Problems with the Electoral College

Something we'll look at during 2nd Semester

http://www.youtube.com/watch?NR=1&feature=fvwp&v=7wC42HgLA4k

Also:

http://www.youtube.com/watch?NR=1&feature=fvwp&v=s7tWHJfhiyo

Who Shot Aaron Burr?

http://www.youtube.com/watch?v=OLSsswr6z9Y

Fall 2012 Review Guide

Class:

Here's my first draft of the Review for our final on Thursday. Please check back periodically as I will edit this, as well, as add the choices for the essay questions.

• The "headright" system

• Factors leading to Bacon's Rebellion?
• Significance of Bacon's Rebellion
• African slaves vs. indentured servants
• The first governor of the Massachusetts Bay colony
• Significance of Roger Williams
• Characteristics of the Restoration colonies
• The overthrow of James II in the Glorious Revolution affected the colonies in which way?
• During the seventeenth century, at least three-fourths of the immigrants who came to the Chesapeake region…
• Historian Edmund S. Morgan argued that the institutionalization of African slavery in America reflected…what?
• The most numerous of the non-English immigrants were who?
• Characteristics of the colony of Pennsylvania
• Problems effecting colonial commerce
• Reasons for the decline of piety in colonial America
• The Great Awakening... reasons and characteristics
• Purpose of the Albany Conference (1754)
• Reason for the English decision to reorganize the British Empire after 1763
• Feeling by the colonists after the French and Indian War
• Problem facing the Brit. gov’t after the French & Indian War
• The purpose of the Proclamation Line of 1763
• Problems facing Geo III
• British policies after 1763 generally were…
• The Sugar and Stamp acts were designed chiefly to
• Colonies main objection to the Stamp Act
• Townshend believed that colonists would not protest his taxes because…
• Attempts by the colonies to unify
• The objectives of the Committees of Correspondence
• Purpose of the Tea Act of 1773
• The Quebec Act angered colonists because…
• Virtual vs. actual representation by Parliament
• The event leading to the passage of the Intolerable Acts
• Conditions of the Intolerable Acts
• Common Sense
• Know the chronology of the acts placed upon the colonies
• Advantages British had during the Revolutionary War
• Summarize the move for independence by Americans
• The Declaration of Independence accomplished…
• Which of the following was NOT a step taken by the First Continental Congress?
• Characteristics and accomplishments of the First Continental Congress
• Area where the fighting first occurred
• Successes under the Articles of Confederation
• What took place after the battles of Lexington and Concord
• Loyalists
• Bunker Hill
• Conditions that contributed to Continental soldiers' discontent
• In gaining foreign support, the "US" must prove what to those foreign nations who were will to assist?
• Main way the Congress funded the war
• Saratoga
• Provisions of the Peace of Paris
• Cause of Shays' Rebellion
• Characteristics of state constitutions
• Understand the debates during the Constitutional Conventions and where there was conflict
• The Constitution's most distinctive feature
• Ways the Constitution prevented "excess of democracy.
• Be familiar with the wording of the Declaration of Independence
• What groups supported a stronger central government

Choose one of the essays below, and write the best essay of your life!

1. Analyze how the ideas and experiences of the revolutionary era influenced the principles embodied in the Articles of Confederation.
2. Analyze the ways in which the political, economic and diplomatic crises of the1780s shaped the provisions of the United States Constitution.
3. “The Revolution was effected before the war commenced. The Revolution was in the minds and hearts of the people... This radical change in the principles, opinions, sentiments, and affections of the people was the real American Revolution.”

Explain the meaning of this 1818 statement by John Adams and assess its validity.

Schedule for 12/3rd -- 7th

One-pager due Wednesday.

Monday, December 3rd
Objectives --
Understand and describe the types of government created by the new states, and the important features in their governments.
Understand the features of the Articles of Confederation, and the reasons for its creation.

Homework: Read the following and answer the two questions below:

[Article II] "Each state retains its sovereignty, freedom and independence, and every Power, Jurisdiction and right, which is not by this confederation expressly delegated to the United States, in Congress assembled."

[Article IV] The free inhabitants of each state "shall be entitled to all privileges and immunities of free citizens in the several states" and "full faith and credit" shall be given by each state to the judicial and other official proceedings of other states.

