Lincoln's Proclamation of Amnesty and Reconstruction
Lincoln’s Proclamation of Amnesty and Reconstruction
Lincoln's Second Inaugural Address
Questions for the 14 sections of the Wade-Davis Bill by section
Wade-Davis Bill
Wade-Davis Manifesto
1. Who Were the Radical Republicans?
Overview
- Through the play Now's The Time and the accompanying curriculum, students will explore the Reconstruction Era through the life of Thaddeus Stevens and his colleagues as they sought to push for radical change in the making of a "new" America.
Now's The Time Lesson Plan 1: Scene One
- Lincoln’s Proclamation of Amnesty and Reconstruction
- Lincoln's Second Inaugural https://www.nps.gov/linc/learn/historyculture/lincoln-second-inaugural.htm
- Wade-Davis Bill
- https://www.presidency.ucsb.edu/documents/proclamation-115-concerning-bill-guarantee-certain-states-whose-governments-have-been
- Proclamation 115
- Wade-Davis Manifesto
Part 1: Document Analysis and Discussion Instructions
Provide students with context for the disagreements between the Radical Republicans and President Abraham Lincoln. Talking points to include:
Disagreement about abolition and speed and scope of abolition
Conflict over role of the executive branch and Radical Republican path to maintain checks and balances with the Joint Committee on the Conduct of War
Difference in perception of confederate states and the plan for how to reunify the Union when the war ends
STEVENS: I fear Lincoln will be too generous with the traitors.
STEVENS: It’s not just a dream! We are tearing out race hatred by the roots, law by law --from every inch of Confederate soil! We are building a new nation -- a new people!
OBJECTIVES:
- Students will be able to identify influential politicians/leaders within the Radical Republicans.
- Students will read primary source documents to gain a deeper understanding of the political philosophy and agenda of the Radical Republicans during the Civil War and at the beginning of the Reconstruction Era.
- Students will become familiar with the role of the Joint Committee on the Conduct of War.
- Students will analyze primary source documents in order to outline Lincoln’s positions towards reunification, amnesty and reconstruction towards the end of the Civil War.
- Students will be able to articulate the policy goals of the Radical Republicans in their plan for Reconstruction prior to the end of the Civil War and at the beginning of the Reconstruction Era.
- Students will gain an understanding of the Radical Republicans’s objections to Abraham Lincoln’s Proclamation of Amnesty and Reconstruction.
- Students will be able outline specifics of the Wade-Davis Bill.
- Students will learn about Proclamation 115 and the Wade-Davis Manifesto.
- Students will independently research a historical figure and find a corresponding primary source document.
KEY TERMS/PEOPLE:
- Radical Republicans
- Thaddeus Stevens
- Abraham Lincoln
- Joint Committee on the Conduct of War
- Lincoln’s Proclamation of Amnesty and Reconstruction
- Lincoln’s Ten Percent Plan
- Wade-Davis Bill
- Proclamation 115
- Pocket-Veto
- Abolition
- Provisional governor
- Suffrage
PRIMARY SOURCE MATERIAL:
- Lincoln’s Proclamation of Amnesty and Reconstruction
- Lincoln's Second Inaugural https://www.nps.gov/linc/learn/historyculture/lincoln-second-inaugural.htm
- Wade-Davis Bill
- https://www.presidency.ucsb.edu/documents/proclamation-115-concerning-bill-guarantee-certain-states-whose-governments-have-been
- Proclamation 115
- Wade-Davis Manifesto
CONNECTING TO THE SCRIPT:
In the Scene 1 of Now’s The Time, Stevens outlines the lofty goals of the Radical Republican agenda to Mrs. Smith. He continues to argue for these goals throughout the play.
- What are the goals that the character of Stevens addresses in the script?
- Make a list and see how it corresponds to the agenda of the Radical Republicans as you explore the text.
ACTIVITY: The Radical Republicans vs Abraham Lincoln
PART 1: Document Analysis and Discussion
Students will read the amnesty and reconstruction plan proposed by Lincoln in 1863. Students will outline the core tenets of Lincoln’s plan and gain awareness of his position regarding reconstruction as the Civil War was coming to a close. In summarizing the document, students will be asked to define the “Ten Percent Plan” and to explain what Lincoln was trying to accomplish with this offer of amnesty.
Students will read or listen to the reading of Lincoln’s Second Inaugural Address and will evaluate Lincoln’s attitudes towards slavery, abolition, and the end of the war. Ask students to identify if they believe that Lincoln’s attitudes towards slavery and abolition had changed throughout the course of the Civil War. Why or why not?
