thesis statement on reconstruction

Reconstruction Essay

The essay below was a very strong essay answering the question about Reconstruction. It was an actual essay (word for word) written by one of the students in class. It received 28.5 points out of 30. This was a great essay; about the only comment I would write was that the thesis in the introduction could have been a little more direct:

As a country, America has gone though many political changes throughout her lifetime. Leaders have come and gone, all of them having different objectives and plans for the future. As history takes its course, though, most all of these “revolutionary movements” come to an end. One such movement was Reconstruction. Reconstruction was a time period in America consisting of many leaders, goals and accomplishments. Though, like all things in life, it did come to an end, the resulting outcome has been labeled both a success and a failure.

When Reconstruction began in 1865, a broken America had just finished fighting the Civil War. In all respects, Reconstruction was mainly just that. It was a time period of “putting back the pieces”, as people say. It was the point where America attempted to become a full running country once more. This, though, was not an easy task. The memory of massive death was still in the front of everyone’s mind, hardening into resentment and sometimes even hatred. The south was virtually non-existent politically or economically, and searching desperately for a way back in. Along with these things, now living amongst the population were almost four million former slaves, who had no idea how to make a living on their own. They had been freed by the 13th amendment in 1865, and in the future became a great concern to many political leaders. Still, it was no secret that something had to be done. So, as usually happens, political leaders appeared on the stage, each holding their own plan of Reconstruction, each certain their ideas were the correct ones. One of the first people who came up with a blueprint for Reconstruction was the president at the time, Abraham Lincoln. The “Lincoln Plan” was a very open one, stating that after certain criteria were met a confederate state could return to the union. To rejoin, a state had to have ten percent of voters both accept the emancipation of slaves and swear loyalty to the union. Also, those high ranking officers of the state could not hold office or carry out voting rights unless the president said so.

Well, sadly enough, Honest Abe was assassinated at Fords Theatre on April 14th, 1865, before he could put his plan to the test. After his death, several other political leaders emerged with plans in hand. These men were of the Republican Party, and they called themselves Radicals. The Radical Republicans that came out to play after Lincoln ’s death had two main objectives to their cause. First, they were mad at the south, blaming them for the Civil War that had just ended. Ergo, they wanted to punish them and make them pay. Secondly, they wanted to help all of the near four million slaves who were now free men after the war. They felt these “men” needed protection, and it was their job to do so. There were three main Radical Republican leaders. These men were Thaddeus Stevens, Charles Sumner, and the formally inaugurated president Andrew Johnson. Thaddeus Stevens was a very political man, holding a place in the House of Representatives. His main concern was the economic opportunity for slaves. He wanted them to be able to make a living on their own, and not depend on the “white man” as they had done all their lives. Thinking almost on these same lines was Charles Sumner. He was a senator who fought mainly for political rights for African Americans, as well as for their citizenship. He felt that the “all men are created equal” part of the constitution really should hold up for everybody. Well, for men that is. Finally there was President Andrew Johnson. Probably due to the fact that he had been Lincoln ’s vice president, Johnson had in mind a Reconstruction plan that almost mirrored the former presidents. Many of the Radicals did not approve of Johnson’s plan, though. They felt he went over the limit with 13,000 pardons, and that he wasn’t paying enough attention to the major issue, the rights of slaves. In 1868 Andrew Johnson was impeached. All though he was not removed from office at this time, he was basically without authority.

It was at this point that Congress really stepped in with their own plan of Reconstruction. The Reconstruction Act finally passed by congress had two main points to it. First, troops were required to move in and take up residence in the confederate states of the south. Secondly, any state that wanted back into the union was only allowed to do so when and if they changed their 14th amendment. They had to agree that all men born in the U.S. were citizens, and that because of that they were guaranteed equal treatment by the law. Later, in 1870, black men were also granted the vote…but this would come later.

Now, the Reconstruction Act looked really good on paper, but as usually happens in politics somebody rocked the boat. The shake up took place in the 1876 presidential election. The two men running were Democrat Samuel Tilden, and Republican Rutherford B. Hayes. Due to the closeness of the race, a group of men called a “commission” was set up in order to figure out an outcome. In the end, the result was the Compromise of 1877. In this compromise, Hayes was declared the winner, and this was agreed on by both parties. The real kicker was the other stipulation, though. The military occupation of the southern states was put to an end. No big deal, right? WRONG! Without military force to back them up, the freed slaves living down there were without safety. There was nothing to keep the southerners from taking advantage of the freed men, and this is exactly what they did. Knowing that they couldn’t directly disobey the law, many southerners set up their own laws, or black codes, that put hard restrictions on African Americans. So, even though protection laws were in place, they did little good with nobody to enforce them. At this point Reconstruction ended. The laws were in place, and though they didn’t always work, some people felt that was enough, they had done their jobs. It’s hard to say for sure whether or not Reconstruction was a success or a failure. Since the time it began people have been debating that question.

Personally, I believe it is a toss-up. I think that though it wasn’t a total success, it was at least a step in the right direction. Granted, laws that were set up weren’t followed strictly. Still, at least laws were being created to protect African American rights. I mean, they were now formally known as citizens, and were given the right to vote. Though not a huge leap, it was a major step. If that doesn’t convince you, think of it this way. Without Reconstruction and the 14th and 15th amendments, another group may have never got the courage to fight for their rights. This group is women. Many suffrage leaders would later look at this point in African American history as a hopeful sign that they, too, might someday be recognized. So, was Reconstruction a success? Yes. It was a success with exceptions.

