prices, and the workers share of the profit was rarely enough to pay off the store owner. As a result, the sharecroppers were always in debt. Natural disasters made economic recovery even harder. In , major floods hit Louisiana. Because the levees had not been maintained during the war, the flooding was widespread. Even when there was enough of a crop to sell, it was difficult to get it to market. The railroads had been heavily damaged during the war. Only the line from Algiers (near New Orleans) to Brashear City (now Morgan City) was in good shape. Slow Improvement After 1867, agriculture and the rest of the economy began to improve slowly. Sawmills were set up to handle the huge old cypress trees being cut in the swamps. Spanish moss was baled for sale. And professional hunters brought ducks and other game to market in the cities and towns. Objectives (Cont.) Above: This general store at the LSU Rural Life Museum is typical of the stores where sharecroppers would buy items on credit. Edmund McIlhenny produced the first bottles of Louisiana s famous Tabasco brand pepper sauce in Section 4 Rebuilding Louisiana 367 GLE 73: Describe and explain the importance of major events and ideas in the development of Louisiana. GLE 75: Describe the contributions of ethnic groups significant in Louisiana history. GLE 77: Describe major conflicts in context of Louisiana history (e.g., Rebellion of 1768, the French and Indian War). GLE 78: Describe and analyze the impact of Louisiana s geographic features on historic events, settlement patterns, economic development, etc. Building Vocabulary to explain the crop lien system. Ask how this was a form of credit. How could sharecroppers pay off their debt under the terms of the crop lien system? Guiding Questions 7-3, 7-5 Reinforcing Vocabulary how credit, supply and demand, scarcity, and profit affect the economy. Guiding Question 7-5 Cause and Effect Have students explain how one event can cause a chain reaction that results in the overall improvement of the economy. (One example might be: Increased production of cotton leads to increased supply, which leads to a need for more and better transportation, which leads to the building of more roads and railroads, which leads to the opening of more markets, which leads to more money in the hands of the planter, which leads to more money in circulation, which leads to more buying of consumer goods, which leads to an increase in manufacturing and retail, which leads to the development of more towns and cities.) Guiding Question 7-9 Geographic Activity Have students list ways in which the geography of Louisiana affected the recovery of the state s economy. (Students might say floods made it difficult to get products to market or weather might bring about limited crop production.) Guiding Question 7-2 T366 T367

13 Internet Activity Have students go to rurallife.lsu.edu/html/albums.html to access several albums of pictures from the Rural Life Museum. Ask different students to access different photos. Have them research the topic of their assigned picture. Topics include photos of folk architecture, folk culture, and a working plantation. Have students look at the picture and describe the type of life the people lived. Have them compare this sparse room with their own homes. Spotlight LSU Rural Life Museum Rural life in Louisiana before and after the Civil War is easier to imagine when you stand on the grounds of the LSU Rural Life Museum. The buildings were all moved to the 450-acre site in the center of Baton Rouge to create this history museum. The different types of buildings are ex- amples of folk architecture; that is, the people built them without architectural plans. You can see a one-room schoolhouse waiting for its pupils, a grist mill waiting for a wagonload of corn, and a country church waiting for Sunday worshipers. You can also see a country store waiting for some The LSU Rural Life Museum in Baton Rouge has over barefoot children in overalls to come for penny candy. twenty buildings that depict life in nineteenthcentury Louisiana. The buildings show how people The store once served as a commissary on a plantation farmed by sharecroppers. As you step inside, lived (above) and where they shopped (opposite you will soon realize that goods were limited, and page). Other buildings show how they worked. many were very different from what you buy today. Horse collars hang on the wall alongside rub boards supplies, or a little gossip. The store has a wooden for scrubbing clothes. Instead of ready-made clothes, post office window with mailboxes. A pot-bellied the store sold bolts of gingham fabric and sewing stove heated the store and the men who sat around notions. Sugar, rice, and flour were kept in large telling tales. When the weather was warmer, the wooden barrels and measured out by the pound. The porch benches held the visitors. prices of items were very different too. That gingham cost 20 cents a yard, and sugar cost $1 for eleven for a boy to tie his horse or mule. Then he could fill At the corner of the porch, a hitching post waited pounds. his can with the kerosene needed for the lamps at The country store at the Rural Life Museum was home. The storekeeper recorded the purchase in the also a social center, where people came to get mail, account book under the family s name. 368 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding Section 4 Rebuilding Louisiana 369 if anyone has ever visited or seen pictures of an old-time country store. If some students have seen this type of building, have them describe what it was like. how a country store is like a shopping mall. to hypothesize what the various items in the picture were used for. Economic Activity This picture of a country store shows that it is void of advertisements. Advertisements aim to convince people to buy things. Have students develop jingles and/or posters to advertise items that were sold in the country store. T368 T369