PART 2: Small Group and Class Discussion
Divide the class into small groups and assign the 14 sections of the Wade-Davis Bill (1864) equally and have the students interpret what each section addresses. As a class, work to summarize the document to determine the proposed action/function of the Wade-Davis Bill. (see question sheet)
PART 3: Political Policy: Compare and Contrast/Investigating History
Students will compare and contrast Lincoln’s plan and the plan supported by the Radical Republicans. Students will research the reception of these plans to gain clarity surrounding the policies being discussed in consideration of the end of the Civil War. Students will identify who aligned with the Radical Republicans.
- What happened to the Wade-Davis Bill?
- What was the vote on the Wade-Davis Bill?
- What is a pocket veto?
- How did Lincoln use a pocket veto?
Students will read Lincoln’s Proclamation 115 and answer the following:
- What reason did Lincoln provide for his veto?
Students will read the Wade-Davis manifesto and answer the following:
- What was the reaction to Lincoln’s veto?
ACTIVITY: Tell US: Who Were The Radical Republicans?
Students will put on their historical research hats to find primary sources related to one of the Radical Republicans in the list provided. Students will answer the following questions about their document:
- What type of primary source did you find?
- Who wrote/created the document?
- What is the date of the document?
- Who was the intended audience of the document?
- What was the purpose of the document?
- How does this document demonstrate the connection of the author to the goals of the Radical Republicans?
Ex: Letters, speeches, political cartoons, transcripts, etc.
- James Mitchell Ashley
- John Armor Bingham
- George Sewell Boutwell
- Benjamin Butler
- Zachariah Chandler
- John Creswell
- Henry Winter Davis
- Charles Sumner
- Benjamin Wade
EXTENSION ACTIVITY: Timeline
Utilize the beginning of the Now's The Time Curriculum and do a deep dive into the history of Reconstruction by working on a timeline either as a class, in small groups, or as an individual assignment. Ask students to highlight key events, people, places, legislation, etc. and to provide visual aids such as photographs, drawings, documents, maps and political cartoons to illustrate the varied record of Reconstruction. Students should be sure to include the inflection points covered in the script of Now’s The Time to gain a better understanding of the action in the play.
Now's The Time Script: Scene One
NOW’S THE TIME written by Jean Bordewich
SCENE ONE– THE PRESIDENT IS DEAD
Date: April 15, 1865 About 11 pm.
Location: Congressman Thaddeus Stevens’ home in Lancaster, PA
Characters: Congressman Stevens, Mrs. Lydia Smith, and an off-stage voice Messenger*
Mrs. Lydia Smith is seated at her desk reading letters. Stevens enters, wet and cold, limping in heavy boots and dragging his club foot. He closes his umbrella and removes his coat.
STEVENS
I’m sorry to be so late. Don’t stop playing--
Smith cheerfully rises to greet him.
SMITH
You’re soaking wet! Here, give me those things – and there’s food in the kitchen if you missed dinner.
STEVENS
I’d rather have just a cup of chocolate. This downpour--
Smith takes his umbrella, hat and coat and hangs them up. Smith points to Stevens’s head.
SMITH
And I’ll bring the chocolate, too.
Stevens sits and removes his boots.
STEVENS
As I was saying, this downpour reminds me of the president’s Inaugural last month.
SMITH
And we were drenched to the bone! But when he started to speak – remember? The light broke through the clouds… it was an omen. We knew the war was about to end.
Stevens puts his leg up on a footstool and massages his club foot.
STEVENS
I fear Lincoln will be too generous with the traitors.
SMITH
I’m sure you’ll bring him around.
STEVENS
I still can’t believe he reached down into the rebel states for a vice president… Johnson! The most obstinate, pugnacious and ignorant man ever elected---
Smith enters and sets down a pot of chocolate and cups.
SMITH
--My people put their trust in President Lincoln, and you should too.
STEVENS
You’re right. We need Lincoln, shortcomings and all.
SMITH
Mr. Lincoln and you.
Stevens is massaging his club foot.
SMITH (Con’t.)
The damp is making your foot ache.
Stevens waves her off.
STEVENS
Never mind. Just hand me the chocolate.
Stevens drinks and keeps talking.
STEVENS (Con’t.)
The war is over, but there’s still so much for Congress to do. Schools!
SMITH
And suffrage.
