AP U.S. History Prep Episode #6 | The Civil War and Reconstruction (1844-1877)

hey there students tom richie here with the Bill of Rights Institute for another live session of AP prep alright so we’re going to be reviewing and we are going to be looking primarily at unit 5 the Civil War and reconstruction and remember that we are going to be live every night at 6:30 p.m. Eastern until the exam so it is Monday night we’ve got three more after this so we’re gonna be broadcasting Tuesday Wednesday and Thursday at 6:30 p.m. make sure if you’re not already subscribed to the Bill of Rights Institute’s YouTube channel that you go ahead and do yourself a favor and do that turn on the notifications so you get the review that you need now with that speaking of the Bill of Rights Institute let’s talk about the Bill of Rights Institute’s online constitutional Academy now this is something that the Bill of Rights Institute does every year it’s usually a fee because it involves going somewhere and all of that but you want to go ahead and check that out the Bill of Rights Institute will share a link in the chat and in the video description so the constitutional Academy is going to allow you to network with other students who are interested in politics and also to be able to to get some training and community impact on that you are going to be able to meet some people who are of course online that you’re going to be able to dialogue with some people who are you know who are big in these political spaces so definitely check that out at the Bill of Rights Institute’s website that’s the Bill of Rights Institute’s constitutional Academy alright and with that again we are focusing here on the Civil War and reconstruction unit five so we can go into the 1850s we can think about let’s see miss Fiore okay miss Fiore students are all here I appreciate that and Ella is here and lots of people okay so we’ve got two McKenzie and David y’all go ahead and let’s let’s uh you know get your questions in so if you’ve got questions let’s get into that because when it comes down to it for me to go through the 1850s the Civil War and reconstruction that can take quite a while cases I can take quite a while so let’s let’s think about this go ahead and get those in and I will go ahead and share something with y’all that we did in a previous session okay but it’s still good okay so we had a we had something earlier in April where we were focusing on not the whole thing with the civil war and reconstruction but some causation in the Civil War okay so as far as that goes let’s go ahead and think about what we might what we might run into and I’m going to get the Bill of Rights Institute to put a link out to this Google Doc and so this Google Doc is focusing on causation in the Civil War okay so it’s focusing on causation in the Civil War and then we can go into

effect so cases as we focused on causation and then we want to think about also giving some mind to effects but I know some people didn’t necessarily you know join us for the session that we did earlier so when we think about this we could see something like this now this you know was something that where there was an le cue prompt last year that was kind of similar but evaluate the relative importance of different causes for the American Civil War in the period 1820 to 1865 now note that the Civil War is often a nuanced resistant topic a lot of people really want there to be just one cause for the Civil War and so something like this you know it causes people to have to think on a higher and deeper level to think about look maybe on you know multiple causes have validity but which cause has the most validity and so when we think about this we’re going to need to think in terms of you know you typically run into slavery states rights and general sectional economic differences between the North and the South now y’all are welcome to keep up you know the link to this on Google Doc it’s gonna remain there you can copy and paste it into something else remember that you are allowed to use notes on this year’s a push exam so you are allowed to use and that is totally fine so I go into the causes of the Civil War like basically thinking in terms of if you want to if you want to argue that slavery was a cause of the Civil War or social cause an underlying cause of the Civil War then here are some things that you might look into from abolitionism to the positive defense of slavery that resulted from that the founding of the Republican Party Bleeding Kansas Dred Scott on Alexander Stephens cornerstone speech which you may have looked at in your apush class and also deep south secession declarations that focus on the protection of the institution of slavery then if we look at you know which actually I thought that I was screen sharing and I was not so let me go ahead and share my screen as we go through this this Google document so an immediate cause we look at states rights versus federal authority basically does a state have the right to secede from the union this is something that it’s you know obviously they were fighting about this with one side believing that secession was legal the other side believing that secession constitutes a rebellion that calls on the President to put it down in accordance with the Constitution okay so as far as that goes where we are getting into the Constitution as a compact or between the states or the Constitution as creating a National Union as we would see with with Abraham Lincoln’s interpretation of the

