After the war of the North and the South
The nation lay in ashes
The wounds would stay as long as you could think
Along with racial clashes
The caged birds were free
Slavery was over
Abolition was secured by Thirteenth
Life was getting better for the so called “freed”
Protection was there, the country did try
Despite the fact that many asked why
The 14th secured citizenship
The 15th brought in voting
The freedmen were getting their basic rights
A new hope of life was coming
The Freedmen’s Bureau you see
Was an agency meant to give aid to those of the “freedmen”
Which was enslaved people from the war sent free
To aid them with the liberty of life yet when?
It set up schools for Freedmen to read
Provided housing, medical aid, established schools, and offering legal assistance was all part of its game
Indeed its successes included feeding millions and finding such education to name
To find that in the end it’s efforts were one where it’s history is in the past to remain
Such a cruelty and evil still remained that is such a form of slavery
Sharecropping, the only thing to hold on as a doing of such a savory
African Americans were in a deep debt as a result of the evil
Yet, such roared an upheaval through the relentless hard working body of those still laying wishing once again to be freed
With such high expectations for a dream revealed them the reality of owning the lands as it continued to bleed
There are so many reasons why Africans migrated to the North
To escape the racial discrimination from the South
In order to gain some land and make a living,
After all the labor they’ve been giving
With all these southern laws, they weren’t truly free
It is evident, that it was never different from slavery
The rise of African Americans in government was the greatest accomplishment of all,
For once, the African Americans would never fall
Hiram R. Revels, the first US senator of 1870
Gave them great hope that America will become equal and truly free
For once, they had power; For once, they had hope,
For once Congress had some diversity, out of whites’ control
Reconstruction was a tough time
Especially for the freedmen
The struggle was hard, the struggle was real
But the country had spoken
Immigration Song
So no one told us life was gonna be this way
But You can’t drive us out cause we’re already here
nativists want us to go back to china;
They tried to pass the chinese exclusion act of 1882
Go to different schools
Japan tried to protest
Sf made those rules
But the pres’ ended it
“No more workers come”
So we can get our wives too
You’re up at 4 am but you’re kid’s still asleep
Thanks to child labor, your kid keeps complaining
Useful ‘cause they’re small, can fit in small places
reformers and labor organizers sought to bring up your wages
What are we to do??
We work hard and get hurt
Low pay, no breaks too
Rats, poop, disease. It's true.
Too crowded, steamin’
On the lower east side
National Immigration
2 percent, 1 nationality
Restrictions on who/what could come to the land of the free
World War I made it possible for Congress to pass this
There’s also Tammany Hall
A political force since ‘89
corrupt, but helped with immigrants and more
Leaders became advocates to help people with law and much more
He’s the worst of all
And they call him Boss Tweed
Stole some money, yup
One hundred million, yikes
Tried to get away
But Thomas Nast stopped him
The End
Reconstruction Some How Some Way
By: Alissa, Warny, Zak
Hook:
Yea, somehow someway
The Civil War broke out in many, many days
Can’t lie, but there just wasn’t any way
To stop the war from starting that day, yeah.
But somehow someway,
The Civil War broke out in many, many days,
Can’t lie, but there just wasn't any way
To stop the war from starting that day, yeah.
Look, the Civil War affected many lives,
Including the soldiers and their wives'.
All these deaths had left them traumatized,
But what they all had failed to realize,
Was that women became great spies
They disguised themselves as men
And had worked the jobs over and over again
Some were farmers, growing all the crops
Others were nurses making sure the men didn't drop.
African Americans helped out too,
They made sure that the soldiers always had food,
They made sure that the soldiers were never hurt,
They made sure that the soldiers always had a shirt,
Civilians aided the soldiers as well,
They volunteered with medical aid if the soldiers needed help,
They donated clothes,
To keep the soldiers on their toes.
They made sure the soldiers were always armed,
Trying to keep them...unharmed.
