THE CONSTITUTION

Now that you have read this section, fill in the blanks in the outline below. The outline hasalready been started for you. If you need to refresh your memory about writing outlines, re-read the Skill Builder on pages 81 and 82.

RECONSTRUCTION AND ITS AFTERMATH

I. THE BATTLE OVER RECONSTRUCTION PLANS

A. THE PRESIDENTIAL PLAN

B.

II .

A.

B.

C.

III. EFFECTS OF RECONSTRUCTION ON THE SOUTHERN STATES

A.

B.

C.

1.

7.

Literacv Tests

3.

4.

IV. AFRICAN AMERICAN LEADERS SPEAK OUT

A.'B.

THE CONSTITUTION TESTED

ECKING YOUR UNDERSTANDING

Directions: Complete the foliowing cards' Then answer the multiple'choice quesdons'

RncoNsrnucrloNPTRNS

N

7,

ame two: 1.

How did theY

differ?

Juu Cnow Lews

Vhat were theY?

How did they try to accomplish their goal?

A term paper containing the topics 'J-im Crow"

la*s, "carpetbaggers" and the Ku Klux Klan

would probablY be about the

1 thirteen colonies

2 American Revolution

3 Civil War

4 Reconstruction Era

2 Booker T. Washington believed that African

Americans should

1 all be sent to Africa

2 concentrate on job training to improve theit

lives3 use force to secure their civil rights

4 refuse all attempts at integration

Following the Civil War, a major concern of the

United States was with

1 passing a Bill of Rights

2 eliminating slaverY

3 rebuilding the South

4 creating a nadonal government

Southern segregation laws sought to

1 raise educadonal levels for blacks

2 give blacks full citizenshiP

3 irr.r."r. the number of black Congressmen

4 keep blacks separated from whites

The Reconstruction Period was a time in Unit-

ed States historY when the

I U.S' Constitution was written

2 President was George Washington

3 North and the South fought a war

4 South was rebuilt

A primary goal of the Ku Klux KIan was to

I imPeach President Lincoln

2 maintain segregation in the South

3 help integrate the South

4 pro*ot" equality among all citizens

/ Vhich development caused the other three?

1 the Reconstrucdon Era began

2 the North won the Civil \Uar

3 freedmen had the right to vote

4 African Americans participated in govern'

ment

8 The Black Codes and Jim Crow laws were simi-

lar in that theY both sought to

1 expand the power of the national govern-

ment2 deny African Americans equal treatr'nent

with white PeoPle3 reduce the power of state governments

4 Prevent segregation

1,'.',..... ,,,1

BnryeurN FRANIOIN (srerusueN) HsNnv Devro THOnneu (Essnnsr)

In addition to helping ro write th. n*iur", Thoreau believed it was his duty to disobey

tion of Independerrc. urrd the Constitution, unjust laws' In protest against the nation's

Franklin was a war with Mexico, Thoreau refused to pay his

He raxes. and was sent to jail. Thoreau felt peo'I

- | scientist. He taxes, an(

I K I ;:l*.Tf * :i:;[::l' "?]lui:t'-:n'ilil:hT$"i:I re K I k":t*",:; $,iitfffffi"':::,'1""';*lir[fJ

stove, and a Movement for African Americans'

lightning rod.

An author as Gnoncr WnsmNctoN Cenvnn

well, he wrote (BotnNrsr)

PoorRichard'sCarverwasanAfr ican'Americanscient istAlmanack. He who trained at the Tuskegee Institute' His

served the na. discoveries helped to revolutionize agriculture

don as ambassador to France, and as the by teaching sci'

first U.S. Postmaster General' entific farming'Farmers learned

ANroNro JosE MARTnnz (Pnrrst) to rotate their

Antonio Jose Martinez was born in 1?93 in crops in order

New Mexico territory. At age 79, he estab- to prevent ero-

lished the fi.st prrblic schtol there' The sion of the soil'

school grew in importance and popularity' Carver also in'

urrd "ttiu.ted

st,rde.rts from throughout the structed them

i"rrirory. In 1835, Father Martinez brought about planting

in the ftrst printing press' using it to publish peanuts' sweet

" r"*rp^p"r. th" i*"r, like its editor, Fath' potatoes' clover

:r"tr];ffi #;"Tfi"ttd; irlJo-, ,r," "nd oth"r crops ro replace nitrates in the soil'

separation of church ".rd

,Lt", and the need carver is credited with developing hundreds of

to protecr farmers from the abuses of large new products and helping to end the South's

landowners. dependence on cotton'

THE CONSTITUTION TESTED B9

rTHE CONSTITUTION TESTED

'Duiing this time period three amendmeilts,often Called the'CiVil Wa Amendments,*"t!:"Ja"d:totheConstitution; l i i ,

, ; ' , ' , . ' , , . , : , . . ' ' i : : : " ' ,

rirnnNTH AMbNDMENT (1865i:

,ftohibiiedslavery.' ,

,roU-irnnNrH ennt*noo"Nr ( rses),Madei,Unired,states citiiens of those who

*erb:foimerly enslaved. It also required alltt"ter to give their citiztns, including for-merly enslaved people, "due procesi bflaw" and "equal protection of'the lawsr"

FITTDENTH AMENDMENT (1870),Gave':the':right to uOt" to all ,AfricanAmeriCin males, including those who hadb"atti,""tlaved.