Constitution which of course was foreshadowed by Daniel Webster on during the Daniel Webster during the nullification crisis to Haines Webster debates and so from there we see here the 10th amendment Fort Sumter and then upper south secession declarations ok upper south secession declarations which tended to be in response to Abraham Lincoln’s call for troops and so then going into you know then there’s of course the Crittenden Johnson’s war ain’t the crittenton Johnson war aims resolution which Congress passed the United States Congress passed in July of 1861 which said that the United States was fighting the war in order to maintain the supremacy of the Constitution and preserve the Union it made no mention of slavery and so you know there are several things that you could do there for the states rights argument and then the sectional economic differences this is definitely like the least interesting but something that has a lot to back it up when you start to think about the American system Henry Clay’s American system going back to the nullification crisis that this is something that you know was meant to build a national economy but we need to understand that the South benefited from free trade that the southern economy benefited from free trade more so than you know that any other econ of you know section of the country and so we see that we go into then the development of capitalism okay and Republicans wanting to build a national economy so you know the moral tariff which was a high protective tariff that was passed in the mark in March of 1861 so you see that the tariff before secession was was modest but then once the southern states leave the Union then we see that the the American system is being implemented very fully here now this is something when we’re thinking about the Civil War and reconstruction I find that the moral tariff the Pacific Railway Act on these are things that are that are being passed by Congress during the Civil War that are laying the foundation for industrialization that we’re going to see during the Gilded Age so that’s something that we want to keep in mind that the Civil War and the industrialization of the United States these are things that are very closely connected and it’s not like the civil war ends and all the sudden industrialization starts or federal support for industrialization so understand if you’re gonna think about these laws these are things that you know were passed by the US Congress whereas the Confederate government passed a tariff for revenue only and in fact put that in their constitution very specifically because remember there was some debate about whether protective tariffs were

constitutional or not so the Confederate Constitution made it very clear that the only legal tariff is a tariff to collect revenue not a tariff to protect a certain branch of Industry and so the idea also this is this is some specific kind of stuff here but you know Lincoln when they were debating whether to try to hold Fort Sumter one of the proposals they thought maybe we can abandon Fort Sumter and we can put a ship outside the harbor to collect tariffs so they didn’t end up going with that but they discussed it so with westward expansion now of course I’ve you know any of these of you know the westward you know no matter what of the first three causes you’re gonna think about westward expansion is very much tied up in that because in the 1850s there’s not a whole lot of serious debate among the political class about slavery and Alabama for example and so any of these things we think about several of these things that concern slavery also concern westward expansion and of course as we see the collapse of the you know the demise of the Whig party and the collapse of the second two-party system okay so that is that is hand-in-hand with the collapse of the second two-party system and so then you know we see then nationalism if we want to put it into a global trend any of y’all who have taken AP European history before taking a push on you might remember the global trend you know at least in the west toward nationalism that you see in Europe that culminates in the revolutions of 1848 on you could really look at you know the civil war is just being about twelve years behind with the Confederacy being kind of a you know a revolution of 1848 kind of a phenomenon and so with that we want to see that there are several causes of the Civil War I’ll see what questions we have in terms of causation we want to spend a little bit of time talking about the war itself and key turning points okay so as far as that goes can I go into the transformation of politics in the new South okay so Eric we do want to think in terms of you know presidential reconstruction versus radical reconstruction okay so when we’re thinking about these two things what we want to consider is that Lincoln is you know as president of course the AP government students just finished taking their exam one of the president’s unofficial roles is to be the leader of his party okay so now that never is said in the Constitution remember the Constitution doesn’t mention political parties that the framers believe that we can have a republic that everybody will get onto the same page and do what’s best for the common good and so when we look at you know Lincoln as the president and the

leader of the Republican Party what’s important to note is that Lincoln came from a more moderate faction of the Republican Party remember that before the Civil War Abraham Lincoln was a free soiler he was someone who believed that expand the at least politically you know somebody who was opposed to slavery personally and ideologically sorry I’m moving my I’m moving myself here and I kicked my camera around a little bit so Lincoln somebody who was personally opposed to slavery but in terms of policy on before the Civil War Lincoln was someone who wanted to halt the expansion of slavery not necessarily someone who wanted to get rid of slavery you know entirely as a policy objective the 1860 Republican platform was a Free Soil platform and then what happens is as the war evolves as the war goes on Abraham Lincoln is becoming you know an abolitionist that he becomes somebody who is four on getting rid of slavery now of course that starts it’s a slow process with the Emancipation Proclamation Lincoln said well you know I’m not this is a necessary war measure this is not an abolitionist measure this is something that you know is you know we’re doing this because of the war okay we’re doing this to fight to fight the war and we’re emancipating slaves as a war measure which goes along with you know just standard you know standard war procedures dealing with the confiscation of property especially the property of people who are deemed to be in rebellion and so so with that we want to know that Lincoln comes around on the 13th amendment on the 13th amendment now I always ask students every year and I have a lot of fun with this that I’ll ask students what did the 13th amendment do okay so I’ll ask what did the 13th amendment do and they’ll say abolish slavery now when I ask what else did the 13th amendment do and when I asked what else did the 13th amendment do then what we find from there when we ask what else did the 13th amendment do then we see that you know the 13th amendment didn’t didn’t really do anything else and so when we think about presidential reconstruction we remember that Lincoln’s war aims okay Lincoln always said that he was fighting the war to preserve the Union that that was his most important objective was to preserve the Union whereas you know and then free slaves so basically if you wanted to get back into the Union as far as Lincoln’s reconstruction policy which began with the 10 percent plan and of course you know Congress at the time the Radical Republicans put the way Davis bill through Congress which was a very white you know strict reconstruction policy now when I think about when I think about you know when I think about the