[Article V] Each state shall be represented in Congress by no less than two and no more than seven members, shall pay its own delegates, and shall have one vote (regardless of the number of members).

[Article VI] No state, without the consent of Congress, shall enter into diplomatic relations or make treaties with other states or with foreign nations, or engage in war except in case of actual invasion.

[Article VIII] A "common treasury" shall be supplied by the states in proportion to the value of their land and improvements; the states shall levy taxes to raise their quotas of revenue.

[Article IX] Congress shall have power to decide on peace and war, conduct foreign affairs, settle disputes between states, regulate the Indian trade, maintain post offices, make appropriations, borrow money, emit bills of credit, build a navy, requisition soldiers from the states, etc.--but nine states must agree before Congress can take any important action.

[Article X] A "Committee of the States," consisting of one delegate from each state, shall act in the place of Congress when Congress is not in session.

[Article XIII] No change shall be made in these Articles unless agreed to by Congress and "afterwards confirmed by the legislatures of every state."

The above are excepts from the Articles of Confederation, approved by all the states by 1781. 

• How does it reflect the principles for which Americans said they were fighting the Revolution?
• What goals and objectives of the Revolution still remained to be achieved?

Tuesday, 12/4

Objectives: 

Discuss the features of the Articles of Confederation and the reasons for it's creation; as well as the problems of the new nation and how the Articles address each.

Wednesday, 12/5

Review for Thursday's Chapter Test

Thursday

Chapter Test

Friday

Introduce Chapter 6

Schedule for 11/26th - 30th

Monday, 11/28

Read the conclusion of David McCollough's, 1776, and understand why the Battle of Trenton was (one of) the turning points of the war, and what McCollough identifies as the cause of America's victory over the British in the end.

Review the section, "The Final Phase: The South"

Objective -- Understand and recall how the "Final Phase" spurred the beginning of the end of the Revolutionary War for the British.

Any time remaining (and there should be some...) begin the section, "War and Society."

Objective -- To understand that the Revolutionary War was not a revolution in terms of the way Americans were governed, but was a revolution on American society as well -- effecting women, African-Americans, Native Americans and other minorities.

Homework: Students will outline the section entitled, "War and Society."

Tuesday

Distribute Review Guide for Friday's objective section of the test.

Pick back up with "War and Society." It should take the rest of the class period to finish this section.

Homework: Students will outline the section entitled, "The Creation of State Governments" (2 short pages) and "The Search for a National Government"

Wednesday

Discuss any ambiguities concerning the Review Guide.

Objectives --

Understand and describe the types of government created by the new states, and the important features in their governments.

Understand the features of the Articles of Confederation, and the reasons for its creation.

Homework:

Class Schedule for week of 9/10 — 14th

Monday
With me absent from the classroom today, you will be working on your own developing your thesis statement into a Introductory paragraph (most have already developed this).

After this step, you will then be ready to develop an outline for each of your THREE body paragraphs. From this, you are then to formulate a topic sentence. Make certain that this topic sentence relates back to your thesis.

Finally, you will formulate a concluding paragraph.

I gave you a handout a week or so ago, so please take a look at that.

Hint: In preparation for any writing assignment, the key is in the "pre-writing" stage. This includes reading the question five times, brainstorming (writing down everything you know about the question), and making certain to answer the question.

Those that skip this stage will fail to produce the best essay you might be capable.

If you finish during the period, then please hand in to Ms. Gregory.

Homework: 20 minutes of reading and note-taking.

Tuesday

Please take the time to read the two primary source documents below and answer the question, below, by comparing and contrasting the two sources.

An expedition under Captain Christopher Newport began the Jamestown settlement in May 1607. In June, Captain Newport sailed for England, leaving behind 104 settlers. In September, only forty-six of them were still living. One of the survivors, George Percy, wrote an account of the terrible time at Jamestown.

Below, A letter from George Percy, one of the original settlers from Jamestown.