The Failure of Reconstruction—And Its Consequences

When a faculty member scheduled to teach in the summer 2022 residential Master’s in American History and Government (MAHG) program fell ill, other faculty sprang into action, splitting up responsibility for his course sessions. Two professors, team teaching other courses, temporarily left their colleagues in charge as they covered those sessions of the planned course on  Civil War and Reconstruction  that matched their expertise. Two others not scheduled to teach that week picked up the remaining sessions.

Senior Fellow  David Tucker , who edited the Ashbrook document collection  Slavery and Its Consequences , took the opening session, devoted to reflecting on the Civil War in American memory. He asked teachers enrolled in the course what ideas about the war their students brought to history class. They reported students’ confusion about the war’s cause.

During Reconstruction, Reconciliation Overrides Principle

Their students reflect a national amnesia that took root within a generation of the exhausting fratricidal conflict. Reconciliation became more important than clarity about why the southern states seceded. When historians of the defeated Confederacy reframed the rebellion as a principled assertion of states’ rights, their arguments were treated respectfully. Generations of textbook-reliant history teachers followed suit.

Not so the teachers beginning the MAHG course. Already well-read in primary sources on the antebellum period, they soon agreed that “without a doubt, slavery was the cause of the war,” as a teacher named Scott, of North Dakota, said. Among the general public, however, “You often see a complete disconnect from the truth,” said Jody of Tennessee. 

The issue is complicated by President Lincoln’s carefully calibrated war aims. Teachers knew that the Southern states seceded in the expectation that Lincoln’s election would lead to the end of slavery. Yet teachers also knew that Lincoln’s  initial war aim was restoring the union,  not  ending slavery . They knew that Lincoln turned toward emancipation only after concluding that freeing the enslaved would weaken the secessionist cause, ending the war and restoring the union. 

The Roots of Reconstruction

After declaring emancipation, Lincoln pushed the Thirteenth Amendment through Congress, permanently ending slavery throughout the nation. What teachers most wanted to learn was why the Thirteenth, along with the Fourteenth and Fifteenth, Amendments—all passed during Reconstruction—failed to ensure the citizenship rights of the freed people. “That’s why I’m taking this course,” Jody announced. “I’m trying to figure out what went  wrong  during Reconstruction.” Why did a century of racial oppression ensue? 

Teachers agreed that if African Americans remain disadvantaged in America’s social, economic, and political life, it is because of Reconstruction’s failure. They admitted difficulties in teaching Reconstruction, not only because textbooks often minimize the subject, but because it typically falls at the end of the “US History, part I” course taught in the eighth grade in many states. “My eighth graders never come back mentally from spring break,” said Massachusetts teacher Ethan. High school students rarely revisit the subject, unless they are taking advanced placement US history, a fast-paced survey of events in America from European discovery and settlement to the present.

The Current Controversy Goes Deeper than Reconstruction

The assigned reading for the first session of the MAHG course included Nicole Hannah-Jones’ lead essay for the “ 1619 project ” (along with a  critique of the essay  authored by MAHG professor  Lucas Morel ). Jones won a Pulitzer Prize for the essay, which highlighted aspects of the shameful history of slavery most Americans haven’t been taught. However, prominent historians objected to Jones’ central contention: that from the outset, Americans intended to found a republic based on slave labor. Historians challenged Jones’ claim that the founders designed the Constitution to uphold slavery, despite the Declaration’s announcement of human equality. They also objected to Jones’ claim that Abraham Lincoln did not see black and white Americans as equals, either.

Teachers found Jones’ argument replete with factual errors and strained interpretations. Jones failed to mention the many arguments over slavery during the Constitutional Convention, they said. She also ignored the will left behind by George Washington , added Seth, a teacher from Ohio. It freed the slaves Washington owned and provided for their education. 

Lincoln’s Commitment to Emancipation

Thomas, a teacher from New Hampshire, cited Lincoln’s private note to himself, the  Fragment on the Constitution and Union , which likens the Constitution to a frame of silver around a painting of golden apples: it was designed to protect and uphold the principle of human equality. Like other teachers, Thomas argued Lincoln wanted to abolish slavery, but worried that assimilating the newly emancipated into America’s civic life would be difficult. 

Many Americans harbored prejudices against African Americans, similar to the prejudices they harbored against each new immigrant group, Jody added. While insisting on their equality with others in their own ethnic group, they made little room for those outside. “Even if you could have made southerners” respect the civil rights of African Americans, Jody asked, “what would you do about northerners and westerners?” 

In her “1619 Project” essay, Jones describes a meeting Lincoln held with black leaders in 1862, in which he asked them to endorse the resettlement of emancipated slaves in an African or Caribbean colony. Jones says this showed Lincoln’s unwillingness to invite African Americans into full citizenship. Paul, from Washington, objected that Lincoln did not really expect to win the black leaders’ agreement to a colonization plan. “He already knew their answer would be ‘No!’ Yet I think he did foresee the long struggle Africans Americans would face as they asked to be treated equally.” 