10% plan I call it discount reconstruction this is something that Abraham Lincoln is you know is wanting the southern states to come back in as soon as possible and he’s offering a discount only 10% of the 1860 voters swear an oath to the Union and they only swear odhh saying that they will support the union from here on out they’re not swearing an oath saying that they’ve never supported the Confederacy they’re not swearing an oath saying that they have never you know that they that they’ve always supported the Union but they’re just saying from this day forward and 90% of the people in the state can be like you know but if 10% of the voters will come out and say that we’re gonna support the Union then they can form a government and also the constitution of that state that’s proposed has to get rid of slavery so if if a state will submit a free State Constitution it abolish is slavery it is loyal to the Union Lincoln says come on back yet okay now keep in mind that in the first very first period reconstruction while the wars going on and immediately after the Civil War the Thirteenth Amendment was not a it wasn’t a foregone conclusion that the Thirteenth Amendment would be ratified by the states so Lincoln’s just trying to get this over with presidential reconstruction I think in Lincoln’s second and not well I know it’s in Lincoln’s second inaugural address but I typically you know look at Lincoln’s second inaugural address where he says with malice toward none with charity for all on you know with firmness in the right as God gives us to see the right you know that on that we need to bind up the nation’s wounds okay malice toward none charity for all bind up the nation’s wings that was presidential reconstruction of where we see that you know we are bonding up the nation’s wounds and so Lincoln is not wanting to make more wins okay he’s really not trying to you know to punish the south I often compare this with you know with the Nirvana song come as you are okay we’re basically Lincoln saying come as you are now not quite as you were because you need to get rid of slavery but you don’t have to come in as I want you to be okay so that’s that’s what the radicals want the radicals want to remake the south they see that the South needs to be remade that while Lincoln to get them back into their practical relations with the Union then you know the radicals they believe that you know move your feet lose your seat they believe that the you know that these states the Confederate states should be treated like conquered tario conquered provinces is what they say that they should basically be occupied by the military they should be treated like

they’ve been conquered Lincoln not so much now I’m going to share a DBQ that I’ve written okay and Bill of Rights Institute is welcome to share this and put it into the video description on this is a you know a DBQ on the effects of reconstruction okay which you may or may not have seen this but I want to go ahead and share this on this DB cube on the effects of reconstruction this is a DBQ that I’ve written on with the goal of you know helping people get used to this exam now one thing that you know and one thing that’s become apparent and we need to think about here is that it looks like from what I’m seeing on Twitter without going into any specific items or any specific chatter it looks like the AP government students have actually encountered a number of different props okay that there wasn’t just one prop for everybody on the AP government exam so that’s what we want to that we want to think about here is that we could be looking at not what’s the DBQ going to be on but what are the topics that the DBQ could possibly be on so we’re seeing a good bit of chatter here as we you know as we go closer to the exam so understand that it could be that you know which you shouldn’t be talking to your classmates anyway during this exam that is the one thing that’s classified is cheating using other people I put a video out on my YouTube channel today I’m saying you know just making it clear that you know what is the College Board consider cheating what do they not consider cheating on if you are using notes a book Google Wikipedia the Internet that’s something that is that is fair game if you are using another person okay so if you’ve got a phone call a collaborative document you know anything like that that’s going to be a no-go so with that let me go ahead and open up this you know this this DBQ that i’ve got here on reconstruction and social change okay so so one thing the first document here now if you want to do this on your own if you’re thinking hey I want to do this DBQ on my own and then I’ll come back later I think that that’s fine if you want to download that you want to pause the strain try the DBQ come back and look at the rest later that’s great but I want to get into this yeah so it looks oh it looks like miss Fiore is actually as actually here on so you know not just her students excellent excellent and so getting some great stuff there and Emily or you want to miss Fiore students all right so going from going from there okay lag City uh-oh let me make sure that we’ve got you know everything that

