Reconstruction Historiography Calvo AMH 2020 Due January 22

Reconstruction Historiography Calvo AMH 2020 Due January 22

Essay 1: Reconstruction Historiography Calvo AMH 2020 Due January 22. 15% of final grade This essay asks students to consider the historiography on Reconstruction. To complete the assignment’s objectives, it is important for students to address the topics in a systematic, well-organized writing format. Be sure to follow the instructions carefully. The introduction needs to tell the reader what will be covered in the body paragraphs.

The introduction needs to present a thesis, in this case, a brief synopsis of how you address the second part of the essay—the significance of Reconstruction, and more especially, how accurate is the description of Reconstruction provided by the historian that you will test in the third part of the essay. The thesis is the most important part of any essay, so make sure it is substantive, make sure it "stands out." First, students will identify two arguments that have wielded influence in Reconstruction historiography. Students need to illustrate a sharp understanding of each of the two arguments that they have selected. The most influential arguments are Dunning’s, Du Bois’, and Foner’s. Students do not necessarily have to discuss Dunning, Du Bois, or Foner.

The Pressly reading indicates that historians have offered several different interpretations about Reconstruction. Pick two and explain them in full. After the introduction paragraph, students should spend the first two body paragraphs of their essay discussing and developing the two arguments—about one paragraph for each historian. Second, after the introduction and two paragraphs discussing the arguments of two historians, students will spend the next paragraph (or two) reflecting, analyzing, interpreting the significance of, and offering insight on, the importance of Reconstruction history and/or Reconstruction historiography. You might address the following questions for the second section, or you can think of your own critical questions to address: What does Reconstruction history tell us about American history? What does Reconstruction history tell us about race in America? What does Reconstruction history tell us about how/what historians want us to remember about the Civil War? What does Reconstruction history tell us about how historians’ interpretations change over time? What does Reconstruction history tell us about American slavery? How should Reconstruction be remembered? What makes Reconstruction historiography important? Third, students will test the validity/accuracy of one of the historian’s arguments by drawing on information from the primary sources—identify which author’s argument you will test, then analyze the truth of the argument by pointing to evidence gathered from the primary sources. This section will read something like this: "Historian A offers the most accurate/inaccurate assessment of Reconstruction based on the historical evidence 1, 2, 3." You need to match historical evidence to the author's interpretation. For instance, "Foner says.......about Reconstruction. His argument is shown to be true (or false) by the following incidents......" Explain how the historical information proves (or disqualifies) the historian's arguments.

Students can find the historical information from the videos, the Yawp, or the strongest essays will rely on the readings from the Johnson source. Writing Standards The essay will be 3-4 pages long, approximately 1200 words. Standard margins. 12-point Times New Roman font. In-text parenthetical citations. For example: (Foner, 3), or (Johnson, 25). The essay needs to reference/cite at least 3 sources from the list of required resources (readings/videos). If the essay does not reference at least 3 sources, the grade will be penalized. All essays need to be submitted to Turnitin, through Canvas. I will not grade the essay if it’s not submitted to Turnitin.

Proofread the essay. If I can’t understand the writing, the grade will be penalized. The rubric is posted on the course portal. Every essay needs a formal works cited page. Remember to cite each individual source.