Lincoln “could not simply say to the freedmen, ‘Come to the north,’” said Ethan. Given the hostility of Irish and other immigrants groups toward competition in the labor market, a mass migration of freedmen to the north would have been a political and social nightmare. Lincoln probably “had a better pulse on the actual attitudes of Americans toward black people than the abolitionists and radical Republicans did,” Paul agreed. Traveling through Illinois as a trial lawyer, Lincoln saw plentiful evidence of racial prejudice. In presenting the colonization option, Kyle from Idaho said, “he was just checking off the boxes,” speaking beyond the black leaders to the nation at large, exhausting every scheme for emancipation the public would easily accept. He had already asked the border states to accept compensated emancipation. Rebuffed on both counts, he proceeded with emancipation anyway.

Telling the Truth of History

“I see this essay (by Nicole Hannah-Jones) as one of the most dangerous things I could ever give my students to read,” Jody finally exclaimed. “It presents history without its context. It cherry-picks those facts” that seem to condemn Lincoln and the founders as hypocrites. “I could see my students saying, ‘Oh my gosh! This essay shows what a terrible nation we really are!’”

Still, given the publicity the 1619 project has received, students can easily find summaries of its claims online. Perhaps, Jody and her colleagues concluded, they  should  ask students to read the essay—and help them read it critically.

Teaching students to carefully assess the history of American slavery requires time and patience—at a time when state-mandated tests, AP curricula, and the march of time itself push many teachers to forgo depth for breadth. It requires careful review of the primary documents. The teachers in MAHG take the time for this, because, as Professor Tucker asserted, they are responsible for teaching young citizens the honest truth of American history. 

Part of this truth appears in James Madison’s  notes on the debates in the Constitutional Convention , which record repeated  condemnations of slavery as immoral . Madison’s account also records threats from delegates from the Carolinas and Georgia that they would refuse to sign any document that limited slavery. It quotes other delegates urging compromise, so as to prevent the young nation from splitting apart. It shows Madison objecting to any use of the word “slave” or “slavery,” lest such mention be taken as an endorsement of a practice he and others hoped would eventually disappear. 

Debates at the convention and later show Northern states, which had few slaves, moving to forbid slavery within their own borders. They show many Northerners acknowledging their principles, but hanging onto prejudices.  But they show an abandonment of principle in the south. This was especially so after the cotton gin made cotton a highly profitable export crop. Slavery spread, becoming more important in the American economy. If southerners could not give up slavery, they also could not defend slavery while professing the Declaration’s ideals. At the outbreak of civil war, Vice President of the Confederacy Alexander Stephens formally renounced the Declaration’s claim that all men are created equal in his “ Cornerstone Speech ,” proclaiming instead that the new Confederate government was “founded upon exactly the opposite idea . . . , upon the great truth that the negro is not equal to the white man; that slavery subordination to the superior race is his natural and normal condition.” 

The Long Fight for Civil Rights

By the end of the first session of the course, teachers were eager to read the story of Reconstruction in the primary documents. Yet they already glimpsed the reasons Reconstruction failed. To succeed, Reconstruction would have required southerners to give up not only prejudice but also their sense of entitlement to cheap black labor. It would also have required they admit a political principle they’d rejected. 

Teachers agreed with Jones that the story of American slavery and its many consequences should be told in greater depth. Above all, they took Jones’ point that African Americans  themselves  led the civil rights cause. Fighting for equal rights throughout the century following emancipation, black Americans developed a strategy of nonviolent resistance that has been imitated by feminists, Native Americans, and other marginalized groups. Students need to learn this. But they should also learn a point Jones denies: civil rights activists haven’t fought alone. Allies from the dominant group who’ve overcome their prejudice have fought alongside them. Most important, the Declaration has stood throughout the years, affirming their efforts.

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Historian Eric Foner On The 'Unresolved Legacy Of Reconstruction'

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After the Civil War, the federal government promised former slaves equality and citizenship. Historian Eric Foner says the failed promises reverberate today. Originally broadcast Jan. 9, 2006.

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HIST 1370: African-American Experience Through Reconstruction

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The End of Slavery and the Reconstruction of the United States

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Home — Essay Samples — Life — Reconstruction

Reconstruction Essays

Reconstruction essay topics and outline examples, essay title 1: the reconstruction era: a complex period of american history.

Thesis Statement: The Reconstruction era in the United States, following the Civil War, was marked by both progress and setbacks in the quest for civil rights, and this essay examines the multifaceted challenges, achievements, and lasting impact of this critical period.

• Introduction
• The Aftermath of the Civil War and the Need for Reconstruction
• The Freedmen's Bureau and Early Efforts at Civil Rights
• Challenges and Setbacks: Opposition and Violence
• Legacies of Reconstruction: Constitutional Amendments and Beyond

Essay Title 2: Reconstructing the South: Political, Economic, and Social Transformations

Thesis Statement: The Reconstruction era initiated significant political, economic, and social changes in the South, impacting the lives of both African Americans and white Southerners, and this essay explores the transformations that reshaped the region.

• The Emergence of New Southern Governments
• Economic Reconstruction: Land Redistribution and Labor Changes
• Social Reforms and Challenges to White Supremacy
• The Rise of the "New South" and the End of Reconstruction

Essay Title 3: The Legacy of Reconstruction: Its Impact on Civil Rights and Racial Relations

Thesis Statement: The Reconstruction era left a lasting legacy that continues to shape civil rights and racial relations in the United States today, and this essay explores how the struggles and achievements of this period continue to resonate in modern society.

• The Rise of Jim Crow Laws and Segregation
• The Civil Rights Movement: A Continuation of Reconstruction's Goals
• Legal and Social Battles for Equality
• Reflections on the Unfinished Business of Reconstruction

Prompt Examples for Reconstruction Essays

Goals and objectives.

