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Race & Ethnicity in the United States

Psychological Racism Education Leadership Exclusion vs. Du Bois Booker T. Teach your students to analyze literature like LitCharts does. Detailed explanations, analysis, and citation info for every important quote on LitCharts. The original text plus a side-by-side modern translation of every Shakespeare play.


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Race & Ethnicity | Cornell University Library

Themes and Colors Key. LitCharts assigns a color and icon to each theme in The Souls of Black Folk , which you can use to track the themes throughout the work. Du Bois emphasizes the importance of historicizing the present situation of black people in America, meaning placing this situation in its historical context and showing how events in the past led to the present reality.

At the time, the President, Congress, and others all insisted that the Civil War was not about the question of slavery; however, the large numbers of fugitive slaves who appeared behind the lines of Northern forces proved that this was not the case.


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For over two centuries, white people in the South had treated black slaves as property with only instrumental value, and these attitudes did not shift easily. However, there was still confusion over what to do with the newly liberated slaves, with army officers wondering if they were obligated to provide food and shelter for those who were not eligible to fight. In the end, the Bostonian Edward L. Even while schools, banks, and other institutionsfor newly freed black people were being established, there was still much uncertainty and inefficiency in the system.

Many black people in the Southfound themselves unemployed or working for little to no pay. The religious life of southern African Americans also underwent considerable change during Reconstruction. There was a tremendous growth in the number of black Christians in the South. This development was aided in particular by the proselytizing activities of black missionaries from the North; they represented both white religious bodies such as the Episcopal Church and Presbyterian Church and black denominations such as the AME and AME Zion.

The second was the development of an autonomous religious life, best expressed in the creation of separate black churches. By the end of Reconstruction the vast majority of African Americans who had been affiliated with white churches had withdrawn from them, in large part because these institutions continued to discriminate against blacks for example, by seating them in separate pews. Many of these withdrawals were led by black Baptist and Methodist exhorters who proceeded to establish separate congregations. The founding in of the Colored Methodist Episcopal Church was an additional expression of this desire for autonomy.

Finally, the racist attitudes of many northerners, reflected in widespread racial discrimination in the North, helped convince them that sectional reconciliation was preferable to erecting a racially egalitarian society in the South. The disputed presidential election of between the Republican Rutherford B.

Hayes, governor of Ohio, and the Democratic candidate, Samual J.

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Tilden, gov- ernor of New York, set the stage for the final demise of Reconstruction: Marking a great retreat from the initial desire of the Radical Republicans to have the national government protect the fundamental rights of blacks as American citizens, the compromise meant that the welfare of African Americans was again in the hands of those who had oppressed them under slavery, those committed to upholding white supremacy.

Although African Americans made gains during Reconstruction for example, the passage of federal legislation to protect the civil rights of southern blacks, the presence of southern blacks in the national legislature, and the presence of blacks in southern governments as executives and legislators , through actual or threatened antiblack violence the control of southern societv was ultimately returned to those committed to restoring and maintaining white domination.

Students should read either chapter 18 in The African American Experience: Students and the teacher should read pages in Afro-Americans in New Jersey: The teacher should read chapters 12 and 13 in From Slavery to Freedom: The second black to be elected a United States Senator, he represented Mississippi from to The first black to vote in the United States under the provisions of the Fifteenth Amendment, he voted in a municipal election in Perth Amboy on March 31, One of three African Americans to serve as lieutenant governor of Louisiana, in he became acting governor and served for forty-three days when the elected governor was impeached.

Skip to main content. CORE LESSON Theme Although African Americans made gains during Reconstruction for example, the passage of federal legislation to protect the civil rights of southern blacks, the presence of southern blacks in the national legislature, and the presence of blacks in southern governments as executives and legislators , through actual or threatened antiblack violence the control of southern societv was ultimately returned to those committed to restoring and maintaining white domination.

Time Period Each of the activities that follow will take one class period. Lead a class discussion on the pros and cons of both Presidential Reconstruction and Radical Reconstruction Black Reconstruction. Students should be able to say whether they would have dealt with the South harshly or leniently in returning it to the Union.

BACKGROUND

Have the students write a word essay on why Radical Reconstruction was either good or bad. ACTIVITY 2 Explain how the sharecropping system worked, why it was initially favored by both croppers and planters, and the opportunities the system provided for the exploitation of the sharecroppers. Lead the students in a discussion of why the sharecropping system came into being and how it worked.

It has been termed a form of peonage. Have students define peonage and compare it with sharecropping. Have each student write a short story about a sharecropping family coping with the abuses and injustices of the sharecropping system. Among these should be: Have students assess the importance of these factors. Are some of the reasons for an interest in education shared by other ethnic groups in American society? Have students reenact a situation in which former slaves, spanning three generations, are students in a one-room school.

Have members of each generation indicate why they are interested in learning how to read and write. For example, an elderly person might want to become literate in order to read the Bible. A young adult male might want to become literate in order to read a labor contract.

In addition to a variety of literature, it covers the relevant Supreme Court cases through , provides full citations to federal acts and cases cited, and includes the texts of the 13th, 14th, and 15th Amendments to the Constitution. The book will be useful to scholars and students researching a wide range of topics in Southern history, constitutional history, and national politics in post Civil War United States.

His previous publications include The Anglo-American Relationship: In over 2, entries, the work covers a broad range of topics including politics, agriculture, labor, religion, education, race relations, law, family, gender studies, Greenwood Publishing Group Bolero Ozon. Reconstruction in the United States: General Historiography and Surveys of Reconstruction. National Politics of Reconstruction. Studies on Abraham Lincoln

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