There were never Englishmen left in a foreign country in such misery as we were in this new discovered Virginia. We watched every three nights, lying on the bare cold ground, what weather soever came; and warded all the next day; which brought our men to be most feeble wretches. Our food was but a small can of barley, sodden in water, to five men a day. Our drink, cold water taken out of the river; which was at flood very salt; at low tide full of slime and filth, which was the destruction of many of our men. Thus we lived for the space of five months [from August 1607 to January 1608] in this miserable distress, not having five able men to man our bulwarks upon any occasion. If it had not pleased God to put a terror in the savages' hearts we had all perished by those wild and cruel pagans, being in that weak estate as we were; our men night and day groaning in every corner of the fort most pitiful to hear. . . . It pleased God after a while to send those people which were our mortal enemies; to relieve us with victuals, as bread, corn, fish, and flesh in great plenty, which was the setting up of our feeble men; otherwise we had all perished.

Lyon Gardiner Tyler, ed., Narratives of Early Virginia, 1606-1625 (New York: Scribner, 1907), pp. 284-285.

Having read Document 1, above, examine the excerpt from a letter from one John Pory, written from Virginia in 1619 and printed below. What obvious changes had taken place between the times the two accounts were written? What caused these changes? In answering this question, reread the section in the text on Jamestown and Virginia, paying special attention to the incentives offered at various times by the company. How does the comparison and contrast of these two documents help to explain what was needed to succeed in Virginia? Do you feel that Pory's letter is an accurate description of what really existed in Virginia? Explain your answer.

All our riches for the present doe consiste in Tobacco, wherein one man by his owne labour hath in one yeare raised to himselfe to the value of 2000 pounds sterling; and another by the meanes of sixe servants hath cleared at one crop a thousand pound English. These be true, yet indeed rare examples, yet possible to be done by others. Our principall wealth (I should have said) consisteth in servants: But they are chardgeable to be furnished with armes, apparell and bedding and for their transportation and casual, both at sea, and for their first yeare commonly at lande also: But if they escape, they prove very hardy, and sound able men.

Nowe that your lordship may knowe, that we are not the veriest beggers in the worlde, our cowekeeper here of James citty on Sundays goes accowtered all in freshe flaming silke; and a wife of one that in England had professed the black arte, not of a scholler, but of a collier of Croydon, weares her rough bever hatt with a faire perle hatband, and a silken suite thereto correspondent. But to leave the Populace, and to come higher; the Governour here, who at his first coming besides a great deale of worth in his person, brought onely his sword with him was at his late being in London, together with his lady, out of his meer gettings here, able to disburse very near three thousand pounds to furnishe himselfe for his voiage. And once within seven yeares, I am persuaded (absit invidia verbo) that the Governors place here may be as profitable as the lord Deputies of Irland.

Lyon Gardiner Tyler, ed., Narratives of Early Virginia, 1606-1625 (New York: Scribner, 1907), pp. 284-285.

Homework: 20 minutes of reading and note-taking.

One-Page Rubric

Your "one-pagers" should contain the following:

• REPS (Religion / Economics / Politics / Society)
• Most Important Section
• With a scholarly explanation of why
• Visuals (2)
• Provide a caption on why this visual is important
• Trends & Causation
• Illustrate events that affect, or cause, other events
• Quotes (2)
• Provide explanation of why quotes are important
• People (4)
• These people should be the most important people in the chapter with an explanation of why they are important
• "Colored box"
• Such as, "Where Historians Disagree" 
• Significance of chapter
• This is your narrative of why your think the chapter is important (my favorite section to read)

Introduction and week of 8/20-24

Greetings and Introduction to APUSH

All:

Welcome to my APUSH blog. Although I will attempt to update this weekly, feel free to email me anytime with questions, and of course as stated in my syllabus, you are also welcomed to stop by my office during my "office hours."

I felt that last week was a fairly good start to the semester. As I said on our very first day, APUSH is designed to be a rigorous course for the serious student who enjoys history. 

In terms of the material we covered last week, the focus was introducing the text as well as the geographical locations (and characteristics) of Native American tribes in North America. As mentioned, it is very important to read both the chapter introductions and conclusions (and always TAKE notes using the Cornell Method). Then go through all the "Significant Events," so at least you're familiarized with some of them (when you are finished the chapter, one assignment will be to briefly describe the specific significance of each event in one sentence, so you might as well get started).