MLA format for works cited page. There is no need to consult outside sources. All the information needed to complete this essay is found in the module. Students must reference the Johnson text. Structure of Essay -Every essay should have a formal introduction (paragraph 1). The purpose of the introduction for this essay is to identify the two historians that will be discussed in the first couple of body paragraphs. A sentence or two that addresses the second task about the significance of Reconstruction historiography. And a couple of sentences explaining which historian’s interpretation will be analyzed, as well as the outcome of that analysis. All these points should be included in the introduction. -The two historians that you select should be given a full treatment in the first two body paragraphs (paragraphs 2-3). One historian per paragraph. -When addressing the second task (paragraph 4, or paragraphs 4-5) students must make declarative and powerful statements regarding the historical significance of Reconstruction history and Reconstruction historiography. This is your opportunity to express broader conclusions about Reconstruction—tell me why Reconstruction history matters. -The third task (final body paragraphs) can only be accomplished by identifying a historian’s argument about Reconstruction, and then testing that interpretation based on real evidence gathered from the primary sources. Assess the accuracy of the historian's argument based on information found in the secondary and primary sources. The evidence must be taken from the primary and secondary sources. This is the argumentative section of the essay. Your argument will read something like: “Foner’s interpretation of Reconstruction is valid (or invalid) for the following reasons, based on the following reasons.” The "reasons" are actual pieces of historical evidence, not general commentary. -Each essay should contain a short, formal conclusion (final paragraph) that restates the central themes discussed in the body paragraphs, offers broader conclusions about American history, or even tries to connect the paper to contemporary events. If the essay fails to meet the above requirements the grade will be penalized. Due January 22, 11:59 pm After completing these tasks and objectives, students will be able to: · Assess key events, central themes, and questions pertaining to recent United States history. · Gain experience reading and analyzing written arguments by engaging with a variety of sources. · Learn and apply the techniques of writing an argumentative, thesis-driven, and evidence-based paper. · Construct an evidence-based argument demonstrating how local, regional, national, and global events shaped the interactions of two or more groups in the United States. (Global Awareness) · Construct an evidence-based argument that integrates multiple perspectives on an issue in Modern US History. (Global Perspective) · Consider different perspectives on a problem or controversy related to Modern US History and attempt to reach a resolution about it. (Global Engagement) · Be aware of landmark Supreme Court cases, legislation, and executive actions, and their historical significance.

Paper For Above instruction

The history of Reconstruction in the United States is one of the most complex and debated periods of American history, with various interpretations shaping our understanding of its significance. The historiography of Reconstruction has evolved over time, influenced by different scholarly perspectives that reflect changing attitudes toward race, politics, and memory of the Civil War. This essay will analyze two influential historiographical arguments—one representing the traditional Dunning School perspective and the other exemplifying the revisionist perspectives, notably notably presented by W.E.B. Du Bois and later by Eric Foner. Through examining these interpretations, I will assess their accuracy based on primary source evidence and explore why understanding Reconstruction’s historiography is vital for grasping broader themes of American history, race relations, and national identity.

The Dunning School Perspective

The Dunning School, led by William Dunning and his students, characterized Reconstruction as a period of chaos and corruption primarily imposed by Radical Republicans. They portrayed Reconstruction as a failure that corrupted Southern society and justified the White supremacist policies that aimed to restore white dominance post-Civil War. This perspective, dominant from the early 20th century through the 1950s, emphasized the supposed incompetence of Black politicians and Southern Republicans, often framing Reconstruction as a tragic episode that Southern whites needed to forget or diminish in importance (Dunning, 1910). Critics argue that this historiography served racial biases that reinforced white supremacy and justified segregation and disenfranchisement. The Dunning School’s narrative is rooted in a paternalistic view that portrayed Black Americans as incapable of self-governance and Southern whites as victims of Northern aggression (Foner, 1988). Primary sources, including speeches and official documents from Reconstruction, reveal a more nuanced reality, with many Black leaders and Republican officials demonstrating effective governance and advocating for civil rights (Foner, 1988).

Du Bois and Progressivist Reconstruction History

In contrast, W.E.B. Du Bois offered a markedly different interpretation, emphasizing Black agency, leadership, and the achievements of Reconstruction despite persistent racist opposition. Du Bois regarded Reconstruction as a vital period showcasing Black Americans' efforts to attain full citizenship and equality and critiqued the dismissive narratives of the Dunning School. His analysis highlighted prominent Black leaders such as Frederick Douglass and Hiram Revels, demonstrating that Black political participation was both capable and meaningful (Du Bois, 1935). This perspective challenged the racial stereotypes propagated by earlier historiography, emphasizing the importance of race and the fight for civil rights during Reconstruction. Primary documents, including speeches by Black leaders and legislative acts, support Du Bois's portrayal by illustrating Black political activism and the struggle for civil rights during Reconstruction. Nonetheless, Du Bois acknowledged the limitations and setbacks, understanding that Reconstruction faced formidable racist opposition and political backlash, which ultimately led to its downfall.