Examine the goals and objectives of the Reconstruction era following the American Civil War. What were the main aims of Reconstruction, and how were they pursued?

The Freedmen's Experience

Discuss the experiences of newly freed African Americans during Reconstruction. How did they seek to secure their rights, and what challenges did they face in the post-war South?

Reconstruction Amendments

Analyze the significance and impact of the 13th, 14th, and 15th Amendments to the U.S. Constitution during Reconstruction. How did these amendments attempt to address issues of slavery, citizenship, and voting rights?

Political and Social Changes

Examine the political and social changes that occurred in the South during Reconstruction. How did the region transform politically, economically, and socially, and what were the consequences of these changes?

Reconstruction Success or Failure

Assess whether Reconstruction can be considered a success or failure. What were the achievements and shortcomings of the era, and how did they shape the course of American history?

Legacy of Reconstruction

Discuss the lasting legacy of Reconstruction in American history. How have the events and policies of this era continued to influence the nation's politics, race relations, and civil rights movements?

Reasons Why South Killed Reconstruction

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Reconstruction's Disappointment after The Civil War

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A Short History of Reconstruction

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Was The Reconstruction a Success or Failure, Essay Sample

Examining the successes and failures of reconstruction .

After the Civil War ended in 1865, the United States began a period known as Reconstruction. The Reconstruction period was a time of great change for the United States. The country had been through a devastating civil war, which in turn led to the end of slavery and the destruction of the Confederacy. By the way, if you need an essay about the Civil War, a custom essay writing company can help you with this. So, Reconstruction brought new hope to many Americans. However, it also brought about many problems that threatened the future of America. 

During this time, the federal government worked to reunify the Northern and Southern states while also attempting to grant African Americans some semblance of freedom and equality. 

Reconstruction was neither a success nor failure, but rather a mixture of both. Let’s take a closer look at what happened during Reconstruction and see how we can answer that question. 

Reconstruction Overview: A Success Or Failure

Reconstruction began with President Lincoln’s Ten Percent Plan in 1863. This plan declared that if 10 percent of citizens in any given state pledged loyalty to the Union, then that state would be admitted back into the Union. 

After Lincoln’s death, President Andrew Johnson implemented his own plan which was more lenient towards former Confederate states, leading to widespread criticism from Republicans in Congress who saw it as too soft on rebels and former slave owners.  

In response to this criticism, Congress passed a series of laws known as the Radical Reconstruction Acts which greatly increased federal power over Southern states and sought to protect newly freed African Americans by granting them access to civil rights such as voting rights and land ownership through legislation like the Freedman’s Bureau Act and other acts that formed part of the Reconstruction Amendments (the 13th, 14th, and 15th amendments). 

Despite these efforts, racism remained rampant throughout most of Reconstruction. African Americans were still treated as second-class citizens despite their newly granted rights; they faced discrimination in employment, housing, education, and voting rights. White supremacist groups like the Ku Klux Klan also targeted African Americans during this period in an effort to intimidate them into submission while keeping them out of politics and positions of power. 

This is one of the reasons why many historians argue that Reconstruction was ultimately a failure because it did not go far enough in restoring civil rights for African Americans or eliminating racism from American society at large.  

The Good Parts Of Reconstruction 

During Reconstruction, the governments in both the North and South worked together to create new laws, including amendments that abolished slavery and granted all citizens equal protection under the law. African Americans were able to vote for the first time and some even held public office. This was a major step forward for civil rights in America. 

Reconstruction also saw an increase in educational opportunities for African Americans. Schools were founded specifically for black students, allowing them to receive an education that would prepare them for life beyond slavery. In addition, states began investing more money into infrastructure projects such as railroads and bridges, which made transportation much easier for everyone living in those areas. 

The Not-So-Good Parts Of Reconstruction 

Unfortunately, despite these accomplishments, there were still many failures during Reconstruction. For example, Jim Crow laws were implemented throughout much of the South that restricted African American rights even further than they had been before the war started. These laws made it illegal for blacks to own property or participate fully in society. This was especially problematic because it meant that African Americans were unable to benefit from economic opportunities such as land ownership or business ownership that would have allowed them to build wealth and social status over time.  

In addition, many white Southerners opposed reconstruction efforts and worked hard to undermine any progress made by black citizens by passing discriminatory laws or intimidating voters on election day with threats of violence or arrest. As a result, many African American politicians lost their seats in government due to voter suppression tactics employed by white supremacists during this period of time. 

Impact of Reconstruction

The impact of Reconstruction on American society was complex and far-reaching. On the one hand, Reconstruction marked a significant step forward in terms of civil rights and economic development. The establishment of the 13th, 14th, and 15th Amendments and the Freedmen’s Bureau provided crucial support to African Americans, and the construction of railroads, factories, and other infrastructure projects helped to modernize the South.

However, the failures of Reconstruction also had a lasting impact on American society. The legacy of Jim Crow laws and racial discrimination persisted for decades after Reconstruction, and the corruption and mismanagement of many Reconstruction governments contributed to a general sense of disillusionment and mistrust in government.

Essay Conclusion   

Although there were certainly some successes during Reconstruction — namely granting basic civil rights protections to African Americans. There were also glaring failures that prevented full equality from being achieved at this time period. The lack of economic opportunities available to black citizens due to oppressive Jim Crow laws meant that they could not truly benefit from their newfound freedoms granted by the 13th Amendment until long after Reconstruction had ended. 

