Fair Compensation or Failure to Compensate?: The Bureau of - - PowerPoint PPT Presentation

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Fair Compensation or Failure to Compensate?: The Bureau of - - PowerPoint PPT Presentation

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Fair Compensation or Failure to Compensate?: The Bureau of Refugees, Freedmen and Abandoned Lands Bruce A. Lesh Franklin High School Reisterstown, Maryland Elements of a History Lab A central question that does not have one answer.

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Fair Compensation or Failure to Compensate?: The Bureau of Refugees, Freedmen and Abandoned Lands

Bruce A. Lesh Franklin High School Reisterstown, Maryland

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Elements of a History Lab

  • A central question that does not have
  • ne answer.
  • Source work—Historical sources are

evaluated and the information gained is applied to the development of an answer to the lab’s central question.

  • The employment of literacy skills to

evaluate historical sources.

  • The development, refinement, and

defense of an evidence-based answer to the guiding historical question

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Let’s ¡help ¡Jerry ¡

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“…by ¡raising ¡thought-­‑provoking ¡ questions, ¡ones ¡that ¡demand ¡ answers ¡supported ¡by ¡reasons, ¡ by ¡evidence…teachers ¡ introduce ¡a ¡sense ¡of ¡ mystery[into ¡their ¡instruction]” ¡ ¡

Teaching United States History as a Mystery David Gerwin and Jack Zevin

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“The ¡point ¡of ¡questions… is ¡to ¡provide ¡direction ¡ and ¡motivation ¡for ¡the ¡ rigorous ¡work ¡of ¡doing ¡ history.” ¡

Linda ¡Levstik ¡and ¡Keith ¡Barton, ¡Doing ¡History: ¡Investigating ¡ with ¡Children ¡in ¡Elementary ¡and ¡Middle ¡Schools ¡

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“Challenging ¡History: ¡Essential ¡Questions ¡in ¡the ¡Social ¡Studies ¡ Classroom” ¡by ¡Heather ¡Lattimer ¡

  • Have more than one reasonable answer.
  • Connect the past to the present.
  • Enable students to construct their own

understanding of the past.

  • Reveal history as a developing narrative.
  • Challenge students to examine their own

beliefs

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“What Leads to the Fall of a Great Empire? Using

Central Questions to Design Issues-based History Units,” Edward Caron Six criteria for effective questions to guide historical inquiry:

– Does the question represent an important issue to historical and contemporary times? – Is the question debatable? – Does the question represent a reasonable amount of content? – Will the question hold the sustained interest of middle or high school students? – Is the question appropriate given the materials available? – Is the question challenging for the students you are teaching?

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Historical Categories of Inquiry

  • cause ¡and ¡effect ¡
  • change ¡and ¡continuity ¡
  • turning ¡points ¡
  • using ¡the ¡past ¡
  • and ¡through ¡their ¡eyes ¡
  • “spiraled ¡and ¡sequenced ¡throughout ¡the ¡curriculum” ¡
  • build ¡a ¡common ¡language” ¡to ¡structure ¡students ¡

examination ¡of ¡the ¡past ¡ ¡

Thinking ¡Like ¡an ¡Historian: ¡Rethinking ¡History ¡Instruction ¡A ¡Framework ¡to ¡ Enhance ¡and ¡Improve ¡Teaching ¡and ¡Learning ¡ Nikki ¡Mandel ¡and ¡Bobby ¡Malone ¡

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Marcus Garvey: The Evolution of a History Lab Question

  • Who was Marcus Garvey?
  • What was Garvey best known for?
  • What was the Back to Africa movement? Did people support

the movement?

  • How did Garvey compare to Washington and Dubois?
  • Did Marcus Garvey have a negative or positive impact on

society?

  • What did Garvey bring to the 1920s?
  • Marcus Garvey a Renaissance man?
  • Visionary or agitator at the beginning, but realized no matter

what he is definitely an agitator

  • Was Garvey seen as a villain or a superhero?
  • Marcus Garvey: Enemy of the State, Statesmen, or Savior?
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Marcus ¡Garvey: ¡The ¡Evolution ¡of ¡a ¡ History ¡Lab ¡Question ¡

Marcus ¡Garvey: ¡Racial ¡Visionary ¡

  • r ¡Enemy ¡of ¡the ¡state? ¡ ¡
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At the conclusion of the Civil War, should freemen be provided money or land as compensation for enslavement and to promote the transition from slavery to freedom?

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“The Freedmen’s Bureau” Published by Currier & Ives, New York c1868.

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Effective Ineffective

Was the Freedmen’s Bureau…

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  • Tell us about your source: Describe the

type of source you are examining and how this might present challenges for the type of information you get from the source.

  • What successes or roadblocks

encountered by the Freedmen’s Bureau are illuminated by the source?

  • Decide where on the continuum you

will place the source

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Health

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Marriages

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Chaplain Joseph Warren of the Freedmen's Bureau presiding over the wedding of a black soldier and his wife at Vicksburg, Mississippi. Harper's Weekly, June 30, 1866, Library of Congress.

