

The purpose of this lesson is to acquaint you with the consequences of the Civil War and the methods used to rebuild the nation.

After completing this lesson, you should be able to:
- 3.1: Explain the problems that the nation faced after the Civil War.
- 3.2: Explain how the assassination of Lincoln complicated the problems of the nation.
- 3.3: Compare and contrast the opposing plans of Reconstruction.
- 3.4: Explain the significance of the Thirteenth, Fourteenth, and Fifteenth amendments.
- 3.5: Describe life for blacks in the South after the Civil War.
- 3.6: List and explain specific southern responses to Reconstruction.

America: History of Our Nation
- Chapter 16, Sections 1–3 (pages 546–563)
Key Terms
Both the textbook and this Web site emphasize important vocabulary words, people, events, documents, etc. Vocabulary words in this lesson, listed below, are in bold text.
freedmen |
Fifteenth Amendment |
sharecroppers |
Ten Percent Plan |
Reconstruction Act |
poll taxes |
amnesty |
Radical Reconstruction |
literacy tests |
Wade-Davis Bill |
impeach |
grandfather clauses |
Thirteenth Amendment |
carpetbaggers |
segregation |
black codes |
scalawags |
Jim Crow Laws |
Radical Republicans |
Freedmen's Bureau |
Plessy v. Ferguson |
Fourteenth Amendment |
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Study Questions
I suggest that you read the questions at the end of each textbook section first, then read the section. The questions below supplement the questions provided by the authors of the textbook. Answering the questions is not required but is strongly recommended. Think about these questions as you work through the lesson. You will answer the questions at the end of the lesson.
- Why was it necessary for Congress to pass the Thirteenth, Fourteenth, and Fifteenth amendments to the Constitution? What problems did these amendments attempt to solve?
- Use evidence from the textbook and other sources to support or oppose this statement: "Life for African Americans in the South changed very little after the Civil War."
- In the election of 1872, Samuel Tilden won more popular votes than Rutherford B. Hayes, but he still lost the election. Explain how this can happen.
- Imagine that Lincoln had not been assassinated. How would the Reconstruction period have been different? How would Lincoln's legacy be different today?

Answer the questions below, but do not submit them to the Center for grading. Check your responses with the sample answers to these questions. Discuss your answers with your parent-teacher.
- Why was it necessary for Congress to pass the Thirteenth, Fourteenth, and Fifteenth amendments to the Constitution? What problems did these amendments attempt to solve?
Congress needed to pass the Thirteenth Amendment to make slavery illegal in the entire United States. The Fourteenth Amendment gave citizenship to all persons born in the United States. This was a necessary amendment, because blacks had been denied the right of citizenship under the Dred Scott decision. The Fifteenth Amendment gave blacks, both former slaves and free blacks, the right to vote. This amendment was an attempt to standardize voting laws across the nation.
- Use evidence from the textbook and other sources to support or oppose this statement: "Life for African Americans in the South changed very little after the Civil War."
You may choose to support this statement, oppose it, or both. Regardless of the position you take, you should use factual information from the textbook or other sources to support your argument. The Venn diagram you complete in Activity 3.4 should help you formulate an answer.
- In the election of 1872, Samuel Tilden won more popular votes than Rutherford B. Hayes, but he still lost the election. Explain how this can happen.
Your answer should reflect an understanding of the process that was used to elect the president, namely the electoral college. Simply put, Hayes won the election because he won more electoral votes than Tilden, despite losing the popular race. A complete description of this event appears on page 559 of the text.
- Imagine that Lincoln had not been assassinated. How would the Reconstruction period have been different? How would Lincoln's legacy be different today?
Once Lincoln died, the United States was left without a strong leader. He might have been able to persuade Congress not to punish the South so severely. However, part of the reason Lincoln is revered by so many, and lauded by historians as one of the best presidents, is that he was assassinated. Assassination made him a martyr to the causes of reunifying the nation, building a strong America, and improving civil rights in this country. (The reputations of President John F. Kennedy and Martin Luther King were similarly elevated by their assassinations. You could compare the legacy of Lincoln to one of these other two civil rights leaders.)
The point you should understand is that while the Civil War was a difficult time in America's history, Reconstruction was arguably a more difficult time. As he tried to reunify the nation, assuage the demands of various groups, and heal the wounds of the nation, Lincoln's presidency (had he lived) might have ended in disaster. Because Lincoln died early in his second term, before Reconstruction plans were implemented, it was President Andrew Johnson who left the Executive Office in disgrace.