Ultimately, while Reconstruction did bring about some positive changes in terms of civil rights protections, its overall success is debatable due to its limited impact on true economic equality among all citizens regardless of race or ethnicity.

Writing A Reconstruction Essay: Tips & Tricks  

The Reconstruction era is an important period to cover in any essay about US history. But writing about Reconstruction can be tricky, as there are many aspects to this period that need to be addressed. You can ask for help with an opinion essay at a special resource or try to figure it out with some tips and tricks that we’ve put together for you for writing your next Reconstruction essay. 

Research Thoroughly

When writing about any historical event, it is important to do your research thoroughly. This means reading primary documents from the period and looking up reliable secondary sources that can provide deeper insight into the topic. Doing this will ensure that you have all of the necessary information when it comes time to write your paper. 

Make Your Argument Clear

It is important to make sure your argument is clear and concise in any kind of essay—but especially in a reconstruction essay, where there are so many different opinions on the subject matter. Be sure to make your thesis statement clear at the beginning and then back up each point with evidence throughout your paper. 

Consider Different Perspectives

There are many different perspectives on Reconstruction-era history, so be sure to consider them all when crafting your argument. For example, consider how those who were formerly enslaved may have seen this era differently than those who were not enslaved but were still impacted by its events. This will help you develop a more robust understanding of this important topic. 

Keep an Open Mind

Above all else, it is important to keep an open mind when writing about any historical event — especially one as complex as Reconstruction-era history. Don’t be afraid to challenge yourself and think outside of what you may have been taught or read before; this will help you form nuanced arguments that can truly stand out from other essays on this subject matter.  

After the Civil War, the United States underwent a period of rebuilding and reconciliation known as Reconstruction. This era was marked by significant social, political, and economic changes, many of which were aimed at promoting greater equality and opportunity for African Americans. While Reconstruction was not without its challenges and setbacks, many historians consider it to have been a success in terms of advancing civil rights and promoting social progress. Here are some of the key reasons why:

Note that while some historians argue that Reconstruction was successful in promoting civil rights and social progress, others view it as a failure due to these and other factors:

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Presidential and Congressional Reconstruction and Their Justifications Thesis

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Introduction

Presidential reconstruction, radical reconstruction, similarities and differences between the phases.

Bibliography

In the world’s history, there have been numerous cases when the mercy of one group of people and the violence and cruelty of another argument over the necessary steps to solve a particular problem. Some political figures have the power to forgive and accept the apology of former protesters, while others choose to severely punish them for trying to rebel. Precisely this division of opinions resulted in the fact that, during the Reconstruction era, Presidents Abraham Lincoln and Andrew Johnson decided to follow moderate and merciful policy, while the Radical Republicans insisted on harsher measures. Overall, Reconstruction was the period of time following the American Civil War, when the government tried to solve several economic, political, and social consequences that appeared because of the readmission of the eleven Confederate states. Being considered one of the essential eras in the history of the United States, Reconstruction was marked by the ratification of several crucial amendments that provided people with rights and freedoms. The purpose of this paper is to compare and contrast Presidential and Congressional Reconstruction and try to find certain justifications for both approaches.

Officially, Presidential Reconstruction was inaugurated in 1865, after Andrew Johnson became the President of the United States. However, it originated when Abraham Lincoln created a unique program called the “Ten Percent Plan,” which was aimed at bringing the South into the Union as quickly as possible. This plan was stated in his “Proclamation of Amnesty and Reconstruction,” which was issued in 1863 and addressed several terms that he expected most Southerners to accept.

To begin with, Lincoln chose to provide a full pardon for everyone who participated in the rebellion and restored their property. However, this merciful decision did not extend to the highest military leaders and officials of the Confederate. Further, the states were expected to abolish slavery. Finally, in case ten percent of each state’s voters had sworn an oath to be a supporter of the United States, their states could form new governments and constitutions. His intentions to move towards peace and become a united and strong nation were also indicated in his Second Inaugural Address. This was a rather lenient plan, and Johnson’s strategy was also merciful.

As the successor of the former President, Andrew Johnson also decided to provide the Southern states with relatively easy conditions for restoring their status in the U.S., which was also a rather controversial strategy. To begin with, Johnson’s “Proclamation of Amnesty and Pardon for the Confederate States” provided Southerners with an easy opportunity to return their property and status if they supported the U.S. Constitution. The President also excluded high-ranking officers and the political leadership of the Confederates. Further, when the states ratified the Thirteenth Amendment, Johnson allowed several former leaders of the Confederates to get their seats in Congress and proclaimed that all the eleven states had followed the requirements. From his point of view, the Reconstruction was successfully finished, which, however, was not Congress’s idea.

As mentioned above, though Congress and both Presidents had the same general object (to unite the country after the civil war), Radical Reconstruction was opposed to the Presidential one and had a different approach to the situation. To begin with, Radical Republicans did not find Lincoln’s plan effective and thought-through enough to protect the freed slaves’ rights. In addition, they did not want to provide forgiveness and property to the Confederate States’ representatives so easily. Therefore, Congress insisted on harsher actions and stricter demands, opposing first Lincoln and then Johnson.

