Moderates vs. Radicals On the Nature of ... - Last Best Hope

America: The Last Best Hope, Volume I, Chapter 11, To Bind Up the Nation’s WoundsChapter 11 Debate: Moderates vs. RadicalsOn the Nature of ReconstructionIntroductionTeachers can use class debates to help students understand conflicting perspectives of apast time and place or of a contemporary issue. This often involves dividing the classinto two or more parts and assigning each group a role. Students are then encouraged totake on that role and argue their position. They need to argue the position they areassigned, regardless of whether or not they agree with that position. Sometimes, teachersmay encourage students to know both sides of the argument and have the two sidesswitch roles midway through the debate.Objectives of This Debate• Students will learn key arguments put forth by Radicals and Moderates in thedebate over the nature of Reconstruction.• Students will evaluate which approach to Reconstruction would best unify thenation and would best protect the newly free slaves.BackgroundAs early as 1863, Republicans in the North began to debate the nature of what wouldbecome known as Reconstruction – the process whereby the Union would become oneagain. In his second inaugural address, Lincoln called upon all Americans to “bind upthe nation’s wounds.” This would prove to be no easy task.It quickly became apparent that the nature of Reconstruction was a controversialquestion. On the moderate side was Lincoln himself. As he stated in that secondinaugural, he wanted the process to be carried out “with malice toward none, with charityfor all.” This meant a lenient, quick Reconstruction process. Lincoln believed harshermeasures would only elicit bitterness and make it impossible to bring unity. From aphilosophical perspective, Lincoln believed he, as president, had the constitutional rightto design and carry out Reconstruction. In his mind, the states of the South never actuallyseceded; they only took part in a “domestic rebellion.” The Constitution gives thepresident the right to quell such a rebellion. Thus, he planned to pursue hisReconstruction program without the participation of Congress.The Radical Republicans, led by men like Senator Charles Sumner and RepresentativeThaddeus Stevens, had very different views. Philosophically, they argued that the Southhad indeed seceded and had left the United States. Stevens called those rebellious states“conquered provinces.” Constitutionally, only Congress can admit new states, thusRadicals saw Reconstruction as totally under the control of the legislature. And beyond

this difference, Radicals believed deeply that the South and its leaders should be punishedfor their treasonous acts. Part of this was to insure justice. Also paramount was thedesire of the Radicals to protect the new freedmen from being exploited by whiteSoutherners. Further, Radicals hoped that if given civil rights, the freedmen wouldultimately vote Republican, thus creating a truly national Republican party that couldprotect and extend Republican policies (tariff, banking, railroads, Homestead Act) passedduring the war.In this historical debate, students should role-play citizens during the last years of theCivil War and examine the arguments on both sides of the crucial question – what shouldbe the nature of Reconstruction?ProceduresThis debate can be done in one class period. The teacher should divide the class into twoparts, each side making arguments for their assigned point of view. Students should bereminded that they should stick to their role and argue passionately for their position,despite what they personally may believe. They should also be encouraged to base theirpoints on factual information, rather than opinion and emotion.Each side of the debate should research both their position AND the position of theiropponents. This is important in the event the teacher elects to have the sides changepositions. It also makes for a better debate because each side is better able to counterarguments of their opponents.Students should be able to use America: The Last Best Hope to find dual perspectives onthese issues, but teachers will also need to provide background through short lectures orexplanations. Students can also do research on their own to find arguments to supporttheir point of view. Primary sources from the period can be particularly valuable as aside builds its case.The following chart represents basic points that should be covered by both sides.Teachers should not immediately give students these points. They might be offered toeach side after students have had time to research on their own, or they might be withhelduntil after the debate and used as a summary or to debrief the debate.A blank version of the chart is offered at the end of this debate. Students may use thisblank chart to take notes as they research their positions in the debate.When the debate takes place, arrange student desks or chairs with the two debate factionson opposite sides of the classroom facing each other. The teacher should serve as amoderator, beginning the proceedings, laying out the issues, and calling on members ofeach side in alternating order. If the debate begins to lag, the teacher may call a shortbreak and have each side “caucus” to rethink their positions and prepare responses toarguments made by the other side.

Moderates vs. Radicals On the Nature of ReconstructionModeratesRadicals• We must follow President Lincoln’slead and have “malice toward noneand charity for all.”• Lincoln’s wisdom is critical – aharsh Reconstruction will only leadto bitterness – the nation wouldnever come together under thosecircumstances.• The South is defeated and will belooking for new answers. Manypeople there will likely be open tonew ways of thinking. All of ourpolicies will help them rebuild.Many will very likely come to ourway of thinking on policies.• On the question of freedmen voting,we think that should be left to eachstate, just like it always has. Afterall, most northern states don’t allowblack men to vote. Can we forcethe South to do so?• We can create a nationalRepublican party by working withthe South in a generous way.Former Whigs, people open tobuilding a New South, andsoutherners who opposed secessionare all possible Republicans. Wedon’t need to build our party thereat the point of a sword.• Reconstruction is the role of thePresident and we should followLincoln. He is authorized by theConstitution to put down domesticrebellions.• We need to remember that theleaders of the South violated theiroaths to defend our Constitution.They are traitors guilty of treason.• If we are not harsh, the South willreturn the same secessionists toCongress – all Democrats. Thatwill threaten all of the policies wehave worked so hard to pass –tariff, banking, Homestead,railroads.• Without harsh and strictReconstruction, do you thinksoutherners will give rights to thefreedmen? We need to require thatthey allow the freed slaves to vote.• Remember also, that the freedmen,if allowed to vote, will voteRepublican; thus we make our partya national party!• It is naïve to think the states of theSouth will treat freedmen withjustice. Leaders there will doanything to keep the freedmen in aslave-like state. We need tostrongly push to insure that theircivil rights are guaranteed.• This war was FAR more than a“domestic rebellion.” The states ofthe South seceded and left ournation. They thus are conqueredprovinces with NO rights. By theConstitution, Congress admits newstates. Congress shall runReconstruction, not the President.

America: The Last Best Hope, Volume I, Chapter 11, To Bind Up the Nation’s WoundsStudent Debate SheetName___________________Date____________________As your group researches their position on these issues, use the following table to recordyour views and prepare for the debate. You should research and prepare for both sides ofthis debate. As the debate progresses, make notes made by the opposing side that yourside did not anticipate.Moderates vs. Radicals On the Nature of ReconstructionModeratesRadicals