In addition, we will continue Mr. Canning's "one-pagers" (with one exception — REPS replaces SPICE).

Much of this chapter is a review of material you should have been exposed to in your world history class. However, we'll take this same information and teach it in a different context (Americana-centric?).

In class Tuesday we'll first repair our texts, then use the data projector and look at this site (APUSH blog) and finish the class discussing the geography of the US and the western hemisphere.

Hopefully, we'll have time to begin discussing section 2, "Europe Looks Westward" (which was the homework assigned Friday, due Monday (8/22); which is a very long section! However, I asked you to read up to and not including, The Spanish Empire. Homework for Tuesday, will be to finish this section.

Wednesday's discussion will center on completing the information on the Spanish connection, and I will only briefly touch on the subsection, "Africa and America." That night's homework will be to begin section 3.

Thursday's discussion will again make you feel as if you're still taking a world history class with focus on characters such as More, John Cabot, Richard Hakluyt, Martin Luther, John Calvin, Queen Elizabeth and many more. This section, like section 2, is a long one, as well as very important. I'm certain it will continue into 

Friday. However, this first chapter only contains three sections, whereas most of the other chapters will contain four, five and sometimes six chapters. 

No chapter test will be given here at the end. In it's place will be required to write a thesis statement on the question:

Were the factors that pushed the English toward America any different than those that influenced other nations? If so, how did they affect the English approach to exploration and colonization of the New World?

Due Tuesday... along with your one-pager.

DBQ Help

Go to this site for specific information on the DBQ

Got to this site for information on Lincoln's plan to colonize blacks.

The New South

The New South

• After the Compromise, Republicans had hoped their party would gain a foothold in the South
• they don’t
• Demos will control the South for years to come
• But some of the things that the architects of the Compromise of ’77 had hoped would come about do
• The “Redememers”
• after 1877, the South “Redemed”
• troops removed
• “home rule” begins
• but in reality political power in the region was soon more restricted than at any time since the Civil War
• fell under the control of a powerful, conservative small group of men who ruled – oligarchy
• know as the “Redeemers” (as they liked to call themselves)
• or the “Bourbons (called by their critics)
• resembled the ruling class aristocratic antebellum planter class
• but some represented by merchants, industrialists, railroad developers
• corrupt
• they did:
• lower taxes
• reduce spending 
• and cut state services
• such as doing away with public schools
• “not necessary”
• began to pay off war debts
• in Va. a “Readjuster” movement started
• wanted the state to readjust its payments of debt to make more public monies available
• won control of the state leg, governor, and a Senate seat
• by the mid-1880’s the movement was all but gone
• Industrialization and the “New South”
• South had lost the war, many believed, because it hadn’t industrialized
• now it was important to “out-Yankee the Yankees” and build a New South
• qualities they had denounced before the war – virtues of thrift, industry and progress – they now advocated
• although southern literature wrote about the age of the pre-war South with romantic nostalgia – Uncle Remus
• textile manufacturing increased 9-fold
• tobacco and James Duke – monopoly with his American Tobacco Co.
• Birmingham, Al – the Pittsburg of the South
• Railroad development
• in reality, the South did not catch up to the north
• they had only won back what they had had before the war
• average income was only 40% of the north’s
• before the war it was 60%
• most of the capital for development had come from the North
• developing a “colonial economy”????
• much of the factory labor was made up of women
• entire families
• moving in from their failed farms
• wages lower than northern equivalent
• mill town were nothing more than company towns
• textiles industries offered no opportunities to blacks
• tobacco, iron and lumbering did
• Convict-lease system
• states leased gangs of convicted criminals to private interests as a cheap labor supply
• harsh conditions
• competed with free-labor
• Tenants and Sharecroppers
• although there was industrialization, the region still remained primarily agrarian
• impoverished state of agriculture
• imposition of systems of tenantry and debt peonage
• the reliance on a few cash crops rather than on a diversified agricultural system
• increasing absentee ownership of valuable farmlands
• much of which was purchased by merchants and industrialists who paid little attention to how it was used
• during Reconstruction tenant farming was at 33%, but by 1900 it had soared to 70%
• due to the crop-lien
• farmers had lost their land to merchants
• farmers who rent could never save enough
• those farmers who owned their own tools paid their rent in cash
• those who did not, such as many blacks, where supplied the materials by the landlords and in return the farmers would promise the landlord a large share of the annual crop – “sharecropper”
• before, this land was marginal, backwoods, piney and these farmers once grew subsistence types of crops
• now they had to try growing cash crop like cotton so as to make some money
• “fence laws”
• African-Americans and the New South