- ', '

JIM CROW LAWS (1881.1890's)'Jim:iCrowT,, [xv5,,passed, by many S.outhernstates,,foried:blaCks and whites to live sep'*at"if,..fhis :separation of the races wascalled segregation. Ir *is accomplished by

creating sepiiateruitio"dr, ,schools,

and beiCh'es forand white people.

sections of,' streetcars,parks, playgrounds

African Americans

John Marshall was Chief

Justice 'of the SupremeCouri fiom 1801 to 1835:

ganization',(a bank; in this case) that is pait

of the federal government. Marshall said the

Constitutiott it th" ,up."-. l"w of the land;

*h.rr"u.t state and f.d.tul laws conflicted,

the federal law had to be followed.

TIrc follawiing ,atr- was de'cided afterMi;rshall,,was rw longer Chief Justice.

PTESSY v. FERGUSON (1896)

He helped to':expand:the powei of,the na'tional government over the state govern-ments and laid the,ground*oik for establish.ing,the importance

-of ,h. f"d"rali courts. The

decisignl in the t*-o cases below helped cre-ate a feeling that the U,S. was a nation, not

" g.o,rp of ,individual states. Among Mar-

shall:s most imporrant decisions:were:'':

MAnBUn*,". r,rnmsor\r (rsorln.rl .t

" iourt statei ro. tt. firrr ti.n. thrt

it: hiai the right, to overturn a, federal law;rri.tt i,ir,'bii.ugd w;s .ri"orrrtitution;l"(went ggatlst''the rilest and prtnciple,s, of theCo*;ti:tuttipn). This powet,: kno#.t as judicial

;*t;;;';;J",r";i.*."c,h".,.a the court . "

U" oUrrocH " *oi*otro (terg)The Court said a state could not tax an or-

Plessy, an African American, was arrested

when he'refused to leave i railroad car for

"whites only." He said th"t according to

the 14th Amendment he had the right to

ride in any rail*ay car. The state said;that

the railway provided "separate but equal"

railway'cars for people of different races.

The SUpreme Court agreed, saying that as

long as conditions in the railway cars were

equal, the state could separate African

Americins and white people. This case en-

couraged ,southemers to continue to sepa:

rate blacks attd *hit"t in many areas of life.

THE CONSTITUTION TESTED 91

Directions: Confirm your understanding of the important terms and concepts in this chapter by check-ing those you can explain. If you cannot recall an item, refer to the page listed next to it.

J Cabinet (68)I Hamilton's Financial Program (68)I Political Parties (69)I Protective Tariff (69)

Q Louisiana Purchase (70)tr Civil War (76)E Sectionalism (76)D Abolitionists (77)

0 Emancipation Proclam. (79)fl Reconstruction Plans (83)D Black Codes (83)E Segregation (85)Q Jim Crow Laws (90)D Plessy v. Ferguson (90)

J Neutraliry (69) Q Dred Scott Decision (??)3 \Tashington's Farewell Address (70) D 13th Amendment (?9)

Directions: Fill in the information called for in the following organizers.

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!:iiri::!iriiiIr S::::::::::il'::l li'.li::l::.:iiiir:,.rr.E.i....r-..l.r.,'.'li,ri.l....i..=..l.l..i.F.l..i..,

{,':::,:,,P

13th Amendment 14th Amendment 15th Amendment

92 THE CONSTITUTION TESTED

A number of constitutional issues have continually re-emerged throughout our history due to the fact

thatidifferent groups disagree about the proper use of government power. The parties that disagree of-

ren turn to the Conqtitution for solutions. You should become familiar with these issues and keep

them In mind as'you read other parts oftthis book.

ENDURIN G COf{STITUTIONAI IS SUE S

ENDURING ISSUE QUESTIONS RAISED

1. NATIONALPOWER

2. FEDERALISM

3. TrfiJuDrcrARY

4. CTULLIBERTIES

5. TIIGHTS OF T}IE ACCUSED

6. EQUALITY

7. T}IE RIGHTS OFWOMEN

8. THE RIGHTS OF ETHNICAND IIACIAL GROUPS

9. PRESIDENTIAL POWDR

10. SEPARATION OF POWERS

11. REPRESENTATION

12. PROPERTYRIGHTS

13. CONSTITUTIONAL C}IANGE

How much power should the national government have over our

societyl

Vhat powers should be given to the national government and

what powers should be given to the state governments?

How much power should the Supreme Court have in defining and

protecting the rights of citizens?

'What are our civil liberties and what limits can be placed on theml

How can we have rights protecting accused persons' who may be

innocent, and still safeguard society by discouraging crime?

How far should government go in treating all citizens equally, and

in making citizens more equal?

Should women have equal rights with menl

Should all ethnic and racial groups have the same rights?

How much power over foreign affairs should the President be

given in wartime?

How much power should each branch of government haveJ

How representative is our national government?

How far can government go in violating individual property rights in

order to promote the general prosperity?