14 Writing Activity Have students write want ads for jobs that existed in the latter part of the 1800s. what events helped bring about social recovery from the Civil War. to list some forms of entertainment during the latter part of the 1800s. Have students use a search engine to find information on General Tom Thumb. One source of information is tle1.htm. Have students list ten facts they learned from their research. Building Vocabulary P. T. Barnum introduced a number of words and phrases into the English language. List the following words on the chalkboard and have students guess how they originated. Jumbo (The world s largest elephant; now the word is used to mean very large) Throwing your hat in the ring (A politician threw his hat into Barnum s ring to announce his candidacy.) Grandstanding (Referred to prominent people who sat in the best stands in the circus to be noticed) Let s get the show on the road. (It was time to get the animals on the train.) Rain or shine (The big top allowed the show to go on regardless of the weather.) Above: General Tom Thumb (whose real name was Charles Sherwood Stratton) and his wife Lavinia toured all over the United States, including Shreveport. These trade centers began to rebuild. Shreveport and Marksville added several new buildings. Small factories in the towns built wagons, buggies, carts, and railroad cars. The system for buying cotton shifted from the factors in New Orleans to towns near the plantations. These towns had cotton buyers, gins, a big general store, a drugstore, a doctor, a school, a saloon, and several churches. Often, the general store doubled as the post office. But the state s economic recovery halted in 1873 when a national depression stopped the country s growth. Louisiana stayed poor well into the twentieth century. Rebuilding Lives Politics and the economy were not the only things in Louisiana that needed rebuilding after the war. People black and white wanted to rebuild their lives. Entertainment The return of the circus helped the children forget the war years. They were entertained by trained animals, acrobats, and clowns. Shreveport was excited by a visit from the famous General Tom Thumb, a tiny man who stood only 40 inches tall. A traveling group shocked the town of Shreveport with the can-can dance. Critics said the performance was a place where a gentleman should be ashamed to be seen. The circuses and other entertainers traveled on the riverboats that soon filled the waterways. The riverboats themselves provided entertainment and excitement. Scheduled races attracted onlookers to town landings. In the most famous race, the Natchez and the Robert E. Lee steamed up the river from New Orleans to St. Louis in Because he was a friend of the owner, Governor Warmoth was a passenger on the Robert E. Lee. He described the way more wood was loaded during the race. Another steamboat came alongside and the wood was transferred without either boat slowing down. The Robert E. Lee won the race in three days, eighteen hours, and fourteen minutes. 370 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding P. T. Barnum was a somewhat successful politician who served several terms in the Connecticut state legislature. He is credited with casting the deciding vote in the state senate to abolish slavery after the Civil War. People also created their own entertainment. Community theater groups were formed in Alexandria and other towns. Parties and dances continued, although they were simpler than before the war. Charades was a popular party game. Making and pulling taffy candy was a special treat for young people. After the war, baseball became popular. Baseball teams were formed as this new sport began to earn its nickname as America s favorite pastime. The New Orleans Southerns traveled as far away as Brooklyn, New York, to play. The Baton Rouge team was called the Red Sticks, and Shreveport had two teams the Quicksteps and the Country Boys. New Orleans continued to be the only true city in the state, providing entertainment and excitement. Visitors reported on the shocking behavior they saw and often described it as an immoral city. But along with the saloons and dance halls, New Orleans was also home to operas and the theater. Above: This 1872 painting is entitled the Volunteer Fireman s Parade. Volunteer fire departments often served as social clubs. Section 4 Rebuilding Louisiana 371 Multidisciplinary Activity Language Arts Have students interview a member of a local volunteer fire department today. Find out what they do. Are they a service and social organization? (Instead of having students conduct interviews, you may ask a member of the local volunteer fire department to speak to the class about the activities of the organization. Students could prepare questions, in advance of the visit, that they would like to have answered.) Art Have students design or make a model of a steamboat. Group Activity Have students brainstorm a list of ways that people were entertained in the latter 1800s. (The list might include racing, gambling, baseball, theater, opera, dancing, charades, candy making, etc.) Put students in groups and ask each group to research one of the forms of entertainment. You may want them to prepare a brief demonstration of some of the activities, e.g., charades, dancing. to discuss the role of volunteer fire departments in the past and present. The original organizations served as social organizations. Is that true today? T370 T371