Chapter 15 -- Reconstruction

The Problems of Peacemaking

• With the war almost over, no one knew what to do
• no precedent existed
• could not enter into a treaty
• The Aftermath of War and Emancipation
• the infrastructure of the South was destroyed
• 20% of the men killed
• fortunes lost
• mourning becomes a ritual
• romanticized about their “lost cause”
• Confederate heroes become religious figures
• their loss made them more determined to hold on to what remained
• but compared to whites, who had it bad, the 4 million blacks who were now free, had it worse
• hundred of thousands left the plantations
• no where to go
• tramped around
• no land, no possessions
• “for blacks and whites, Reconstruction became a struggle to define the meaning of freedom – but the former slaves and the defeated whites had very different conceptions of what freedom meant”
• Competing Notions of Freedom
• an end to slavery?
• an end to humiliation?
• an end to injustice?
• live like a white man?
• How to achieve freedom
• redistribution of property?
• “… all earned by the sweat of our brows”
• legal equality
• given the same opportunities as white citizens they could advance successfully in American society
• all wanted independence from white control
• established their own communities
• churches
• created fraternal, benevolent, and mutual aid societies
• schools – when they could
• for white Southerners, freedom meant the of noninterference from the North
• a restoration of their antebellum society
• continue slavery in some other form
• preserve local autonomy
• preserve white supremacy
• Union soldiers occupied the South to keep order and protect freedmen
• March ’65 – Congress est. the Freedmen’s Bureau
• O.O. Howard
• food
• schools
• settle Blacks on their own land
• also helped whites who became destitute by the war
• could only operate for one year
• really too little to have much impact
• Issues of Reconstruction
• Republicans in Congress
• readmit the South – and Democrats
• would weaken the Republicans
• they must protect their measures that were gained with the Demos gone
• How should they be readmitted?
• emotions ran strong
• Punished?
• Conservatives
• admit the abolition of slaves
• Radicals
• civil and military leaders be punished
• large numbers of Southern whites be disenfranchised
• protect the legal rights of blacks
• white property of the wealthy be confiscated and given to the freedmen
• give freedmen the vote
• but few Northern states gave blacks the right to vote
• Moderates
• supported, at least, some concessions to protect Black rights
• Plans for Reconstruction
• Lincoln leaned with the Conservatives and Moderates
• a lenient Reconstruction plan might draw southern unionists and former Whigs to the Republican Party
• and keep the Demos weak
• Lincoln’s Reconstruction plan was announced in December 1863 (the 10% Plan)
• offered general amnesty to white Southerners (except high officials of the Confederacy)
• pledge loyalty to the government
• accept the abolition of slavery
• when 10% of the voting population accepted this, then they could form state governments
• Lincoln also wanted to allow educated, property-owning blacks, and who had served in the Union army allowed to vote
• by 1864, three ex-Confederate states had reestablished loyal governments and rejoined the Union
• Louisiana, Arkansas and Tennessee
• Radicals objected to Lincoln’s plan
• kept the Congressmen from the reconstructed states from sitting
• refused to count their elector votes in the 1864 election
• but were unsure, at that time, on what specific plan they should follow
• their first plan was known as the Wade-Davis Plan
• Pres. appoints a provisional governor for each conquered state
• when a majority of the white males of the state pledge their allegiance to the Union, the governor could summon a state constitutional convention
• elected by those who had sworn to an “iron-clad” oath – that they had never taken up arms against the north
• the new constitutions had to abolish slavery, disfranchise Confederate civil and military leaders, and repudiate debts accumulated by the state governments during the war
• only after the state had met these conditions could they come back into the Union
• similar to Lincoln’s plan, the states would determine what rights blacks would exercise
• Lincoln vetoes the bill
• “enrages” the Radicals
• he realizes he would have to meet at least some of their demands in a new Reconstruction plan
• the Death of Lincoln
• the fact that it was conspiratorial aided the militant Republicans and doom plans for an easy peace
• Johnson and “Restoration”
• he attempts to implement it when Congress was adjourned
• amnesty to those Southerners who would take an oath of allegiance
• High ranking confederate officials and any white Southerner with land worth $20,0000 or more would have to apply to the president for individual pardons
• for each state the President appointed a provisional governor
• who was then to “invite” qualified voters to elect delegates to a constitutional convention
• was not clear how many voter there should be, but Johnson implied that it should be a majority
• in many respects, similar to Wade-Davis
• for a state to be readmitted to Congress a state must
• revoke its ordinance of succession
• abolish slavery
• ratify the 13^th Amend
• repudiate the Confederate and state war debts
• elect a state government and representatives to Congress
• by the end of ’65 all states had either followed Lincoln’s plan or Johnson’s plan
• but the Radicals refused to recognize either plan and again would not allow Southern delegates to sit
• Radicals were outraged when Georgia elected Alex. Stephens to the Senate

