Have you ever wondered whether Reconstruction was a success or a failure? This question is often asked at the end of a unit on the Reconstruction era in schools across the country. But did you know that the debate surrounding the “successes and failures” of Reconstruction was shaped by a racist and discredited school of thought?
You are viewing: Who Killed Reconstruction? Unveiling the Truth Behind the Era
The Influence of the Dunning School
The Dunning School, a group of historians, argued that Reconstruction “failed” due to the faults of Black people. This narrative, popularized by historians like William Watson Davis, depicted formerly enslaved people as incapable of self-government. The release of the movie “Birth of a Nation” in 1915 further amplified this false and racist depiction, portraying the Ku Klux Klan as the saviors of a society devastated by “Negro rule.”
Challenging the Dunning School’s Narrative
Despite decades of new scholarship on Reconstruction, K-12 curriculum still often adheres to the framework shaped by the Dunning School. This framing neglects to ask “for whom?” and perpetuates inaccurate and white supremacist education. It disconnects the actions of people from the consequences of history, undercuts the achievements of Reconstruction, and separates them from the coalitions of Black people who made them possible.
A Better Question: Who Killed Reconstruction?
Instead of focusing solely on the Ku Klux Klan and white supremacist terrorists, it is essential to take a broader view of Reconstruction’s demise. Who or what else played a role in its downfall? This is the question that I pose to my students at the end of our unit on Reconstruction.
The Trial Role Play
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To encourage students to think critically about the factors that contributed to Reconstruction’s demise, my colleagues and I developed a trial role play called “Who Killed Reconstruction?” Students take on the roles of prosecutors, examining the major political parties, the racism of poor white people, and the systems of white supremacy and capitalism.
The trial begins by acknowledging the real possibility of reconstructing the United States based on equality and justice after the Civil War. Black organizers and their allies fought for change, leading to the passage of significant amendments and the empowerment of Black voters and officeholders. However, the tides turned in the 1870s, leading to widespread violence, disenfranchisement, and the ultimate dismantling of Reconstruction.
Engaging Students in the Trial
To ensure that students understand the context and the gravity of the trial, we provide them with crucial background information beforehand. We discuss the injustice of the crime committed against Reconstruction and highlight the achievements and possibilities that were lost.
Students then take on the roles of prosecutors, tasked with convincing the jury that the group they are prosecuting bears the greatest responsibility for the demise of Reconstruction. They examine indictments that we provide, adapting and personalizing them to emphasize key points. Students also explain why other defendants are less responsible.
The Trial and its Impact
During the trial, students engage in passionate debates, presenting their indictments and answering tough questions from the jury. The discussions help them understand the complex web of factors that contributed to Reconstruction’s downfall. After the trial, students reflect on the jury’s decision, the most effective arguments, and the connections between racism and capitalism.
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The trial serves as a springboard for students to write an end-of-unit essay, delving deeper into the question of who killed Reconstruction. By analyzing primary and secondary sources, students can construct complex arguments that highlight the connections between capitalism, racism, and the demise of Reconstruction.
Why It Matters
As educators, it is crucial that we help students to recognize the systemic forces at play throughout history. By shifting the focus from the “successes and failures” of Reconstruction to the question of who killed it, we encourage students to think critically about the interconnectedness of racism and capitalism. This perspective is essential for understanding the ongoing fight for racial justice and equality today.
So, who killed Reconstruction? The answer lies in a complex web of political parties, racism, and systemic forces. By exploring this question, we empower students to see the bigger picture and challenge the narratives that have shaped our understanding of history.
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