we that we need here I will try to let’s see close whatever unnecessary tabs let’s see what’s good yeah it seems fun okay so some people are you know somebody reported lag but it seems to be doing okay all right so so going from that let’s go ahead and take a look at this DBQ and again if you want to do this on your own you know you’re welcome to you know you’re welcome to pause this and come back later but I think that it’s good to kind of go through here and get into this alright so going from there let me go ahead and put this you know share my screen so that we can see on the DBQ so what I can see here is getting a note Anke government is is over then let’s see here that’s ap government practice that’s Elizabeth the first what do we have here okay that’s something okay yes okay evaluate the extent to which reconstruction social change in the United States from 1865 to 1900 that when it says 1900 this is not just on reconstruction like I don’t think we’re gonna see a prompt that has 1865 to 1877 so we want to think about the effects of reconstruction like what happened as a result of reconstruction so a few things that if the DBQ is about reconstruction we need to first of all think about this conflict between Lincoln and the radicals now of course after Lincoln’s assassination Lincoln is no longer in charge of things he had run with Andrew Johnson a Democrat on a ticket seeking to unify the country and also kind of you know a bit of an up yours to the odd to the Radical Republicans who were thinking about running somebody against Lincoln okay and so Lincoln’s like you know what I’m gonna reach to the middle I’m gonna find a southern pro-war Democrat who’s going to you know a southern unionists to put on my ticket now what happens here is Johnson being a Democrat is unable to you know to keep the radicals in line that Lincoln is you know in the situation where you know he as a Republican you know was able to disagree with the radicals and eventually they came back into the folk like they really did nominate a candidate who was gonna run against Lincoln and they decided they played chicken at the last second and said okay we’ll go along with Lincoln but now when Johnson is president we see that the radicals take over reconstruction and they’ve got a different agenda like I said with the 13th amendment it abolished slavery but other than that it did nothing absolutely nothing and that’s fine Lincoln said here that that’s that’s okay Lincoln’s priorities were to preserve the Union abolish slavery Lincoln was more of a moderate with I would argue a

bit of a conservative streak that Lincoln was not someone who wanted to see a social revolution like the thing is when somebody’s you know got a moderate to conservative mindset you generally think that in a to create a social revolution is going to be ill-advised in a mistake whereas if you tend to be more you know more progressive you may you may think about well you know let’s get in there and let’s create a social revolution and so Lincoln in document 1 here you know we see here evaluate the extent to which reconstruction fostered social change and let’s think about the extent to which presidential reconstruction is fostering social change now this is actually just full disclosure this is from Lincoln’s last speech that he ever delivered in public okay this was right after the Confederate surrender and so Lincoln is now fully attentive it’s kind of like a push now let me just let let me just kind of think about this here that the AP euro exam is on Wednesday afternoon now between now and Wednesday afternoon I’m going to be doing these Bill of Rights broadcasts but at the same time as I’m gonna do my 8 push Korona class and planning on doing that tomorrow but you know when we think about this that we want to talk you know would let’s see what what am I saying here let me get my train of thought here yeah because see my train of thought you did you do because the AP euro examines in less than 48 hours and so right now it’s like I want to help they push students but AP euro is in less than 48 hours and it’s kind of like Lincoln while he was fighting the war between 1863 and 65 he’s also trying to reconstruct the Union and then once 4 p.m. at on Wednesday hits I’m gonna be fully attentive to a bush and so Lincoln for the first time now he can be fully attentive to reconstruction now that he doesn’t have to fight the Civil War and so Lincoln says here we shall agree that the seceded states so-called are out of their proper relation to the Union and that the sole object of the government civil and military in regard to those states is again to get them into that proper practical relation let us all join in doing the acts necessary to restoring the practical relations between these states and the Union it is unsatisfactory to some that the elective franchise is not given to the colored man I would myself prefer that it were now conferred on the very intelligent and on those who serve our cause as soldiers now one thing to note here is that Lincoln and another thing for understanding Lincoln Lincoln is endorsing the idea of what’s called qualified suffrage okay for black Americans and south and when we’re talking about qualified suffrage on that

is of course you know when we look at the grandfather clause and the literacy test and all that kind of stuff those things were misused you know you know after reconstruction but with Lincoln saying is he when he has no problem with an intelligence test or perhaps if there’s somebody who fought in the Union Army they should be able to vote in return for their service but note that Lincoln is not endorsing the radical program of full citizenship and suffrage for for african-americans in the south and so as far as that goes when we see this he says here’s what I would personally prefer this is something that Lincoln did quite a bit of that Lincoln said I would personally prefer that you know we have some sort of qualified suffrage but still the question is not whether the Louisiana government as it stands is quite all that it’s desirable okay the question is will it be wiser to take it as it is and to help improve it or reject it and disperse it can Louisiana be brought into proper practical relation with the Union sooner by sustaining or by discarding her new state government some 12,000 voters in the heretofore slave state of Louisiana so note here when we’re thinking about social change that Louisiana had before this that a slave state they have sworn allegiance to the Union assumed to be the rightful political power of the state held elections organized a state government adopted a free state constitution so you note here that Lincoln is going into they used to be a slave state now they don’t have slavery giving the benefit of public schools equally to black and white and empowering the legislature to confer elective franchise upon the colored man now one thing to make sure when you’re doing your DBQ if you’ve got something like this make sure you know be one thing if you said people of color but you know when we say you know don’t don’t you know just use the exact same terms that you see in some of these documents okay because some of these terms are archaic so and again don’t quote from the documents that’s generally good advice don’t quote from the documents because the reader already knows what the documents say and so with that what you want to make sure about is when you’re considering on this you know they’ll let you know what he’s saying here don’t quote documents paraphrase them put them into your own words these twelve thousand persons are thus fully committed to the Union and to the Perpetual freedom of the state committed to the very things and nearly all the things nationwide and they ask the nation’s recognition and its assistance to make good their committal so Lincoln is saying here I mean he does note public education on that at least the legislature can expand the franchise later and Lincoln says look we’ve seen

