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Exam 14: Reconstruction an Unfinished Revolution

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Question 51

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What were the political, social, economic, and/or cultural consequences of this item: the myth of "Negro rule"? Instructions: -Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when. -Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

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The myth of "Negro rule" refers to the f...

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Question 52

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What were the political, social, economic, and/or cultural consequences of this item: Republican governments in the former Confederate states? Instructions: -Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when. -Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

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The Republican governments in the former...

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Question 53

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Contrast the Reconstruction plan advocated by Radical Republicans such as Thaddeus Stevens with the Reconstruction Act of 1867. Why were key elements of the Radical plan not adopted? How might the Radical plan have changed southern society?

Explain the conflict between the executive and legislative branches of government over Reconstruction, and discuss the consequences of this conflict.

Although the South lost the Civil War, it was possible that the South would gain power in Congress when readmitted to the Union because

In some cases white conservatives in the South attempted to defeat Congress's Reconstruction plans by

"Members [of Congress] joined in the shouting and kept it up for some minutes. Some embraced one another, others wept like children. I have felt ever since the vote, as if I were in a new country." This statement was made in response to

What were the political, social, economic, and/or cultural consequences of this item: cotton and the southern economy? Instructions: -Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when. -Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

With respect to the question of black suffrage in the South, Andrew Johnson believed that

In order to have the truly independent, self-sufficient life they wanted, many freedmen sought

What were the political, social, economic, and/or cultural consequences of this item: the growth of African American churches? Instructions: -Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when. -Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Many freedmen saw emancipation as the opportunity to

Part 1Create a legend on which you indicate the color chosen to designate the South after reconstruction. Part 2Color the former Confederate states with the pen color you have chosen. You will need one colored pen to complete this exercise. Use the map in Chapter 16 of the text entitled "The Reconstruction" as a guide. Refer to Map Exercise 16-1.

The Fourteenth Amendment represented a compromise between Radical and Conservative Republicans. Write an essay reviewing the major provisions of this amendment and explain where the compromise was most evident.

What were the political, social, economic, and/or cultural consequences of this item: carpetbagger? Instructions: -Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when. -Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

What were the political, social, economic, and/or cultural consequences of this item:Johnson's Reconstruction plan? Instructions: -Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when. -Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

Label the following states: Alabama Arkansas Delaware Georgia Florida Illinois Indiana Kentucky Louisiana Maryland Mississippi Missouri New Jersey North Carolina Ohio Pennsylvania South Carolina Tennessee Texas Virginia West Virginia You will need one colored pen to complete this exercise. Use the map in Chapter 16 of the text entitled "The Reconstruction" as a guide. Refer to Map Exercise 16-1.

What were the political, social, economic, and/or cultural consequences of this item:the Freedmen's Bureau? Instructions: -Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when. -Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

What were the political, social, economic, and/or cultural consequences of this item: the Wade-Davis Manifesto? Instructions: -Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when. -Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.

What were the political, social, economic, and/or cultural consequences of this item: President Ulysses S. Grant? Instructions: -Identify each item. Give an explanation or description of the item. Answer the questions who, what, where, and when. -Explain the historical significance of each item. Establish the historical context in which the item exists. Establish the item as the result of or as the cause of other factors existing in the society under study.