STEVENS
And farms! The freedmen must have their own land, and there’s plenty confiscated from the rebels for that.
Stevens winces in pain as he places his foot on the floor.
STEVENS (Con’t.)
Lincoln must keep our troops in the South as long as necessary.
SMITH
Do you think he will?
STEVENS
Congress will have to push him, but he’ll do it.
SMITH
I hope you’re right.
Stevens puts down his cup and leans back.
STEVENS
It’s a new day!
Stevens and Smith sit together, sipping their drinks by the fire. Smith hums the gay polka tune she was playing on the piano. Stevens taps out the beat with the fingers of one hand, cup in the other. Beat. Stevens stops tapping; his mood becomes more serious; he puts down his cup and speaks.
STEVENS
Mrs. Smith—
SMITH
Yes?
STEVENS
I mean -- Lydia.
She puts down her cup and turns to him.
SMITH
Yes…
STEVENS
Dear Lydia... Have you ever thought, I mean, has it ever crossed your mind – I mean, would you ever – would you -- ...marry again?
SMITH
Marry?
Smith shifts uncomfortably.
No, I don’t think so...
STEVENS
Under the right circumstances, of course.
SMITH
It’s hard to imagine what those might be.
STEVENS
Changed circumstances.
Smith struggles for words as she senses his intentions.
SMITH
(gently) Dear Mr. Stevens…My dear Mr. Stevens….... we must live in the real world.
STEVENS
A new world is coming ---
SMITH
--In the world as we know it, some things are not possible. I live within the limits of what is possible -- in my world.
STEVENS
The world must change!
SMITH
And someday it will. But right now, I am a colored woman with two children and plenty to occupy me managing this household, and my own business affairs.
Beat.
STEVENS
I feel you know my troubles.
SMITH
You are troubled, sometimes too much troubled, for my people.
STEVENS
There is no “your people” and “my people”! That’s what the slave power has done to us!
Smith holds up her hands.
SMITH
Look at my hands …. see the violence that united our races. My skin, my hair – whose is it? It is mine and not mine --because my grandmother was raped by the master.
STEVENS
I reject the slave power!
SMITH
I resist, but I cannot ignore that power, because it tries to tell me who I am and what I am supposed to be.
STEVENS
The slave power knows nothing about you! It must be wiped from the face of the earth!
SMITH
Sometimes you are too much the dreamer!
STEVENS
It’s not just a dream! We are tearing out race hatred by the roots, law by law-- from every inch of Confederate soil! We are building a new nation --- a new people!
SMITH
But you’ve not erased the hate in men’s hearts.
Not yet.
Beat. Stevens hesitantly reaches for her hands.
STEVENS
May I?
Smith extends her hands and Stevens tenderly turns them over in his.
STEVENS (Con’t.)
I… I … am not a young man.
He stammers, trying to master his emotion.
Yet I have never …. I mean, I have never… never been with….Never been more -- admiring -- of any woman --- I….
Smith looks at their hands but doesn’t speak. Stevens holds her hands a few beats more, then lets them go.
STEVENS (Con’t.)
I’m sorry…I shouldn’t have…I shouldn’t have presumed –
The moment is interrupted by a loud, desperate knock at the door. It repeats several times before a man’s voice is heard.
OFFSTAGE MALE VOICE
Mr. Stevens!
Startled, Smith jumps up but motions to Stevens to stay seated.
SMITH
Who could that be at this hour? It’s nearly midnight!
OFFSTAGE MALE VOICE
Mr. Stevens! Open up!
SMITH
Let me see to it.
Loud, frantic knocking on the door again.
OFFSTAGE MALE VOICE
Open up! Telegram from Washington!
Smith opens the door. A messenger tumbles forward waving a telegram.
SMITH
Thank you. Please wait outside while I read it.
Stevens reads the telegram.
STEVENS (Con’t.)
The president has been shot.
SMITH
No!
STEVENS
By an assassin at Ford’s Theater. His condition is dire. He may not last until tomorrow.
SMITH
Poor Mary Lincoln! She’s still in mourning for young Willie.
STEVENS
I’ll send a message to Mrs. Lincoln right now and leave for Washington as soon as possible. Perhaps I can help.
SMITH
I’m going with you. I’ll pack our things.
STEVENS
If the president succumbs… Oh no. That would make Andrew Johnson president!
SMITH
Please God, don’t let Mr. Lincoln die!
Blackout.
Now's The Time Video: Lesson One