Skip to Main Content
undefined

Assessing President Andrew Johnson’s First Annual Message, 1865

Guiding Questions

  • How did Lincoln and Johnson’s plans for Reconstruction differ from congressional Reconstruction?

Objectives

  • Students will consider the best way for a country to heal after a civil war.
  • Students will assess President Johnson’s goals for Reconstruction.

Student Resources:

Engage

  • Begin class by posing a hypothetical to students. Lean into the ambiguity of what the “injustice” is to get students to think about the broader moral question.
    • A brother commits a huge injustice against his sister, causing issues and strife within the family. Once the initial injustice has been addressed, should the brother be harshly punished and only be given his previous privileges back once he has shown he has grown and matured? Or should his punishment be brief, and attempts made to quickly go back to how things were prior to the initial injustice to not have any further turmoil that will potentially cause more strife?
  • Allow students to discuss and debate the question.
  • Then students draft a few sentences explaining their reasoning.
  • Tell students: “This was the central question of Reconstruction. How should the southern states who seceded be treated?”

Explore

  • Transition: Distribute President Andrew Johnson’s First Annual Message, 1865 Primary Sources to each student.
  • Allow students to read on their own or in groups, depending on reading level.
    • Be sure that students also read the “Vocabulary and Context” column to understand how Johnson’s opponents in Congress envisioned Reconstruction going.
  • Once finished, have students answer the comprehension questions and fill out the VIEW document analysis.

Assess & Reflect

Class Discussion

  • Reconvene the class and lead a discussion on Johnson’s Reconstruction plan.
  • If needed to reduce partisan opinions within the class, remind students that political party platforms are significantly different now than they were during Reconstruction.
  • Call on a few students to give their opinion on if they’d support Johnson’s plan or the Congressional Republican’s plan.

AND/OR

  • Written Reflection
    • Conclude the activity with students writing a paragraph reflection. They should consider their initial response to the family conflict hypothetical as well as their opinion on Johnson’s Reconstruction plan. Do they believe that their opinions on each scenario are in alignment? Why?