These activities provide practice using the information presented in this lesson. The activities are designed to appeal to a variety of learning styles and give you opportunities to practice your skills in areas like writing, studying, predicting, comparing and contrasting, etc. While there are no required activities in this lesson, I encourage you complete at least half of these to help you remember the information in this lesson. In addition, your completed activities can serve as study aids when you are preparing for the progress evaluations and the examinations. Note: Activity 3.6 will be one of the choices for submission as the Lesson 7 Progress Evaluation.
Activity 3.1: Flashcards
Create additional flashcards to supplement the set you began in previous lessons. Be sure to explain the significance of the people and events as they relate to the period of the Civil War. Some of the people who were important figures during Reconstruction were important in earlier years as well. As you encounter people you already have a card for, simply add the new information.
Activity 3.2: Destruction in the South
Look at the photograph of Richmond, Virginia, on page 547 of the textbook. Answer the Critical Thinking question in the caption above it. There are some suggestions about this question in the Parent Teaching Manual.
Activity 3.3: Reading Charts
Complete the Reading Charts Skills Activity on page 554 of the textbook. Answer the questions. Then, make your own suggestions for Reconstruction. What would have been the best plan for the nation? You can use parts of the other plans for Reconstruction (including Lincoln's Ten Percent Plan and the Wade-Davis Bill) and come up with your own ideas. There are sample answers in the Parent Teaching Manual.
Activity 3.4: Life for African Americans
Complete a Venn diagram like the one below to compare and contrast life for African Americans before and after the Civil War. Remember the rules for using a Venn diagram. Things that the two sides have in common go in the part where the two circles overlap. Things that are unique to one side or the other are written in the parts of the circle that don't overlap. Your textbook provides an explanation about using a Venn diagram and gives a simple example on page 126.
As a challenge, draw your own Venn diagram to compare life for white southerners before and after the Civil War. Remember that white southerners came from many different socioeconomic backgrounds; most were not wealthy plantation owners.
Activity 3.5: Reading Political Cartoons
Complete the Reading Political Cartoons Skills Activity on page 556 in the textbook. Some sample answers are included in the Parent Teaching Manual. When you finish your answers, compare your answer to the ones provided.
Activity 3.6: Recording History
Pretend you are a historian from Harvard. You are working on a project to record the oral histories of African American families. Because slaves were not permitted to learn to read or write, their histories were passed down from generation to generation orally.
Imagine you are interviewing three family members; write down what they tell you. The eldest family member will describe what life was like as a slave on a plantation before the Civil War. The second person will describe life in the South for blacks during the Civil War. The youngest person will describe what life was like for freedmen during Reconstruction.

When you can accomplish the learning objectives for this lesson, you should complete the progress evaluation covering this material. This progress evaluation is composed of 30 multiple-choice and matching questions worth 1 point each, for a total of 30 possible points. You may use any assigned readings, your notes, and other course-related materials to answer the questions.
How to answer computer-evaluated questions:
- Preview all questions by clicking the button below. Be sure to print or otherwise mark your answers using the preview—questions on the preview are exactly the same as those you will submit.
- When you are ready, submit your answers for evaluation by clicking the button below. All students are automatically logged off after 20 minutes of inactivity for security purposes. You will have 60 minutes to enter and submit your answers.
- Review any feedback received after submitting your answers. For missed questions, feedback generally helps explain why the answer you selected is incorrect and/or provides associated page references. If the feedback still does not help explain questions you find troublesome, contact MU High School, describing your specific difficulty. Be sure to identify the course and keycode (four-digit number on the front page of the course), lesson or unit number, and question number(s). All inquiries concerning evaluated work must be submitted before you take each exam.
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