Radical Reconstruction

• Joint Committee on Reconstruction
• formed to draft a plan of Reconstruction for Congress
• results in Congressional Reconstruction or Radical Reconstruction
• Black Codes
• in the meantime, Southern states were passing Black Codes
• Congress responds by drafting the first civil rights act in the history of the US (and extending the life of the Freedmen’s Bureau
• civil rights act gave the federal government power to intervene in states affairs to protect the rights of citizens
• although Johnson vetoes, Congress overrode it
• the 14^th Amendment
• the Joint Committee drafts a new amendment
• Congress approves and send to the state (early summer of ’66)
• the first constitutional definition of citizenship
• everyone born in the US
• everyone naturalized (living in the US for five years)
• was therefore to be considered automatically a citizen and entitled to all the “privileges and immunities” guaranteed by the Constitution, including equal protection under the laws by both the state and federal governments
• there could be no other requirements for citizenship
• penalties
• reduction of representation in Congress and in the electoral college – on any state that denied suffrage to its citizens
• also forbid any former Southerner who had aided the Confederacy from holding any state or federal office unless two-thirds of Congress voted to pardon them
• In order for states to be readmitted, they must ratify the Amendment
• only Tennessee did
• no others, including Delaware and Kentucky
• race riots in the South were breaking out
• Congressional elections of ’66 made Radicals stronger
• were now ready to override any presidential veto
• The Congressional Plan
• in the form of three separate bills
• each of which Johnson vetoed and Congress overrode
• came two years after the war
• in the meantime Tennessee had been admitted (after it ratified the 14^th Ad)
• Congress rejected all other governments under the Lincoln-Johnson plans
• of those ten states… they were divided into five military districts
• a military commander governed each
• the military commander had orders to register qualified voters
• “all adult black males and those white males who had not participated in the rebellion”
• Once “qualified” voters were registered, they would elect conventions to write constitutions
• must include provisions for black suffrage
• voters must ratify state constitutions
• state legislatures must ratify the 14^th Amendment
• then would be readmitted to the Union
• in 1869 after seven states had been readmitted, Congress added an additional requirement for re-admittance – the 15^th Amendment
• forbade the sates and the federal government to deny suffrage to any citizen on account of “race, color, or previous condition of servitude”
• passage of the Tenure of Office Act and the Command of the Army Act
• purpose was to keep Johnson for interfering in what Congress was doing
• and also to protect Secretary of War Stanton from being replaced
• Besides trying to keep the President from interfering with their plan, they blocked the Supreme Court as well
• in 1866 the Court declared in the case of Ex parte Milligan that the use of military courts were unconstitutional in those areas where civil courts were functioning
• the problem with the civil courts was that they were controlled by southerners and therefore blacks could not get a fair trial
• Congress attempted to reduce the power of the Supreme Court through three controversial bills:
• the first bill would require 2/3’s of a majority over any cases
• would deny the Court jurisdiction in Reconstruction cases
• would reduce its membership to three
• there was even talk of abolishing it
• the affect was that the Court refused to accept jurisdiction in any cases involving Reconstruction for the next two years and Congress dropped the bills it was considering
• The Impeachment of the President
• Johnson still represented a hurdle for the Reconstruction legislation and Congress needed to get rid of him
• when he fires Stanton as his Sec of War
• House impeached the President
• Senate tries and votes
• when the Senate goes to vote for removal, the Moderates, who were losing faith in Reconstruction programs, joined Demos and the vote was 35 to 19, one vote shy of the 2/3rds majority needed for removal