15 how waterways provided travel as well as entertainment and economic development. Ask them to compare the use of waterways after Reconstruction with the use of waterways in Louisiana today. Guiding Question 7-2 Have students use a search engine or other reference material to research the famous steamboat race between the Robert E. Lee and the Natchez VI. Have them find out what brought victory to the Robert E. Lee. (Its captain stripped the ship of extra weight and carried no passengers something the Natchez did not do.) Compare and Contrast Have students compare and contrast educational opportunities for different groups of people in the South during and after the Civil War. BLM Assign Read and Write from page 154 in the BLM book. to identify the only place in Louisiana to emphasize education during the Civil War. describe how education was different for blacks and whites. Social Studies Skill Making a Map Have students find the location of colleges founded by African Americans in the post-civil War period. Have students use an outline map of the state to show the location of these schools. Above: Steamboat races were a popular form of entertainment. Perhaps the most famous was the race between the Natchez and the Robert E. Lee. In the actual race, the boats were never this close together. One new social organization also had a serious community purpose. Volunteer fire departments were organized in several towns. The fire departments also served as social clubs, and the members of clubs like the Ascension Hook and Ladder Company met regularly. Local parades often included decorated fire wagons. Special young ladies were honored when the fire engines were named for them. Education During the war years, education received little attention except in New Orleans. There, the military commanders established schools and brought teachers from the North to teach the freedmen how to read and write. The Freedmen s Bureau operated these schools after the war. The Reconstruction government directed that the public schools be open to all students, but only a few schools in New Orleans functioned that way. Wealthy whites continued to send their children to private schools. Many children, both black and white, received little or no education. In some parishes, the public schools were controlled by an African American school board. White parents refused to send their children to these schools. In parishes where whites controlled the schools, the African American children were not allowed to attend. The corruption and confusion of these years affected education and the state s future. Many northern churches helped provide for the needs of the freedmen after the war. Their most lasting contribution, however, was their involvement in 372 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding Have students research to determine the differences between schools today and in the latter 1800s in regard to facilities, textbooks, instructional materials, equipment, content. (You may want to put the students in groups and assign one item to each group to research.) Guiding Question 7-11 education. The first colleges for African Americans in Louisiana were started by these missionary groups and became important institutions in the African American culture. These included the University of New Orleans, Leland College, and Straight University. The University of New Orleans and Straight University later merged to become Dillard University. African American Churches The growth of the African American churches was an important development. In antebellum times, slaves usually attended the white churches. The slaves were expected to sit in a special section and worship in the style of their masters. Now African Americans wanted their own churches. Records of the Beulah Baptist Church of Cheneyville in Rapides Parish show that the members met in July 1865 to discuss the attitude of their colored members. The church voted to tell these members to report and repent of their behavior. Instead, the former slaves petitioned to begin their own church. Some churches for African Americans had already been established. The African Methodist Episcopal (AME) Church was started in New Orleans in the antebellum era. Before the war, many of the free people of color were Catholic because of their French heritage. Some of the slaves had also been Catholic. Now, however, most of the former slaves chose to join another church. Some of the former slaves formed Methodist churches, but most of the churches established were Baptist. These organizations were a source of strength for the African American community. It was in these churches that the former slaves found the most freedom. Here they developed their leaders and their sense of community. Check for Understanding 1. What kind of economy did the former Confederates want? 2. What are two reasons why sharecropping developed on cotton plantations? 3. Why were sharecroppers almost always in debt? 4. Name two popular kinds of entertainment during this time. 5. What group started the first colleges for African Americans? Have students use a search engine to research African American churches that were begun in Louisiana after the Civil War. Above: The first colleges for African Americans in Louisiana, like Leland College, were started by missionary groups. Leland College opened in New Orleans in It was destroyed by a storm in It reopened in Baker in 1923, but closed in Section 4 Rebuilding Louisiana 373 Social Studies Skill Making a Map Have students show the location of African American churches on a map of Louisiana. Are they concentrated in certain areas of the state? Guiding Question 7-1 why slaves usually attended white churches. how slaves were treated in the white churches. to identify one of the oldest African American churches. what benefits blacks received from starting their own churches. ASSESS Check for Understanding 1. A plantation economy 2. Because there were several months when workers were not busy, planters did not have the cash to pay wages, and crops often failed because of floods and insects 3. Merchants charged high prices, and sharecroppers rarely made enough profit to pay off their debt. 4. Circus, steamboat races, gambling, theater, opera, baseball 5. Northern missionary groups Alternative Assessment Have students propose their own plan for one of the following: political Reconstruction, economic Reconstruction, or social Reconstruction. Lesson Closure Do a classroom round-robin, asking individual students to list something that was reconstructed in Louisiana between 1864 and T372 T373