First of all, Radical Republicans tried to stop the implementation of the “Ten Percent Plan” by proposing their own document. In their “Wade-Davis Bill,” Congress insisted on the necessity of the majority of Confederate states’ officials and voters to swear that they were never supporters of the Confederation or opposed to the U.S. Unless one took this oath, they could not take part in the South’s following political affairs. However, Lincoln never signed this document, and Radical Republicans had to think of another way to punish former Confederates and protect freed slaves.

After Johnson became the President, Congress was not pleased with his intention to continue Lincoln’s plan aimed at quick reincorporation of the Southern states. They were confident that the main focus had to be on protecting the emancipated blacks and giving them the same rights. However, their Civil Rights Bill and the extension of the power of the Freedmen’s Bureau were vetoed by the President. After that, Moderate and Radical Republicans united and overturned the veto, which gave them the possibility to set their own conditions for the Southern states. Therefore, Congress made them accept black suffrage and also deprived the former Confederates of their ability to hold both national and state office.

Radical Reconstruction lasted until 1877 and was also marked by the Republicans’ successful usage of a Constitutional remedy – Presidential impeachment. This allowed them to implement their steps and achieve the former slaves’ protection. For example, in 1867, the Republicans’ “Reconstruction Act also divided the South into five military districts under commanders empowered to employ the army to protect black property and citizens.” Thanks to their efforts, African Americans were given rights, and many of them managed to serve in local offices, state legislatures, and the U.S. Senate.

It is evident that the Presidential and Congressional Reconstruction had certain similarities and differences, which made the representatives of both help and oppose each other at the same time. The main similarity was in the central purpose of the Reconstruction – to get the Southern states to become part of the Union. Further, Lincoln and Congress supported each other in the idea of the necessity of the Thirteenth Amendment and new state constitutions. However, the main difference between the phases was the participants’ approaches to the solution of the issues. Radical Republicans wanted to punish the former Confederates, while Lincoln and Johnson insisted on quicker integration. Finally, another distinguishing factor is that President Johnson did not find African Americans’ rights a fundamental problem, while Congress aimed at giving them the same rights and liberties as the whites had.

To draw a conclusion, one may say that both Presidential and Congressional Reconstruction were required in order to improve and unite the country and make sure the nation was ready for the changes. Some may argue that the Presidents should have done more to protect the freed slaves and help them get used to their newly acquired freedom. However, this was eventually achieved, and this is what people should be grateful for. Despite the several differences between the two phases, it is important that the Radical Republicans and the two Presidents had the same central purpose of uniting their wounded nation, which they finally achieved.

Johnson, Andrew. “Proclamation of Amnesty and Pardon for the Confederate States.” 1865, Web.

Lincoln, Abraham. “Proclamation of Amnesty.” Bartleby , 1863, Web.

“ Second Inaugural Address .” National Park Service , 1865, Web.

“Radical Reconstruction.” U.S. History . Web.

“Reconstruction.” U.S. History . Web.

“Transcript of Wade-Davis Bill (1864).” Our Documents.gov . Web.

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IvyPanda. (2022, December 10). Presidential and Congressional Reconstruction and Their Justifications. https://ivypanda.com/essays/presidential-and-congressional-reconstruction-and-their-justifications/

"Presidential and Congressional Reconstruction and Their Justifications." IvyPanda , 10 Dec. 2022, ivypanda.com/essays/presidential-and-congressional-reconstruction-and-their-justifications/.

IvyPanda . (2022) 'Presidential and Congressional Reconstruction and Their Justifications'. 10 December.

IvyPanda . 2022. "Presidential and Congressional Reconstruction and Their Justifications." December 10, 2022. https://ivypanda.com/essays/presidential-and-congressional-reconstruction-and-their-justifications/.

1. IvyPanda . "Presidential and Congressional Reconstruction and Their Justifications." December 10, 2022. https://ivypanda.com/essays/presidential-and-congressional-reconstruction-and-their-justifications/.

IvyPanda . "Presidential and Congressional Reconstruction and Their Justifications." December 10, 2022. https://ivypanda.com/essays/presidential-and-congressional-reconstruction-and-their-justifications/.

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reconstruction era, support a thesis statement with information gained from research or investigation, History 1 Research Paper

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Description

Research paper.

Note:  Before beginning this assignment, read through information contained in the Scholastic Dishonesty link in the course menu to the left.

The core assignment of this course is a documented research paper (1500-2000 words in length = approx. 6 - 8 pages double spaced, 12-point font).

• The paper should support a thesis statement with information gained from research or investigation.
• The paper will not be just a report presenting information, but will be a paper that carefully examines and presents your own historical interpretation of the topic you have chosen and your interpretation of the information you have gathered.
• The paper may include consideration of problems and solutions, define key terms, or refute arguments against your thesis statement.

It will be important to choose a topic of interest to you.

• Approach this assignment with an open and skeptical mind, then form an opinion based on what you have discovered.
• You must suspend belief while you are investigating and let the discoveries shape your opinion. (This is a thesis-finding approach.)
• Once you have found your thesis, write the paper to support it.