Has the Constitution, in adapting to new situations and changing

times, been stretched out of shapel

At you read this book, you will find these thirteen enduring issues constantly reappearing. You

will also discover that certain of these issues were especially dominant in specific time periods. For

example, Issue 2, Federalism, was particularly tested in the Civil War. :

Vhich would be the best title for the carroon?I The Union cdn no longer be saued7 Inyaky will saue the Union3 Lincoln cdn sdq,)e the Union4 Some issues help to unite a nation

Base your answers to questions 2 through 4 on thefollowing outline and on your knowledge of socialstudies.

Four items have been omitted from the outline. Foreach blank space in the outline, select the numberof the item from the list that best compleres theblank.

ITEMS

1. Emancipation Proclamation2. Causes of the Civil War3. Louisiana Purchase4. Slavery

THE CONSTITUTION TESTED 93

Directions: Circle the number in front of the word or expression that correctly answers the statement orquestion. Following the multiple-choice questions, answer the essay questions.

Base your answer to question 1 on the following cartoon and on your knowledge of social studies.

THE CIVIL \rAR

A. SectionalismB.C. The Failure of Compromise

II Highlights of the Civil WarA. The Start of the WarB. Why the North Won

C.

Booker T. Washington and \7.E.B. Du Bois weresimilar in that they both believed that African-American success depended uponI progress through education2 a total restructuring of American society3 African Americans being given the land they

had worked as slaves4 improved benefits from Southern state gov-

ernments

The purpose of the Cabinet, as created by Presi-dent Washington, was toI protect the rights of citizens2 approve treaties and appointments3 give advice to the President4 settle disputes with foreign nations

Laws that promoted the establishment of segre-gation generally sought to1 give African Americans full equality2 return African Americans to Africa3 separate African Americans and white people4 provide African Americans with better jobs

Which right is protected by the FourteenthAmendment?1 freedomofspeech2 equal protection of the law3 freedom of religion

4 the right to own guns

94 THE CONSTITUTION TESTED

9 The Supreme Court decision in Plessl v' Fetgu-

son primarily involved

1 free speech2 national supremacy

3 segregation

4 freedom of religion

10 Which period in American history included thepassage of Jim Crow laws, sharecropping, and

the rise of the Ku Klux Klan?1 Colonial Period2 Revolutionary'War Era3 Civil War Period4 Reconstruction Era

ESSAYS

1 How different groups handle their differences often affects future generations in society.

Groups

Large States/ Small States at the Constitutional ConventionNorth / South before the Civil \Uar

Part AChoose on€ group listed above. State orw of their differences, and one result of their differences.

Gnoup Drrr,nrNcn Rrsurr

Part BIn your Part B answer, you should use information you gave in Part A. However, you may also include dif-

ferent or additional information in your Part B answer.

Write an essay discussing how the handling of differences by certain groups often affects future generations.

Z Presidents are sometimes graded on what they accomplished while in office.

Presidents

Washington

]ackson

Part ASelect one President from the list:

List turo accomplishments or failures that occurred during rhat President's term of office.

JeffersonLincoln

a.

What grade would you give to this Presidentl

Excellenu 90-100 Very Good: 80-90 Good:70-80 Fair:60-70 Poor: 10-60

Part BIn your Part B answer, you should use information you gave in Part A. However, you may also include different or ad'

ditional information in your Part B answer.

Write an essay grading a President and explaining why you gave that particular grade to that President.

THE CONSTITUTION TESTED 95

PERFORMANCE.BASEDTASKS

PRODUCING A NEWSPAPERFOR PAST TIMES

In this chapter, you have learned how our Constitution was tested during the years of the early Re-public, Civil War and Reconstruction. You have also learned about the Thirteen Enduring Issues.

DnscmpuoN oF TRSx: In this activity, your teacher will divide your class into groups. Each groupwill prepare an imaginary newspaper about some period in American history. Your group shouldpick a single date for its issue. Here are the possible headlines, one of which should be featured inyour group's newspaper.

} \Tashington Gives His Farewell Address (1796)) Jefferson Announces the Purchase of Louisiana (1803)> U.S. Declares'!Uar on Great Britain (1812)} President Monroe Announces A New Doctrine (1823)) Andrew Jackson Elected President (1828)) Supreme Court Issues Its Decision in the Dred Scott Case (1857)) Fort Sumter Attacked by Rebel Forces (1861)) President Lincoln Issues the Emancipation Proclamation (1863)) South Surrenders at Appomatox: The Civil \Uar Ends (1865)

Youn TRsx: Each newspaper should include the following materials:

. at least one news featureo at least one editorial or opinion piece about the headline evento an interview with the President or leading historical figure of the day. a speech given in the U.S. Congress about the evento a review of a play, book or art worko a "Letter to the Editor" from a member of the public about the evento one local advertisement

WHrRn ro FIND INnoRueuoN: To find information for your newspaper, you will need to visityour school or local library. Your teacher or librarian will help you ro find history books, biogra-phies, and encyclopedia articles that will give you information about the event your group has cho-sen. Primary sources (such as collections of documents, old newspapers, or personal accounts) willgive you the flavor of the period.