Curriculum

The Battle Over Reconstruction

Print shows a grand allegory of the reconciliation of North and South through the federal program of Reconstruction.
Photo caption

Print shows a grand allegory of the reconciliation of North and South through the federal program of Reconstruction. 

As the Civil War drew to a close, the social, political and economic conditions within the rebellious southern states fueled discussion about how to restore them to the Union. This series of lesson plans will examine the nature and extent of some of these social, political and economic conditions and how they worked to shape the debate about restoring southern states to the Union as well as their lasting impact in shaping the national debate in the years following Reconstruction.

The “official” era of Reconstruction came to a close with the Compromise of 1877. In that “compromise,” Republican Rutherford B. Hayes won a tight race for the Presidency with just one electoral vote—on the condition that all federal troops be removed from the South and a southern Democrat be named to his cabinet. You can find more resources to supplement this lesson at our Smithsonian Learning Lab collection on the Reconstruction Era

Guiding Questions

How did the experience of social and political upheaval from the Civil War influence people to think about the process of Reconstruction?

What were the leading differences between Presidents Lincoln and Johnson, and the Radical Republicans in Congress when it came to Reconstruction?

Which of the leaders had the best and most realistic understanding of what was needed?

 

How did the results of Reconstruction policy shape the politics of the reconstructed states and the nation at large?

Learning Objectives

Describe the general character of the social conditions within the nation in the aftermath of war.

Demonstrate the ability to navigate through a statistical map interactive and use information gathered there to inform an understanding of the political, social, and economic crisis confronting the nation during Reconstruction.

Distinguish the central and driving ideas at work in original documents surrounding Reconstruction and be able to discuss their impact on events.

Identify specific problems that may have emerged given the attitudes and conditions prevalent in the defeated South.

Discuss how these attitudes and ideas may have helped or hindered Reconstruction.

Describe the constitutional claims of both the President and the Congress (in the generic rather than specific sense) for controlling Reconstruction policy.

Give a general accounting of the differences between some of the leading representatives in Congress and both Presidents Lincoln and Johnson.

Distinguish between the purposes of Johnson and Lincoln in advocating a stronger executive role.

Explain how the divisions between President Johnson and the Congress eventually led to his impeachment.

Distinguish between the main and competing visions for Reconstruction as they began to emerge at the end of the Civil War.

Distinguish the central and driving ideas at work in original documents surrounding Reconstruction and be able to discuss their impact on events.

Describe the general character of the social conditions within the nation in the aftermath of Reconstruction.

Demonstrate the ability to navigate through a statistical map interactive.

Use information gathered from the interactive maps to inform an understanding of the political, social, and economic problems confronting the nation in the wake of Reconstruction.

Distinguish the central and driving ideas at work in the documents used to illustrate this lesson.

Identify specific problems that may have emerged as a result of Reconstruction policy in its many and varied permutations.

Discuss how these policies may have affected attitudes in the country and, subsequently, how these attitudes helped or hindered politics upon the conclusion of the Reconstruction era.