The South Reconstruction

• each side (the South and the North and blacks) have different opinions on why Reconstruction was a failure
• South
• governments were corrupt and inefficient
• North and blacks
• governments did not go far enough to guarantee freedmen even the most elemental rights of citizenship – which then resulted in a “harsh new system of economic subordination”
• The Reconstruction Governments
• of the ten states under Reconstruction, 25% of the white males were disenfranchised
• produced black majorities in SC, Miss, and Louisiana
• but blacks WERE THE MAJORITIES IN THOSE STATES ANYWAY!!!!!
• after voting restrictions were dropped (on the whites) the only way Republicans held on to their control of the states was with the help of “scalawags”
• many scalawags had been Whigs, who were never comfortable within the Democratic party
• others hoped to gain something economically
• Whites from the North (“carpetbaggers”) served as Republican leaders in the South
• in reality, most of them were middle-class; doctors, lawyers and teachers who looked at the South as a “new frontier”
• most numerous Republicans in the South were the freedmen
• held “colored conventions”
• played an important role in politics in the South at this time
• served as delegates to Constitutional conventions
• held public offices of every kind
• two served as Senators to Miss
• “Negro Rule”?
• see notes on blacks in government
• Corruption?  See other notes
• Education
• most dramatic of the accomplishments benefiting blacks and whites
• many blacks and whites came down from the North to help
• Freedmen’s Bureau and Northern private philanthropic organizations
• Southern whites feared that educated blacks would result in giving blacks “a false notion in equality”
• 4,000 schools for blacks and 9,000 teachers (half black), 200,000 students (only 12% of the school age population of blacks)
• Fisk, Morehouse and Atlanta University
• developing into two separate systems – black and white
• efforts to integrate became a failure
• Freedmen’s schools were open to whites – but they did not attend
• Landownership and Tenancy
• one goal was land reform – but fails
• only in some areas did we see large amounts of land redistributed
• Sea Islands of SC and Georgia and areas of Miss. (where Jeff Davis lived)
• “40 acres and a mule” is what most dreamed
• 10,000 black families did benefit
• mostly from abandoned plantations
• by June of ’65 many whites were returning and demanding their confiscated land returned
• Distribution of land ownership in the South change considerable after the war
• 80% of all whites owned land before the war
• fell to 67% after
• lost land due to taxes or debt
• others left marginal lands for more fertile areas
• blacks who owned land before the war were ~0% rose to 20%
• Freedman’s Bank
• effort by antislavery whites to promote black ownership
• failed
• most blacks and a growing minority of whites did not own land
• sharcroppers
• it was at least better than the gang-labor system they had experienced as slaves
• Crop-Lien System
• besides redistribution of land ownership in the South, there was a remarkable redistribution of wealth that occurred
• as slaves, blacks earned about 22% of the profits on plantations
• by the end of Reconstruction they were earning 56%
• worked harder?  or was the plantation system inefficient?
• in per capita income, blacks experienced a 46% rise in income between ’57-’79, while whites experienced a 35% decline
• “represented one of the most significant redistributions of income in American history
• but although black incomes were increasing, Southern agriculture was in decline
• blacks working 1/3^rd less than as a slave
• but still the same as whites
• and black per capita income rose 25% of white per capita income to about one-half in the first few years after the war 
• but then there is no change after this initial increase
• New system of credit – Crop-lien
• local country stores
• owned by planters  and others
• farmers had to rely on credit from the merchant
• merchants, who had no competition, could charge 50%-60% interest rates
• a “lien” is a claim the merchant has on a farmer’s crop for the loan
• many farmers could become trapped in debt
• cotton farming was becoming a failure due to soil giving out
• The African-American Family in Freedom