some social change and that should be enough right now okay but it’s not as much social change as the radicals with why so while the 13th a minute amendment abolished is slavery and does nothing else the 14th and 15th amendment ooh got some hiccups but the 14th amendment is something that says all people that are born in the United States and subject to its laws are citizens of the United States and in the state where they reside so the 14th amendment what it does is it overturns Dred Scott remember that the Dred Scott decision had said that you know that people you know people of African descent could not be US citizens okay so they could not these citizens in the United States and so that’s something that the Dred Scott decision had ruled okay so the 14th amendment now Dred Scott is gone now when Abraham Lincoln was giving this speech before the 14th amendment that Dred Scott was still the law of the land so as far as that goes Lincoln is saying look let’s quit while we’re ahead let’s let him back into the Union and that’s that even though Lincoln would have liked to see some sort of program of qualified suffrage okay so going from there let me go ahead and I don’t necessarily have to go through this whole DBQ let’s see what we’ve got here so the homestead okay so let’s go let’s go ahead and note here yes Steven now you are wait let me see let me see we’ve got a few more a few more questions here let’s see what was the Homestead Act okay so as far as that is that go now Kotetsu James I don’t think you have to know anything about that it’s something I’d have to look up alright the Homestead Act was something that gave on people of you know gave Americans who wanted to move west you they gave them a hundred and sixty acres if they move their family west and they improve the land basically the Homestead Act is the government giving away free land on in order to encourage Western settlement so we see here that a lot of federal priorities are enacted because think about this and we think about the American system nits National Bank internal improvements protective tariffs Henry Clay wanted to use the federal government on part of this was to promote the development of the West and so in the Homestead Act the gut which was passed during the Civil War in the Homestead Act the government is actively encouraging the federal government’s actively encouraging folks unto go into you know to go to the west and so that’s the Homestead Act now the Pacific Railroad act that is of course the act that you know Commission’s the Transcontinental Railroad and gives federal subsidies to construct the

railroad as miss Fiore was saying in the chat the Union Pacific and the Central Pacific the Central Pacific starting in California so you think about see Central Pacific California Central Pacific Union Pacific a lot of Union veterans were involved in building the Union Pacific Railroad now that’s another thing about the Central Pacific is that a lot of Chinese rake a lot of Chinese workers and so you see here that you’ve got California Central Pacific Chinese workers all being a you know all starting with a C there so that’s something just to just to note on that and so when we’re looking at this do we need to know about the Crittenden Compromise yeah so Margaret yeah that Crittenden resolution that I mentioned that’s different than the Crittenden Compromise because the current you know what’s what so what I mentioned there with the Crittenden Johnson war aims resolution okay so that was something that was July of 1861 yeah the Crittenden Compromise was a last-ditch effort to try to make a compromise on the you know to stop secession okay so that was something that that we see here so so with that I’m getting into yeah so getting it getting into this let’s go ahead and let’s see okay I’ve got a question there sorry I shouldn’t have opened that window all right so with that let me look at our other questions here and okay okay so yes you do need to know about Jim Crow laws okay and you know of course that’s coming after reconstruction after the compromise of 1877 and Jim Crow involves this system of segregation and voter suppression that we see during on this period after reconstruction that pretty much lasts all the way through World War Two on Harry Truman is the first president to rip well one thing I would note I’m not gonna say that because Calvin Coolidge did advocate for a federal anti-lynching law so that was something remember that you know that black voters tended to support the Republican Party and the critical election of 1832 with FDR and the New Deal but as far as that goes FDR although he you know allocated funds for you know such as you know black CCC camps and included on African Americans in on some of his relief programs he never did anything to challenge Jim Crow on that harry truman was the one who of course that gets post-1945 so what we see here is before night I mean basically Jim Crow last through the course as we know it this year through 1945 that’s something to note there all right so so with that going from here yeah so I think that Steven I think that is a great note here that if you think

