What president is being impeached?

 How does the viewing of the impeachment in 1868 differ from President Clinton’s impeachment 130 years later?



“. . . Are unwashed rebels to be brought in here, men who have not taken the oath and who, without perjuring themselves to the lowest hell, cannot take it?”

Senator Benjamin Wade protesting the seating of the Louisiana congressional delegation, 1864

By the end of 1863, as the tide of the Civil War began to shift in the North’s favor, Congress began to consider the question of how the Union would be reunited. In December President Lincoln proposed a lenient reconstruction program. A group of "Radical Republicans" thought these terms were too mild, and many in Congress believed that reconstruction was a congressional responsibility. In response to Lincoln’s plan, Congress passed the Wade-Davis bill that set more stringent requirements for creating new state governments in the South. When Lincoln received the bill, he chose not to sign it, thus killing the bill with a pocket veto. The struggle over Wade-Davis became the first of many battles between Congress and the President over the shape and aims of Federal policy toward the defeated South.

The abolition of slavery was another issue still unsettled in 1864. President Lincoln’s Emancipation Proclamation was an emergency war measure that did not permanently and comprehensively end slavery. To achieve that end the Senate passed a resolution proposing a constitutional amendment abolishing slavery on April 8, 1864. The House did not pass the amendment until January 31, 1865, and then by only one vote. After the necessary three-fourths of the states agreed, the amendment took effect on December 18, 1865.

  What was Senator Benjamin Wade’s role in Reconstruction?


What was Wade’s attitude toward the Confederacy?


Military Districts in the South during Reconstruction

  What do the different colors on the map represent?

Why was it necessary to have military districts in the South after the Civil War?


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Mr. Carron's Social Studies Class
JFK Middle School
Port Jefferson Station, New York

STANDARD 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their under-standing of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

STANDARD 3: Geography Students will use a variety of intellectual skills to demonstrate their under-standing of the geography of the interdependent world in which we live— local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

STANDARD 4: Economics

Students will use a variety of intellectual skills to demonstrate their under-standing of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.