Evaluating Reconstruction Perspectives
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Date
Nov 24, 2024
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docx
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Evaluating Reconstruction Perspectives
Author
Affiliation
Course
Instructor
Due date
2
Evaluating Reconstruction Perspectives
Person: Female Teacher from Massachusetts
Positiv
e
Negativ
e
Explanation
13
th
Amendment
She shows concern on the plight of former
enslaved persons in the South and believes the
national government should actively defend
them and help them settle into their new lives.
14
th
Amendment
She believes the national government should
actively defend former enslaved people and help
them settle into their new lives.
Lincola’s 10 % plan
She shows commitment towards equality
through believing that the government should
defend former enslaved people and assist them
to settle into their new lives.
Lincoln’s
Assassination
Through William llyod Garrison’s anti-slavery
newspaper
The liberator,
she attacked Lincoln
against slavery hence supporting his
assassination.
Military operation
of the South
Her actions towards the plight of formerly
enslaved persons shows that she was against
military operations in the South.
The KKK
She shows commitment towards formally
enslaved persons hence she is against any hate
groups and terrorist organizations.
Black Codes
She is against any type of segregation by
3
showing support to formally enslaved people.
Carpetbaggers
Her actions portray that she was against
exploitation of the Southerners from the
Northerners.
Scalawags
She supports the Southerners and reconstruction
efforts and policies after the civil war.
Freedman’s bureau
She is concerned about the treatment of former
enslaved people.
Sharecropping
She is concerned that the government will take
an active role in protecting and helping former
enslaved people to adjust to a new life.
Ulysses S. Grant
Elected president
She does not support slavery hence supported
Grant as the president who supported
Reconstruction and abolishment.
Person: Poor White Farmer from Georgia
Positiv
e
Negative
Explanation
13
th
Amendment
In an effort to protect the Confederacy, he
fought under Robert E. Lee's leadership.
14
th
Amendment
He was a member of the Army of Northern
Virginia for three years. In an effort to protect
the Confederacy, he battled under Robert E.
Lee's leadership.
Lincola’s 10 % plan
He is involved in preparations for the South's
reconstruction after the war,
Lincoln’s
Assassination
Under Robert E. Lee's leadership, he battled in
the hopes of preserving the Confederacy.
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Therefore, supported Lincoln’s assassination.
Military operation
of the South
He was a member of the Army of Northern
Virginia for three years hence, was against
military operations of the South.
The KKK
He opposes all forms of tyranny, including hate
groups and far-right terrorist organizations.
Black Codes
He shows concern that once these African
Americans get the right to vote, they will try to
alter traditional Southern society.
Carpetbaggers
Even though he served in the Military of
Northern Virginia for three years, he is fighting
for limited resources in the South with
numerous former slave men and women as well
as other impoverished farmers.
Scalawags
He backed the government Reconstruction
scheme and stood with African freedmen in
favor of Republican Party objectives.
Freedman’s bureau
He advocates for Reconstruction and the
assistance of liberated individuals in the South.
Sharecropping
After the war, he discovers that the Union
forces slaughtered his farm's livestock.
Ulysses S. Grant
Elected president
Since he now supports Reconstruction, he also
supports the election of Ulysses S. Grant as
president.
Similarities and Differences between the Two Characters
5
In the South after the Civil War, two individuals from dissimilar backgrounds are
attempting to change things: the farmer and the teacher. After fighting for the Confederacy, the
farmer is a Southern gentleman who is currently having difficulty starting over in his post-war
life. The teacher, a woman from the North who participated in the abolitionist struggle, is now
worried about what happens to former slaves. The teacher and the farmer, for all their
differences, are products of their times.
The world has significantly changed since the war, and
the farmer is trying to get his life back. Along with worries about the shifting social order, he is
dealing with economic difficulties. In addition to advocating for their rights, the teacher aims to
assist former slaves in adjusting to their new lives. In addition to opposition from those who wish
to keep things as they are, she is dealing with societal issues. Notwithstanding their difficulties,
both the teacher and the farmer are motivated to make a difference. They both desire to make an
improved future for not only themselves but also for others.