about this let’s think about the DD hue and when we think about document one okay so Abraham Lincoln when we look at document one that this was his not there okay so no we’re not talking about angles okay let’s go back to Lincoln all right so so with this when we look here a way to contextualize this document certainly Lincoln is trying as long as he’s alive to have a conciliatory discount reconstruction plan okay the 10 percent plan that he’s trying to you know bring the South back into the Union that Lincoln’s assassination is a serious disruption of this process and it is something that allows the radicals really to you know really to take over that process you can see that Lincoln in his last speech that he is not endorsing the radical program of you know making sure that there are their citizenship and voting rights on for freedmen in the south so we do see we do we do see that big I think that this is a way you can contextualize this because the assassination of Abraham Lincoln did definitely change the course of reconstruction and so going over this okay so so Steven you’re asking about yeah I think well here’s the thing okay here’s the thing I’m getting a lot of questions will we need to oh this will we need to know that alright Sean Patrick is here good to see you Sean Patrick and so so let’s think about this that do we need to know this do we need to know that you’re thinking in terms of the multiple choice section okay you’re thinking in terms of are they gonna ask me a multiple-choice question about this are they gonna ask me a multiple-choice question about that basically when you’re thinking about should I know like not so much do I need to know but how helpful would it be for me to know such and such okay so when we’re thinking about that you’re thinking about how helpful it might be to know this or that rather than do I need to know it and so the question that you’ll ask yourself is thinking about you know how helpful is this and so going from there you know think about it if it’s something that you could use to prove a point in your DBQ then yes it’s something that you definitely want to know if it’s something you’re going to use on to prove a point now people are asking me about the topics now the rumors mean nothing okay because only a handful of people know the topic and that’s not likely to to be to go out of that handful of people so so with that for example like I know the people who did the you know the college board streams an AP Europe they don’t know what the DBQ top it’s gonna be they have no idea so it’s a small group of people and they’re not spreading any rumors

okay very few people know what this talk is gonna be now the other thing that we want to be prepared for on the AP government students are reporting that there were several topics okay that that one person gets this topic another person gets this topic now dbq’s are tough to put together but I’m starting to think that we could see three or four different dbq’s that are circulating maybe not ten of them but there could be some different dbq’s that are circulating now that kind of puts I’d you know that could be a potential game-changer now since we’re a push we have the benefit of seeing what happens with AP euro so when we this on Wednesday our Wednesday broadcast let’s talk about that a little more because on the winds at the time of the Wednesday broadcast we’re going to be able to have some more information about were there several prompts you know where there may be was there one prompt where there two or three were there several prompts for AP euro because certainly when they’re talking about several prompts that does make it difficult for people to you know to elaborate or I mean to collaborate elaboration is good collaboration is bad okay elaboration good on collaboration bad so let’s keep that that in mind as we go forward so with that I’m so Steven when you’re thinking about yeah that when you’re thinking about federal policy from the Civil War like one thing there was actually an leq a couple of years ago how did the Civil War affect the US economy and so when you’re seeing here yet for example the Pacific Railroad act on when this passed this basically creates for the first time like government being directly involved with private corporations so the the Transcontinental Railroad was a private public partnership where you’ve got federal money being brought in and then you have corporations that are getting this federal money and yeah that did result in corruption you think about the Credit Mobilier scandal or the whole Wikipedia page that’s dedicated to scandals during the grant administration so these things are all up you know these things are all very important so what are some of the changes in race relations as a result of Reconstruction okay so one thing that we would note here and this kind of the DBQ whatever you do on the DBQ what you want to think about is not just the documents but what’s laying on the other side of the documents okay so you think about you know how does the outside evidence you know stack up here okay so what we want to think about in terms of outside evidence and what we can do with that and understanding what’s going on so when we look at document – okay what we want to think about is what do these documents cue up okay that’s

gonna be very very important here so with that and I need to look at my different my dbq’s have weird titles on them so President Abraham Lincoln hey yeah we’ve got the public address then we see with document two we see Robert Ely former Confederate General testimony before the United States Congress Joint Committee on reconstruction 1866 question how would an amendment to the Constitution be received by the secessionist or by the people of Virginia at large allowing the colored people of certain classes or certain classes of them to exercise the right of voting in elections okay so what is what is this you know how is this going to be received okay and he says robert e lee says i think so far as i can form an opinion in such an event they would object question suppose an amendment should be adopted conferring on the blacks the right of suffrage with that in your opinion lead to scenes of violence between the two races in Virginia I think it would excite unfriendly feelings between the two races I cannot pretend to say what to what extent it would go but that would be the result okay so what we see here is robert e lee is testifying before on this committee of congress now what we would note here is the purpose of this document if you think about this why does congress you want to think about this why does congress that’s controlled by republicans why have they brought general robert e lee in to testify before congress and the answer there is when you see this it looks like he’s basically an expert witness you know you’re somebody who’s a high-profile figure in the south that the congress what was doing a study and to figure out if we if we look at you know the 14th and 15th amendments how are the southern states going to respond and so they wanted to get people’s opinion the opinions of prominent people from the south and to think about okay what you know what are what what how do you think people are going to react to this so what you see here is radical reconstruction and that’s really the debate about radical reconstruction it’s not a debate about whether you know everyone should have the right to vote or not but the the things are as far as was radical reconstruction too much too fast undid radical reconstruction failed because it was overly ambitious on because you know it was ill-advised or was it a result of southern pushback okay so you see here where robert e lee is you know is saying that yeah i think that if these things are done it’s going to people are going to object they’re gonna be unfriendly feelings between the races and certainly during radical