You will use some of the following critical thinking skills in this process:

• Choosing an appropriate topic, limiting the topic
• Gathering information, summarizing sources
• Analyzing and evaluating sources
• Defining key terms
• Synthesizing information, comparing and contrasting sources
• Testing a thesis, making a historical argument, using refutation
• Amassing support for a position
• Documenting sources

Because this may be a longer paper than you have written before and a complex process is involved, it is recommended that you complete this paper using the following steps:

• Choose a topic related to U.S. History up to 1877 (Chapters 1-15) that you would truly like to explore and that you are willing to spend some time on. Your chosen topic should be focused. Pose a question that you really want to answer. You may want to begin with more than one topic in mind.
• Do some preliminary reading on the topic(s). You may begin with the textbook, then further explore the information available. Refine your topic. Summarize your topic, your interest in the topic, the questions you want to answer, and a hypothesis you want to test.
• Examples of primary sources are ones that are used in our discussion forums 2 - 8.
• They are sources that are contemporary to the times under investigation.
• An example of a secondary source is our textbook, though the textbook also contains excerpts of primary sources, which you may use as a source in your paper.
• Outline the results of your research and the plan for your paper (you are not required to submit the outline).
• Write the final draft and be sure to include a Works Cited List, and use the correct  MLA documentation style .

Grade Rubric

INTRODUCTION & THESIS: The paper makes a clear and effective statement (the thesis) about the chosen topic. /15

FOCUS AND DEVELOPMENT: Body of the paper focuses on this thesis and develops it fully, recognizing the complexity of issues. /30

SUPPORT AND SYNTHESIS: Uses sufficient and relevant evidence to support the thesis (and primary points), including facts, inferences, and judgments.  Quotes, summarizes, and paraphrases accurately and effectively--appropriately introducing and explaining each quote. /30

CONVENTIONS: Uses MLA format correctly; includes a Works Cited list; is free of errors. /10

CORRECTNESS AND STYLE: Shows critical thinking and depth of understanding; uses appropriate tone; shows sophistication in language usage and sentence structure. /15 TOTAL: 100

Submission Instructions

Complete your assignment using word-processing software such as MS Word, Open Office (download free software at  http :// www . openoffice . org ), or other per course requirements.

• Save your file as an  . rtf  (rich text format) or word document.
• Select the  Browse My Computer  button to navigate to the file.
• Locate and select your file.
• Select  Submit .

Explanation & Answer

Hello, I am through with the paper and just like you told me, it is free of plagiarism and it has no grammar error. I decided to talk about Reconstruction Era because I felt it was an interested topic in U.S. History. I have covered all the requirements of the paper and I hope you will like my work. If there is any mistake please do not hesitate to let me know because I will be available for the correction.Thanks once more and have a nice time.Goodbye Surname: 1 Name: Professor’s Name: Course: Date: Reconstruction Era Reconstruction era was the period that came after the civil war, and it was between the years 1863-1877. During the civil war in the United States, a debate over reconstruction came up in 1963 and during that time Abraham Lincoln was the president. Lincoln announced the plan called Ten Percent that was the first rehabilitation program and the playbill was pointing at the slavery prohibition. Lincoln’s fundamental aim for the reconstruction was to bring the nation back together in a quick way possible. The Congress proposed the constitution, and they wanted the slavery in the U.S. to come to an end. After the proposal, the Congress ratified the Thirteenth Amendment to the U.S. Constitution, and the law abolished slavery. After the end of the civil way on 9th April 1865, the assassination of Abraham Lincoln happened a week after, and Andrew Johnson who was the vice president took over. Johnson’s reconstruction plans included loyalty vow to the U.S. as a nation and slavery abolition. The paper will be focusing on the fundamental reasons for restoration and the transformation of the Southern U.S. After that; it will look at the events that took place during this era, for instance, the residential and radical reconstruction. Apart from that, it will look at the both positive and negative results of reconstruction including the black activism rising and several reasons that led to its failure and how the period ended. The Purpose of Reconstruction Regaining a republican government form by the States was the leading cause of reconstruction. The Congress was to look on the Confederacy former leaders’ civil status and the legal status and constitution of freedmen. The legal status included the freedmen’s civil Surname: 2 rights and their right to vote under the constitution of U.S. the Southern State was rebellious with the Northern State, and the people wanted the nation to be united. Reconstruction provided readmission terms to the Southern State and that brought unity. During the civil war time, there was a political difference among the Americans. Hence, the amendment of the 13th, 14th, and 15th established a political equality for every...

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Corey Grozier

Corey is a first year Ph.D student in the Department of Kinesiology, studying under Dr. Matthew Harkey. His interests include utilizing clinical imaging and biomechanics to identify physiological changes to the knee following anterior cruciate ligament injury. Corey received his master’s degree in Exercise Science from the University of North Alabama with a concentration in nutrition and dietary supplementation with medicinal mushrooms. He received his bachelor of science degree from the University of West Florida where his undergraduate research focused on chronic ankle sprain instability and postural stability. Corey currently serves as a research assistant in the Department of Kinesiology. Contact Corey at [email protected] .

Jessica Tolzman

Jessica is a first year master’s student in Kinesiology with a concentration in Exercise Physiology studying under Dr. Matthew Harkey. Her research interests include recovery following an anterior cruciate ligament reconstruction and ultrasound assessment. She completed her undergraduate degree at the University of New England in 2022 for Applied Exercise Science. She serves as the Master’s Student Liaison in the Kinesiology Graduate Student Organization (KGSO). Contact Jessica at [email protected]

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Francesca is a Ph.D. student in the Department of Kinesiology. Her concentration is in Cognitive and Motor Neuroscience and her research interests include psychological outcomes after anterior cruciate ligament reconstruction. Francesca received her Master of Science in Post-Professional Athletic Training from the University of Kentucky in 2019 during which time she also served as a Graduate Assistant Athletic Trainer. Her master’s research examined injury-related fear and visuomotor reaction time in individuals after anterior cruciate ligament reconstruction. She received a Bachelor of Science degree in Athletic Training from James Madison University in 2017. Francesca currently serves as a teaching assistant and research assistant in the Department of Kinesiology. Contact Francesca at  [email protected]