The Significance of Reconstruction Historiography

Understanding the different historiographical perspectives on Reconstruction is crucial to grasping broader American historical themes. The shift from the Dunning School to progressive interpretations reflects changing societal values around race and civil rights. The Dunning narrative justified segregation and disenfranchisement by depicting Reconstruction as a period of chaos, while progressive historians like Du Bois highlighted Black agency and the importance of racial equality. These changing interpretations reveal how memory and historical analysis are influenced by contemporary social values and political ideologies. More recently, scholars like Eric Foner have reassessed Reconstruction as a foundational period of civil rights progress, emphasizing its achievements and the ongoing struggle for racial justice. This evolving historiography underscores the importance of critically engaging with past narratives to understand the complex history of race relations in America. It also demonstrates how history is not static but subject to reinterpretation based on new evidence and social attitudes.

Testing Foner’s Reconstruction Interpretation with Primary Sources

Eric Foner’s assessment of Reconstruction as a transformative period that laid the groundwork for civil rights movements is compelling and largely accurate. Foner argues that the period was marked by efforts to establish racial equality through legislation such as the Civil Rights Act of 1866 and the 14th and 15th Amendments (Foner, 1988). Primary sources, including congressional records and speeches by Reconstruction-era leaders, substantiate Foner’s view by demonstrating active legislative efforts to protect civil rights and extend citizenship to formerly enslaved Black Americans (Johnson, 125). For example, the ratification debates of the 14th Amendment reveal a political climate focused on securing racial equality, even amid fierce opposition from Southern Democrats. Conversely, some historiographical debates suggest that Reconstruction’s accomplishments were largely undone by the subsequent Jim Crow laws and racial violence, which supports a more cautious interpretation of Reconstruction’s immediate outcomes. Still, the primary sources display a robust commitment to civil rights, validating Foner’s argument that Reconstruction was fundamentally a progressive era that made significant, though incomplete, strides toward racial justice. Thus, based on primary source evidence, Foner’s interpretation is largely justified, emphasizing its importance in understanding the long-term struggle for racial equality in the United States.

Conclusion

Reconstruction historiography has evolved significantly from the biased narratives of the early 20th century to a nuanced understanding that recognizes Black agency, political effort, and the importance of race in shaping American history. The contrasting perspectives of the Dunning School and Du Bois exemplify how societal values influence historical interpretation and memory. Modern scholars like Foner underscore the significance of Reconstruction as a foundational era for civil rights, making it essential to reevaluate earlier biased accounts. Analyzing primary sources not only lends credibility to these interpretations but also emphasizes the ongoing importance of Reconstruction in understanding race, justice, and American identity today. The historiography of Reconstruction illustrates the dynamic interplay between historical facts and social values, highlighting the importance of critical engagement with history for a more comprehensive understanding of America's past and its enduring struggles for equality.

References

• Dunning, W. A. (1910). Reconstruction: Political & Economic, 1865-1877. Harper & Brothers.
• Du Bois, W. E. B. (1935). Black Reconstruction in America. Harcourt, Brace & Co.
• Foner, E. (1988). Reconstruction: America's Unfinished Revolution, 1863-1877. Harper & Row.
• Johnson, R. (2015). The Civil War and Reconstruction: A Documentary Reader. Routledge.
• Pressly, R. (2014). The History of Reconstruction in America. Routledge.
• Griffith, D. (1965). Birth of a Nation. United Artists.
• Yale University Press. (2019). The Yawp: A History of the United States. Edited by Joseph L. Locke & Benjamin A. Read.
• Rosen, J. (2010). Race and Reconstruction in America. Oxford University Press.
• Foner, N. (2014). Gateway to Freedom: The Hidden History of the Underground Railroad. W. W. Norton & Company.
• Schlesinger, A. M. Jr. (1960). The Age of Jackson. Houghton Mifflin.