reconstruction we see these unfriendly feelings between the races that that come up now what you see during radical reconstruction is full voting rights and full citizenship for black americans but you also see these unfriendly feelings so that robert e lee talks about so when we think about the Ku Klux Klan and other clandestine organizations that are you know that are intimidating you know who they called carpetbaggers some people from the north who came to the south and ran for office scalawags people like former Confederate General James Longstreet who started to cooperate with the Republicans and then freedmen that you’ve got the you know you’ve got this this program of intimidation for intimidating people who are cooperating with the Republican governments so we want to note here that you know during radical reconstruction that there’s a lot that happens in terms of social change but this social change was limited after the compromise of 1877 we see that you know when Rutherford behaves comes into the presidency now there’s no like specific thing that’s going on here okay there’s no cific written agreement that’s going on here but at the same time part of this part of this compromise that seems to happen is that in this dispute election Rutherford Behe’s the Republican takes office okay so he takes office but then the south they don’t object to it and when Rutherford B Hayes becomes president he removes the remaining Union troops from South Carolina Florida and Louisiana these are the last three states that were undergoing radical reconstruction where the state government was still under the protection of federal troops and so what happens here once the federal troops are poles you have white dominated democratic governments that are in the south and of course that’s where you see this program of voter suppression with the grandfather clause the grandfather clause this was a clause that said now the Fifteenth Amendment said you can’t deny somebody the right to vote because race color or previous condition of servitude now it doesn’t say that a state can’t deny someone the right to vote because their grandfather didn’t vote so basically what they would do is they would have a literacy test was required in order for someone to vote but they could be exempted from the literacy test if their grandfather was able to vote now we think about that Rwanda okay we were rind to their grandfather remember before the 1820s that means that their grandfather was someone who owned property someone who could vote before the 1820s was generally someone who was a property owner so this is something that’s really

curious when you get into some additional nuances that you know there’s scholarship that the contends you have credible scholarship that demonstrates on how really on these grandfather clauses were not only used against freedmen but they were also used against poor whites on that this was you know something that was not only racist but also targeted toward the preservation of aristocratic rule in the so-called new south so the grandfather clause which of course today people still say that somebody can be grandfathered in like it basically if there’s a new requirement that’s being introduced but if you were part of this organization or had this credential before a certain date you will be grandfathered in where you don’t have to meet these new requirements because you already were associated with you are already associated with this organization before that and so that’s something that’s just just kind of an interesting thing that comes from there now another thing that we see is the poll tax okay and that’s something of course that becomes unconstitutional after World War two but the poll tax was something where somebody would have to pay a tax in order to be able to vote and if they showed up to vote they’d have to be carrying their receipt that they paid the poll tax so with that let’s note here as we go yeah so race relation so we look at that cat when we look at you know race relations on in the South that you know you see that this is called after the compromise of 1877 this period from 1877 to like you know World War two it’s typically known as the Nader the low point of American race relations okay the low point of American race relations and so that’s something where you know the legacy of reconstruction of you know seeing where that comes from is it’s important here because you know race relations would they have been as bad without radical reconstruction you know Lincoln you know that that’s an that’s an interesting alternate reality if you think about what would have been like if there were a scenario where Lincoln had not been assassinated a lot of historians have come up with some interesting scenarios of course we’ll never know but they’re interesting scenarios nonetheless and so with that but yes definitely reconstruction you did result in you know in race relations that were not you know that were certainly not ideal and of course historians can argue about the cause for the was that the you know just the you know very you know is that the consequence radical reconstruction or was that the consequence of racism that would have been there anyway and that the end result would have been the same regardless and of course we’ve got to think about the Black Codes okay this was during during a presidential

