The Chains are Gone…Now What?

Created by:

Mr. Keville (kevillem@ccs.cnyric.org)

Introduction-

Following the American Civil War over four million African Americans that had legally been property were set free by the 13th Amendment to the US Constitution following the North’s victory. These freedmen had no money, no homes, and no jobs. No one knew for sure what would happen to this southern underclass but there was much talk and debate about what the best course of action would be.

Task-

YOUR ARE A JOURNALIST!!! As a writer for a city newspaper, you are charged with writing an editorial (a persuasive essay) advocating a policy for dealing with these four million freedmen. Be sure to include both short term and long term ramifications of your proposed policy. You must complete each of the following tasks within your essay:

1- A description of the social problem.

2- An explanation of the causes of those problems.

3- A description and defense of the goals you think government policy should seek to achieve.

4- An explanation of the plan you are proposing.

5- An evaluation of the positive and negative short-term consequences of your proposal.

6- An evaluation of the positive and negative long-term consequences of your proposal

Process-

You will go through the five steps of historic public policy analysis using this page and its links.

1- Identify the nature of the social problem

2- Gather evidence to support the existence of the problem

3- Determine the causes and factors contributing to the problem

4- Evaluate the existing policy

5- Develop public policy alternatives

6- Determine the best public policy solution to the problem

a. Use the cost benefit analysis

b. Use the Prince System of analysis

7- Write your editorial to persuade public opinion to your policy

Resources:

Use these links to gather evidence about what problems existed right after the Civil War and what the causes of these problems were. Then begin to develop the policy that you will advocate. As you look at this evidence, make a list of what freed African Americans could do and could not do, what they had versus what they were in need of, this will help you as you complete the six tasks of this assignment.

a. This page begins with a description of the situation at the end of the war and some government actions and inactions regarding the freedmen.

b. This is a Jstor article about ex-slaves in Arkansas just after the Civil War ended.

c. Use the states on the left side of this link to view various laws that were enacted in these various states. You may choose to copy or refute these policies.

d. This page is a word document of interviews with former slaves that focuses on the KKK.

e. This link looks at Frederick Douglass’ experience after the Civil War.

Evaluation

Categories	25	20	15	10
Format	Contains an introduction and conclusion as well as persuasive voice throughout.	Contains an introduction and conclusion persuasive voice must be present at some points.	Contains an introduction and a conclusion, persuasive voice is limited.	Contains an introduction or a conclusion.
Citation	Includes at least two references to each source.	Includes at least one reference to each source	Includes references to at least three sources.	Includes references to only one of the sources.
Content	Satisfies all 6 required tasks and offers a clear public policy solution.	Satisfies at least 5 required tasks and offers some public policy.	Satisfies at least 3 required tasks, public policy may be poorly communicated.	Addresses only 1 required task, simply mentions a public policy with no explanation.
Length and Grammar	At least three full pages with no more than two grammar mistakes per page	More than two pages with no more than six grammar mistakes per page	At least two full pages with no more than eight grammar mistakes per page	At least two full pages with no more than ten grammar mistakes per page

Conclusion:

Your 1866 readers are anxiously awaiting your wisdom. Tell the public what policy will best advance the United States through the transition from a slave society to a nation that is shaped by the ideal, proclaimed in the Declaration of Independence, that all men are created equal. Get started with your research and be sure to convince your audience that your plans for solving these post Civil War problems will bring the best outcome for America.

New York State Standards:

S1.3B

· Students gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States.

S1.3A

· Students complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations.

S1.4D

· Students describe historic events through the eyes and experiences of those who were there.