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Megan is a Ph.D. student in the Department of Kinesiology with a concentration in Psychosocial Aspects of Sport and Physical Activity, studying under Dr. Tracey Covassin. Her research interests include psychosocial outcomes in relation to a comprehensive approach to treatment of concussion. Megan previously worked as a research assistant for the Defense and Veterans Brain Injury Center (DVBIC). She received a Master’s Degree in Kinesiology and Health – Sport Leadership from Miami University in 2017. Her thesis explored the physical and psychological effects of sport-related concussion in former team sport athletes. Megan currently serves as a teaching and research assistant in the Department of Kinesiology. Contact Megan at  [email protected]

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Morgan’s research interests include the neuropsychological, psychosocial, and physical effects of sport-related concussion (SRC). She completed her master’s degree in Kinesiology-Exercise Science at the University of Arkansas in 2017. Her thesis compared before-school and after-school neurocognitive performance and symptoms to determine the optimal time to administer computerized neurocognitive testing. She graduated with a Ph.D. from MSU in 2021.

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Tom graduated with a Ph.D. in Kinesiology from MSU in 2021. Tom received his Master’s Degree in Athletic Training from Indiana University and Bachelor’s Degree from Hope College. His primary research focus is enhancing participation in vigorous physical activity while mitigating risk of second injury among young individuals who have undergone ACL reconstruction (ACLR). He uses ACLR as a model to study the neurophysiological effects of traumatic knee injury that prevent returning to vigorous physical activity and to investigate assessments that can identify individuals at risk of a second ACL injury.

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Katie earned a Ph.D. in Kinesiology with a concentration in cognitive and motor neuroscience. Her research interests include utilizing clinical imaging and biomechanical outcomes to better understand return to physical activity following ACL reconstruction. Katie received her Master’s Degree in Kinesiology with a concentration in Applied Physiology and Neuromechanics from the University of North Carolina at Charlotte. Her master’s research focused on biomechanical outcomes and sensory reweighting following intervention in individuals with a history of ACL reconstruction.

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Caroline received her Ph.D. from MSU in 2020 and is currently a post-doctoral fellow in the MOTION lab at the University of North Carolina at Chapel Hill. She studies aspects of muscular performance and physical activity after ACL injury to help identify clinical tools to reduce risk of re-injury and developing osteoarthritis. Caroline received a 2017 Doctoral Research Assistant Grant from the National Athletic Trainers’ Association Research and Education Foundation to support her ongoing work investigating the impact of involved limb quadriceps dysfunction on single leg movement quality after ACLR. Her master’s research assessed limb symmetry in healthy subjects as a means for guiding objective return to play criteria following ACL reconstruction.

Kyle Petit, Ph.D., ATC

Kyle received his Ph.D. from MSU in 2020. His research primarily focused around the influence of premorbid and post-injury risk factors on concussion recovery. Specifically, Kyle’s dissertation looked into the association between post-concussion physical activity participation and concussion recovery outcomes in college-aged adults. Kyle now serves as an Assistant Professor of Athletic Training at the University of Mary in Bismarck, North Dakota.

Alyssa Pollard-McGrandy, Ph.D., ATC

Alyssa earned her Ph.D. Kinesiology with a concentration in Athletic Training. She now is a faculty member within the Master of Science in Athletic Training program at MSU. Alyssa received her Bachelor of Science in Athletic Training and a Master of Science in Health Administration and Leadership from Saginaw Valley State University. During her MS, Alyssa worked as a graduate assistant athletic trainer. After completing her Master’s degree, Alyssa worked as an Assistant Professor of Kinesiology. Currently, Alyssa is a serving as a graduate teaching assistant within the Kinesiology Department. Alyssa is involved in a variety of organizations, including MWACSM, ACSM, MATS, and NATA and was recipient of the President’s Cup award for her presentation at MWACSM 2019 conference. Her research interests include the psychosocial factors (e.g., depression, anxiety) and the physical effects of sport-related concussions. Contact Alyssa at  [email protected]

Ashley Triplett, Ph.D.

Ashley graduated with a Ph.D. in Kinesiology and a concentration in Exercise Physiology. Her research interests include the physiological effects of ACL reconstruction on aerobic fitness, body composition, and physical activity engagement. She completed her master’s degree in Kinesiology with a focus in Exercise Physiology at Michigan State University in 2016. Her master’s research evaluated the physiological response of Division I ice hockey players during games and practice sessions. She is now an assistant professor in the Department of Kinesiology. Contact Ashley at  [email protected]

Aaron Zynda, Ph.D.

Aaron earned a Ph.D. student in the Department of Kinesiology in 2023, studying with Dr. Tracey Covassin. His primary research interests revolve around risk factors associated with prolonged recovery following sport-related concussion (SRC). Aaron previously worked as a clinical research coordinator at Scottish Rite for Children Orthopedic and Sports Medicine Center and became a Certified Clinical Research Professional (CCRP) in 2018. At Scottish Rite, his work focused on the use of DHA as a treatment following SRC and the association between sleep quality and recovery following SRC in the pediatric population. He received a Bachelor of Science degree in Movement Science from the University of Michigan in 2015.