This war affected NY,
There was a lot of people that died,
A bunch of fallen soldiers,
For all of them we cry,
All we saw was destruction,
There was no type of light,
Until we got introduced to new machinery,
This all looked like it was part of a scenery.
Georgia was left with no political leadership,
They lost all their men and everything under their fingertips.
No slaves to grow their crops,
Not even Southerners who had dropped
There were fewer people to work on the fields
Labor force became unrevealed
The 13th amendment gave Congress more power,
They made laws involving African American’s rights by the hour.
President Johnson required states to abolish slavery,
This was so the states can organize new governments with bravery.
Congress rejected this approach Johnson made,
It did not seat southern senators and representatives so they made an upgrade.
Congress passed the Civil Rights Act in 1866,
They granted citizenship to African Americans as a fix.
And guaranteed the civil rights of all except Native Americans,
The bill was vetoed, but then again,
In June 1868 Congress seated representatives from seven states,
Radicals took charge, they were done with the wait.
Hook:
Yea, somehow someway
The Civil War broke out in many, many days
Can’t lie, but there just wasn’t any way
To stop the war from starting that day, yeah.
But somehow someway,
The Civil War broke out in many, many days,
Can’t lie, but there just wasn't any way
To stop the war from starting that day, yeah.
Intro: Slavery was to blame
For all of the pain
The pain from
The war
Verse: March to the Compromises
To get them certified
Missouri, 1850
Protesting through the city
Verse: States Seceded
Flordia, Georgia
And more
All gone
Chorus: War going on
People dying
All cause of
slavery
Verse: Dred Scott & Sanford
tensions were growing,
As time went on
their true intentions were showing
Chorus: War going on
People dying
All cause of
slavery
8th Grade Midterm Study Guide
7.8b As the nation expanded geographically, the question of slavery in new territories and states led to increased sectional tensions. Attempts at compromise ended in failure.
* Students will examine attempts at resolving conflicts over whether new territories would permit slavery, including the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act.
* Students will examine growing sectional tensions, including the decision in Dred Scott v. Sanford (1857) and the founding of the Republican Party.
7.8c Perspectives on the causes of the Civil War varied based on geographic region, but the election of a Republican president was one of the immediate causes for the secession of the Southern states.
* Students will examine both long- and short-term causes of the Civil War.
* Students will identify which states seceded to form the Confederate States of America and will explore the reasons presented for secession. Students will also identify the states that remained in the Union.
* Students will examine the role of New York State in the Civil War, including its contributions to the war effort and the controversy over the draft.
7.8d The course and outcome of the Civil War were influenced by strategic leaders from both the North and South, decisive battles, and military strategy and technology that utilized the region's geography.
* Students will compare the advantages and disadvantages of the North and the South at the outset of the Civil War.
* Students will examine the goals and content of Lincoln’s Emancipation Proclamation.
* Students will examine how the use of various technologies affected the conduct and outcome of the Civil War.
* Students will examine the enlistment of freed slaves and how this helped to change the course of the Civil War.
* Students will examine the topography and geographic conditions at Gettysburg and Antietam, and analyze the military strategies employed by the North and the South at Gettysburg or Antietam.
7.8e The Civil War affected human lives, physical infrastructure, economic capacity, and governance of the United States.
* Students will examine the roles of women, civilians, and free African Americans during the Civil War.
* Students will examine the aftermath of the war in terms of destruction, effect on population, and economic capacity by comparing effects of the war on New York State and Georgia.
*Students will explain how events of the Civil War led to the establishment of federal supremacy.
8.1a Different approaches toward and policies for Reconstruction highlight the challenges faced in reunifying the nation.
* Students will compare and contrast the differences between Reconstruction under Lincoln’s plan, Johnson’s plan, and congressional (Radical) Reconstruction.
8.1b Freed African Americans created new lives for themselves in the absence of slavery. Constitutional amendments and federal legislation sought to expand the rights and protect the citizenship of African Americans.
* Students will examine the Reconstruction amendments (13th, 14th, and 15th) in terms of the rights and protections provided to African Americans.
