Reconstruction and the Gilded Age Section 1 – Reconstruction and the Gilded Age: Explain and contextualize the 13th, 14th, and 15th amendments. During Rec

Reconstruction and the Gilded Age Section 1 – Reconstruction and the Gilded Age:

Explain and contextualize the 13th, 14th, and 15th amendments. During Reconstruction, what did freedom mean to former slaves? What did freedom mean to Southern whites?

Section 2 – Empire and Jim Crow:

Discuss the three legal principles of Jim Crow. What were some of the non-legal ways that white supremacy became cemented in American society? Explain the two competing notions that were advocated by African American leaders for fighting white supremacy.

Section 3 – The Progressive Era and World War I:

Explain the changes that occurred on the home front during World War I. What were the war experiences for immigrants, African-Americans, and everyday Americans?

please no outside resources, everything you need is in the documents. (1898) Louisiana Grandfather Clause
[Article 197] Sec. 3. He [the elector] shall be able to read and write, and shall
demonstrate his ability to do so when he applies for registration, by making, under oath
administered by the registration officer or his deputy, written application therefor, in
the English language, or his mother tongue, which application shall contain the essential
facts necessary to show that he is entitled to register and vote, and shall be entirely
written, dated and signed by him, in the presence of the registration officer or his
deputy, without assistance or suggestion from any person or any memorandum
whatever, except the form of application. . . .
Sec. 4. If he be not able to read and write, as provided by Section three . . . then he shall
be entitled to register and vote if he shall, at the time he offers to register, be the bona
fide owner of property assessed to him in this State at a valuation of not less than three
hundred dollars . . . and on which, if such property be personal only, all taxes due shall
have been paid. . . .
Sec. 5. No male person who was on January 1st, 1867, or at any date prior thereto,
entitled to vote under the Constitution or statutes of any State of the United States,
wherein he then resided, and no son or grandson of any such person not less than
twenty—one years of age at the date of the adoption of this Constitution, and no male
person of foreign birth, who was naturalized prior to the first day of January, 1898, shall
be denied the right to register and vote in this State by reason of his failure to possess
the educational or property qualifications prescribed by this Constitution; provided, he
shall have resided in this State for five years next preceding the date at which he shall
apply for registration, and shall have registered in accordance with the terms of this
article prior to September 1, 1898, and no person shall be entitled to register under this
section after said date. . . .A separate registration of voters applying under this section,
shall be made by the registration officer of every parish. . . .
The registration of voters under this section [5] shall close on the 31st day of August,
1898, and immediately thereafter the registration Officer of every parish shall make a
sworn copy, in duplicate, of the list of persons registered under this section, showing in
detail whether the applicant registered as a voter of 1867, or prior thereto, or as the son
of such voter, or as the grandson of such voter, and deposit one of said duplicates in the
Office of the Secretary of State . . . and the other of said duplicates shall be by him filed
in the office of the Clerk of the District Court of the parish. . . .
All persons whose names appear on said registration lists shall be admitted to register
for all elections in this State without possessing the educational or property qualification
prescribed by this Constitution, unless otherwise disqualified, and all persons who do
not by personal application claim exemption from the provisions of sections 3 and 4 of
this article before September 1st, 1898, shall be forever denied the right to do so.
Sources:
“Constitution of the State of Louisiana, Adopted May 12, 1898,” in Walter L. Fleming,
ed., Documentary History of Reconstruction, Vol. 2 (Cleveland, Ohio: The Arthur H. Clark
Company, 1906), 451–453.
o
Ida B. Wells provides another instance of resistance among African Americans. Wells was
born into slavery in 1862 in Mississippi. She became an educator and writer. She was
shaped by the violence she saw as an African American woman. Today, she is remembered
for her anti-lynching crusade.
•
In 1892, Wells witnessed the unjust lynching of three friends by a ravenous white
mob.
o While the mob was responding to a confrontation between a white grocer and a black
grocer, many blacks believed that fear of a successful black businesses usurping a
white store was the cause of the confrontation and subsequent lynching.
•
Later that year, Wells published Southern Horrors: Lynch Law in All Its Phases
§
Here, she explored the horrors of lynching in the South, interviewing people that
witnessed these events. She argued that the narrative of the black rapist was a myth.
Instead, Southerners cried rape as an excuse to hide their real reasons for lynchings:
black economic progress, which threatened white Southerners with competition, and
white ideas of enforcing black second-class status in society.
§
Her argument falls on deaf ears, and few took her seriously.
§
In response, she embarked on a new strategy. She takes her argument to Europe. In places
like London and Paris, Wells gives interviews to newspapers regarding the state of race
relations in the United States. Here, she argues that black masculinity is not the issue.
Instead, she paints white southern men as lustful, giving into their animalistic instincts to
lynch African American. In fact, her speaking tour sparks outrage throughout England.
•
Well lays the ground work for future civil rights leaders who looked for assistance from
outside the boarders of the United States. This will become an issue during the Cold War in
the 1950s and 1960s.

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