16 Making Connections Review with students the purpose of the loyalty oath. Ask them why there are two different versions. Compare and Contrast Have students read the two versions of the loyalty oath. Have them compare and contrast the provisions of the two documents. Group Activity Have small groups of students rewrite the loyalty oaths. Answers to Questions 1. A statement swearing or affirming support to the government 2. In this document, Disfranchise: To take away the right to vote; Felony: A serious crime; Executive: A government office; Judicial: Serving as a judge in the Confederacy; Insurrection: An act of rebellion against the government. 3. Have not been disfranchised for participation in any rebellion or Civil War against the United States 4. Possible answers may include: those who supported the Confederacy must prove their loyalty over a longer period, allowing former Confederates to assume full citizenship is disrespectful to the Union soldiers who died. 5. Answers may vary. Yes reason: because these people had opposed the United States; No reason: because the constitution does not cover this issue Meeting Expectations Loyalty Oaths After the war, southerners were required to sign a against the United States, or for felony committed against loyalty oath in order to be able to vote. The first oath the laws of any state of the United States; that I have never shown below was the oath preferred by Presidents been a member of any state legislature, nor held any executive or judicial office in any state, and afterwards en- Lincoln and Johnson. The second oath was imposed by Congress in 1867 during military Reconstruction. Read the against the United States, or given gaged in insurrection or rebellion two oaths and then answer the aid and comfort to the enemies questions that follow. thereof; that I will faithfully support the Constitution and obey the laws Presidential Reconstruction of the United States, and will, to the Loyalty Oath: best of my ability, encourage others to do so, so help me God. I do solemnly swear or affirm, in the presence of Almighty God, that I will henceforth faithfully defend the 1. What is a loyalty oath? Constitution of the United States, 2. The military Reconstruction and the Union of States there under, and that I will in like manner several words that a person loyalty oath contains abide by and faithfully support all taking this oath must know Laws and Proclamations which have in order to understand it. been made during the existing rebellion, with reference to the eman- was appointed military commander disfranchise, felony, Above: General Phillip Sheridan Define these words: cipation of slaves. SO HELP ME GOD. of District 5, in which Louisiana executive, judicial, was placed. insurrection. Military Reconstruction 3. The military Reconstruction Loyalty Oath: loyalty oath required a I,, do solemnly swear (or affirm) in person to swear that he had not acted against the presence of Almighty God, that I am a citizen of the the United States government. What is the State of ; that I have resided in said phrase that proves this point? State for months next preceding this day, and 4. List two key points a congressman might have do reside in the county of, or the parish used in a speech showing support of the of, in said State (as the case may be); military Reconstruction loyalty oath. that I am twenty-one years old; that I have not been disfranchised for participation in any rebellion or Civil War right to require this oath? Why or why not? 5. Do you think Congress had the constitutional 374 Chapter 11 Louisiana s Reconstruction Era: Riots and Rebuilding Chapter Summary After the War Louisiana was heavily damaged by the Civil War. Many men had been killed or wounded, and parts of the state were left with barren land and burned buildings. President Lincoln put his plan for Reconstruction into effect during the war. He wanted to restore the Union quickly. Lincoln s assassination, however, changed Reconstruction. The Freedmen s Bureau was established to help the former slaves. Congress and President Andrew Johnson clashed over Reconstruction; Congress thought the president was too easy on the former Confederates. The former Confederates passed Black Codes to control freedmen. An attempt to give the right to vote to freedmen caused a riot in New Orleans. Military Reconstruction Congress responded with military Reconstruction, also called radical Reconstruction. Former Confederates lost the right to vote. Radical Republicans controlled Louisiana politics. The former Confederates, called Redeemers, organized the Knights of the White Camellia to fight this control. The Last Years of Reconstruction The last years of Reconstruction were filled with violence and voter intimidation. After a contested election in Colfax, many freedmen were killed. The Unification Movement attempted to reach a compromise, but the effort failed. Former Confederates organized the White League and threatened freedmen to keep them from voting for Republicans. Above: Rutherford B. Hayes became president by agreeing to end military Reconstruction. The presidential election of 1876 ended Reconstruction because of an agreement between the Republicans and Democrats in Washington. Rebuilding Louisiana Louisiana struggled to rebuild the economy. Towns that had been damaged or destroyed slowly recovered. Sharecropping developed on plantations. People wanted to rebuild their lives, and entertainment helped make life easier. The Freedmen s Bureau started schools for freedmen. Some northern churches also provided teachers and schools including colleges. But the political conflicts interfered with education. African American churches developed as important institutions. Chapter Summary 375 BLM Assign students Government During the Reconstruction Years from page 155 in the BLM book. Classifying Have students classify the statements in the Chapter Summary under one of the following headings: Political Reconstruction Economic Reconstruction Social Reconstruction Addressing Learning Styles Visual/Spatial Have students draw a graphic representation of a chain reaction that results in the improvement of the economy. (You may want to use the example given under Cause and Effect on page 367 and ask students to draw a graphic representation of that sequence, or you may ask them to come up with an example of their own to illustrate.) Guiding Question 7-9 T374 T375