*Students will examine the Freedmen’s Bureau’s purpose, successes, and the extent of its success.
* Students will examine the effects of the sharecropping system on African Americans.
* Students will examine the reasons for the migration of African Americans to the North.
* Students will examine the rise of African Americans in government.
8.1c Federal initiatives begun during Reconstruction were challenged on many levels, leading to negative impacts on the lives of African Americans.
* Students will explore methods used by Southern state governments to affect the lives of African Americans, including the passage of Black Codes, poll taxes, and Jim Crow laws.
*Students will explore the responses of some Southerners to the increased rights of African Americans, noting the development of organizations such as the Ku Klux Klan and White Leagues.
*Students will examine the ways in which the federal government failed to follow up on its promises to freed African Americans.
*Students will examine the effects of the Plessy v. Ferguson ruling.
8.2a Technological developments changed the modes of production, and access to natural resources facilitated increased industrialization. The demand for labor in urban industrial areas resulted in increased migration from rural areas and a rapid increase in immigration to the United States. New York City became the nation’s largest city, and other cities in New York State also experienced growth at this time
*Students will identify groups of people who moved into urban areas, and examine where they came from and the reasons for their migration into the cities. Students will explore the immigrant experience at Ellis Island.
*Students will compare and contrast immigrant experiences in locations such as ethnic neighborhoods in cities, rural settlements in the Midwest, Chinese communities in the Far West, and Mexican communities in the Southwest.
8.2b Population density, diversity, technologies, and industry in urban areas shaped the social, cultural, and economic lives of people.
*Students will examine the population growth of New York City and other New York cities and the technologies and industries which encouraged this growth.
*Students will examine the living conditions in urban areas with a focus on increasing population density and the effects that this growth had on the social, cultural, and economic lives of people.
8.2c Increased urbanization and industrialization contributed to increasing conflicts over immigration, influenced changes in labor conditions, and led to political corruption.
* Students will examine nativism and anti-immigration policies, including the Chinese Exclusion Act, the Gentlemen’s Agreement, and immigration legislation of the 1920s.
*Students will explore the growth and effects of child labor and sweatshops.
*Students will explore the development of political machines, including Boss Tweed and Tammany Hall.
8.2d In response to shifts in working conditions, laborers organized and employed a variety of strategies in an attempt to improve their conditions.
*Students will examine the goals and tactics of specific labor unions including the Knights of Labor, the American Federation of Labor, and the Industrial Workers of the World.
*Students will examine key labor events including the Haymarket affair, and the Pullman Strike
8.2e Progressive reformers sought to address political and social issues at the local, state, and federal levels of government between 1890 and 1920. These efforts brought renewed attention to women’s rights and the suffrage movement and spurred the creation of government reform policies.
*Students will examine the Populist Party as a reform effort by farmers in response to industrialization.
* Students will investigate reformers and muckrakers such as Jane Addams, Florence Kelley, W. E. B. duBois, Marcus Garvey, Ida Tarbell, Eugene V. Debs, Jacob Riis, Booker T. Washington, and Upton Sinclair. Student investigations should include the key issues in the individual’s work and the actions that individual took or recommended to address those issues.
*Students will explore leaders and activities of the temperance and woman’s suffrage movements.
* Students will investigate the Triangle Shirtwaist Fire and the legislative response.
* Students will examine state and federal government responses to reform efforts, including the passage of the 17th amendment, child labor and minimum wage laws, antitrust legislation, and food and drug regulations.
8.3a Continued westward expansion contributed to increased conflicts with Native Americans.
*Students will examine the effects of the transcontinental railroad on the movement toward westward expansion.
* Students will examine examples of Native American resistance to the western encroachment, including the Sioux Wars and the flight and surrender of Chief Joseph and the Nez Perce.
*Students will examine United States and New York State policies toward Native Americans, such as the displacement of Native Americans from traditional lands, creation of reservations, efforts to assimilate Native Americans through the creation of boarding schools, the Dawes Act, and the Indian Reorganization Act and the Native Americans’ various responses to these policies.