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Popular/Political Reactions

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Alfred R. Waud. "The First Vote." From Harper's Weekly, November 16, 1867.

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Registration at the South—Scene at Ashville, North Carolina (Harpers Weekly 1867)

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Contract Negotiation

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Transcript (LPR 35, Box 1, Folder 2) State of Alabama} This contract made this the Wilcox County }day of 1868 between James A. Tait & Thomas Hill (Freedman) with respect(?) That the said Tait agrees to let Thom Hill have a certain piece of land known as the "Morriss Ridge," for the year 1868 upon which (Ridge) he ^Hill is permitted to clear land & build houses, without expense to said Tait excepting nails & flooring The said Tait agrees to let him work the lands east of his residence known as "Dry Fork," & to give said Tait for rent thereof one fourth of all produce raised on said lands. The aforesaid Tait is to be at no expense in feeding his (Hill's) family or any stock required in making said crop— Witness

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Voting and Elections

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Freedmen's Right to Vote, May 1, 1867 ". . . measures will be taken as will inform all Freedmen entitled to be registered, of the necessity for, and the time and place

  • f registration, and

the time and place

  • f voting."

Virginia, Jerusalem (Southampton County),

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Voting in New Orleans

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A Political Discussion

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The Georgetown [South Carolina?] Election—The Negro and the Ballot Box

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Electioneering at the South

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“Blacks Voting in Richmond, VA”

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Rations Issued at Fort Smith, Arkansas, in June and July 1867 "Names of person, no. of adults and children, Dates of issue, no. of days,

  • no. of lbs. of

bacon and corn, and Remarks [race]." Arkansas, Fort Smith (Sebastian County), Register

  • f Persons

Drawing Rations

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Banking and Investment

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Education

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Colleges and Universities Started by the Freedmen’s Bureau

  • Augusta Institute
  • Hampton University
  • Howard University
  • Berea College
  • Fisk University
  • Atlanta University
  • New Orleans University
  • Shaw University
  • Stillman College
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Settlement of Racial Tensions

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Race riots in Memphis, Tennessee

  • --1866
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Family Reunification

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"I am anxious to learn about my sisters, from whom I have been separated many years__I have never heard from them since I left Virginia twenty four years ago__I am in hopes that they are still living and I am anxious to hear how they are getting on__"

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Effective Ineffective

Was the Freedmen’s Bureau…

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Effective Ineffective

Was the Freedmen’s Bureau…

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Issuing of Rations

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SLIDE 59 Glimpses at the Freedman's Bureau: Issuing Rations to the Old and Sick James E. Taylor September 22, 1866 Reproduced from Frank Leslie's Illustrated Newspaper

Glimpses at the Freedman's Bureau: Issuing Rations to the Old and Sick James E. Taylor September 22, 1866 Reproduced from Frank Leslie's Illustrated Newspaper

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This Harper’s Weekly cartoon by Thomas Nast is set over 20 years in the future (1900), and features a weary, old black man—"the last poor depositor"— clinging patiently to the hope that his embezzled savings will be returned to him. In March 1865, shortly before the end of the Civil War, Congress chartered the Freedmen’s Savings and Trust Company, commonly called the Freedmen’s Savings Bank. The white-abolitionist owners aimed to encourage the newly-freed slaves to set aside a portion of their wages by giving them a financial institution they could trust. In its various branches, black men sat upon its advisory boards and were hired as bank tellers. Over 100,000 black individuals, families, churches, charities, and societies deposited a total of $57,000,000 with the Freedmen’s Savings Bank, although most accounts were under $50. In the early 1870s, the bank directors began making speculative investments in Washington, D.C., real estate and providing substantial, unsecured loans to railroad and other business firms. Jay Cooke, president of the Northern Pacific Railroad Company, for example, borrowed $500,000 on favorable

  • terms. Other loans were handed out to friends, political cronies, and allegedly even to members of the

Ku Klux Klan (as Thomas Nast pictures in another cartoon), all of which undermined the bank's

  • reserves. Embezzlement schemes occurred at several bank branches.

Already overextended, the onset of an economic depression in 1873 was the fatal blow to the bank. In an attempt to save it, Frederick Douglass, the esteemed black leader, was appointed bank president and convinced to deposit $10,000 of his money in the institution as a show of good faith. Nevertheless, the Freedmen’s Savings Bank failed in June 1874, with only $31,000 to reimburse the remaining 61,000 depositors. The average loss was $20 per customer. The Freedmen’s Savings Bank was a private corporation, but it had benefited from an assumption that it was affiliated with the Freedmen’s Bureau, an agency of the federal government. Customers were solicited by army officers and by advertisements displaying the authoritative image of Abraham Lincoln. Several American presidents called for the federal government to repay the lost deposits, but successive Congresses refused. Half of the depositors eventually got back about three- fifths of their accounts. As this cartoon accurately predicts, some depositors desperately appealed to the federal government for their funds even into the twentieth century

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In March 1863, the US Congress created a new agency within the War Department, the Bureau of Refugees, Freedmen and Abandoned Lands.

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