reconstruction now one thing that’s important note here is the Black Codes and Jim Crow the Black Codes are presidential reconstruction immediately after the Civil War Jim Crow that was after Ricans after reconstruction was over so the Black Codes were laws that were introduced in the southern state so we see that one of the reasons that radical reconstruction gained steam was that there were you know there were these efforts to make sure that there was a social hierarchy in the south and so radical reconstruction is about trying to get rid of this social hierarchy and then after radical reconstruction is over the social hierarchy returns with a vengeance okay during during the era of Jim Crow so with that yeah I think nomadic gamer you can definitely you look at the Civil War like is is bringing in industrialization and there were a lot of people who made a lot of money from the war the 14th amendment says that all the debts that the United States contracted during the Civil War are going to be paid which means that all of the fat cats who invested in the Union and made loans they’re gonna get their money meanwhile on anything that was loaned to a rebel government was not going to be paid back so states had to put in their constitutions that they were not going to repay any loans that were made to the state during the time of the Confederacy so if someone supported the Confederacy financially they were screwed and if somebody supported the Union financially they got that bread okay and so from there is a score okay so Veronica that is something that is that is worth noting now every year we never know what’s going to happen with AP you know with AP exams okay as far as the way they’re gonna be scored we know that there’s a 10-point rubric we don’t exactly know what’s going to happen in terms of what will be a three what we will be a for what will be a five I consider if I were going to guess a probable three is a five out of ten a safe three is a six out of ten a probable four is a seven out of ten a safe for is an eight out of ten possibly eight can be a five because what I think’s gonna happen is these people who have like you know extra time accommodations I think a lot of people who get nine and ten points on the ten point scale are gonna be people with extra time accommodations and so I think that that’s something that we’re that we’re going to see so it could be that a five in order to make things fair that an eight out of ten ends up being a five I don’t know but I think a nine out of ten is a safe five so basically safe three would be a six a safe or would be an eight a safe five would be a nine that’s what I’m going to

that’s what I’m going to note about this okay so yeah definitely now miss Fiore’s class is is in here so there are some people who are in the same class and thank you so much miss Fiore for your support um so as far as that goes James which side was more racist the Confederacy or the Free Soil northerners it’s hard to say these are argumentative questions okay these are argumentative questions and what we want to note here is when we think about the decline of reconstruction so what is it that brought about an end radical reconstruction and this is straight from the course an exam description that there were you know there was active resistance and the note in the South so active resistance to radical reconstruction in the south and then in the north there was apathy okay in the north and so when you start to think about this so so nomadic gamer I’m answering your question that I just saw a man stirring it right now so when we think about why did radical reconstruction failed so first of all there was tip resistance from southern whites now second of all that the north of the average northerner stopped caring or maybe didn’t care at all on that one thing we need to note when we look at accounts of the great migration of african-americans into the north in in during during and after World War one there were race riots in Chicago and East st. Louis and other cities like there was a massive race riot in Chicago where some very disturbing things were reported some people were killed property was vandalized I mean I looked at a picture of the Chicago race riot um that happened during the Great Migration where there are black people in Chicago for the first time it looked like if somebody would told me it was a photo of Kristallnacht I would have believed them I mean it was just a massive property damage and you know attacks on people so we need to understand that you know the south wasn’t uniquely racist but it was the only part of the country that really had to at that time deal with racism the rest of the country you know any Free State at that time was at least 95 percent white so when the north for the for the first time during the Great Migration during and after World War one what we see there is for the first time northerners are having to deal with a multiracial society and a lot of them didn’t like that very much in the 1920s when the second Ku Klux Klan now let’s be clear that the second Ku Klux Klan in the 1920s was not connected to the first Ku Klux Klan during Reconstruction and so when we look at the second Ku Klux Klan and that is you know its own thing that is responding to the great migration to immigration um from these southern Eastern European countries and you know when you look at that that the

second Ku Klux Klan really had its epicentre not in the south but in the Midwest because the Midwest is for the first time dealing with a multiracial Society so that’s something I think to to keep in mind there are also some you know I’ve read one historian who was arguing that radical reconstruction part of those policies part of the reason for those policies was to keep black Americans in the south and to keep them from trying to go up north that if conditions in the south are better then they’ll stay in the south so when it comes to racism we want to note that you know that is really something that is a universal American phenomenon but we want to understand from the CED that when we’re looking at the end of radical reconstruction active resistance in the south and then apathy and a lack of support in the north and so with that ladies and gentlemen thank y’all so much for watching on this so miss filers class also thank you yeah thank you another odd group here so I’m very glad to see on those those of you who are part of a class I’m glad to see everybody okay so with that what we want to get into now we are going to be continuing we’ve got three more broadcasts so Tuesday Wednesday and Thursday we are going to be here so make sure that you join us we’re gonna continue our review so next time we’re going to get into the late 19th century okay so let’s let’s go ahead and be ready with questions there and you know just looking forward to these next broadcast it’s always a pleasure