The Freedman’s Bureau

Unit

The Freedman’s Bureau

Years: 1864-1872

Freedom & Equal Rights

Historical Events, Movements, and Figures

01

Prior Knowledge

Prior to this lesson, students should be familiar with the history of enslavement in the United States and the ideology of White supremacy that was used to justify enslaving Black people. Furthermore, students should have some knowledge of the Civil War, including the causes and aims of the war, and the Emancipation Proclamation. Additionally, students should be familiar with levels of government (federal/ state) and the role of Congress in enacting legislation.

02

Student Objectives

  • Explain why the Federal government established the Bureau and what functions it undertook
  • Analyze and compare different viewpoints about the Bureau, its work, and its continuation
  • Compare and contrast secondary texts about the Freedman’s Bureau and make evidence-based conjectures about differences in the authors’ perspectives and critiques
  • Ask historical questions and determine what sources or kinds of information would be helpful in addressing those questions
  • Analyze historical documents and images to determine meaning and point of view

03

Organizing Idea

Charged with providing relief to destitute Southerners and helping formerly enslaved people become self-sufficient, the Freedmen’s Bureau represented a remarkable initiative on the part of the Federal government to intervene in the lives of private citizens. It was restrained in its capacity to aid the freedpeople by the politics of race, as well as by contemporary economic and social ideology, which stressed the need for the central government to maintain only the most minimal impact on the lives of individuals.

04

Teacher Context

During the Civil War and Reconstruction, the federal government intervened in the lives of individual Americans in ways unthinkable before the war. From the personal income tax of wartime to the civil rights acts of the Reconstruction period, the Union toyed with governmental innovations for two reasons: to win the war, and to secure a just peace. Of all these experiments, none may be called more revolutionary than the establishment of a new agency known as the Freedmen’s Bureau.  

The origins of the Freedmen’s Bureau lay in the efforts of African Americans…

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05

Teacher Tips

Many primary source documents of this time period contain references to “negro” or “negroes.” It is important to clarify that students should be mindful with language that they use to discuss the past, when terms differ from what is most appropriate to use today. You may find the Racial and Ethnic Identity guide from APA to be a helpful tool for your own reference when introducing different terms. 

Several of the sources included in this lesson also include racist messages, both overt racist caricatures and more subtle stereotypes and paternalistic messages.…

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06

Student Context

During the Civil War and Reconstruction, the government of the United States intervened in the lives of individual Americans in ways that were unimaginable before the war. They did this for two reasons: to win the war and to ensure a fair and just peace. One of the most revolutionary actions taken by the government during this time was the creation of a new agency called the Freedmen’s Bureau.

Even before the war was won, the federal government recognized the challenge posed by the millions of newly freed African Americans. As Union troops made their way into…

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07

Key Questions

01.

Was the Freedman’s Bureau necessary when first established?

02.

Should the Bureau have become a permanent government agency?

03.

What were the Bureau’s most important contributions to reforming the South?

08

Activities & Sources

Select the activities and sources you would like to include in the student view and click “Launch Student View.”

It is highly recommended that you review the Teaching Tips and sources before selecting the activities to best meet the needs and readiness of your students. Activities may utilize resources or primary sources that contain historical expressions of racism, outdated language or racial slurs.

Reading With a Pen – What was the Freedmen’s Bureau? 45 minutes

To engage in Reading With a Pen, students will read three documents related to the establishment and work of the Freedmen’s Bureau: 

Students can use the Reading with a Pen notetaker to keep track of information related to these two guiding questions:

  1. Why did the Federal government establish the Bureau?
  2. In what ways was the Bureau intended to help the freedpeople?

After reading, bring the class back together to share what they learned about the establishment and work of the Freedmen’s Bureau.

Freedmen’s Bureau Legacy 60 minutes

Historically Black Colleges and Universities, now known as HBCUs, are an integral part of the educational experience for countless Black Americans in modern day America. Though the Freedmen’s Bureau had its faults, its role in education and the establishment of historically black colleges are enduring legacies. 

The work of the Freedmen’s Bureau in education was visible through the Morrill Acts.

  • The Morrill Land Grant College Act of 1862 set aside federal lands to create colleges to benefit the agricultural and mechanical arts.
  • The Morrill Land Grant College Act of 1890 required states to give federal land grants towards the creation of at least one institution that admitted Black students.

Students will select and independently research a HBCU. They will then write up a summary of the school’s history that could be used to recruit new students: 

  • Howard University in Washington, D.C.
  • Fisk University in Nashville, Tennessee, 
  • Hampton University in Hampton, Virginia 
  • (Optional) Spelman College in Atlanta, Georgia – though this school’s creation does not stem from the Freedman’s Bureau, it was and remains a HBCU for women, and may be of interest for students to select

The summary should include:

  • Year of establishment and factors/organizations contributing to it (such as Freedman’s Bureau, Morrill Act, etc.)
  • Predominant population served
  • Size of first and current classes
  • Prominent graduates.

Political Cartoon Analysis 60 minutes

Have students examine the two political cartoons about the Freedmen’s Bureau and analyze the artists’ messages. “The Freedmen’s Bureau,” drawn by Alfred Waud for Harper’s Weekly, depicts the Bureau positively, while “The Freedmen’s Bureau!” broadside depicts it negatively, using racist imagery and stereotypes. It is imperative that the racist image be shared with students with great care. Be sure to read the Teacher Tips for suggestions on teaching with racist primary source content.

Bring the class back together to discuss:

  • How does the illustrator’s beliefs about the bureau affect how they depict the freedpeople? What stereotypes do you notice in the illustrations and/or the text?
  • What case does each image make for or against the Bureau? In other words, what in the image and/or text suggests that the Bureau is a good or a bad thing? 
  • How might a supporter of the Freedmen’s Bureau respond to the message of the illustrations? What facts and arguments could be used to support or counter the cartoon’s arguments?

Changing Histories – Views of Freedmen’s Bureau 90 minutes

Have students read the two later reflections on the Freedmen’s Bureau (excerpts from “The Freedman’s Bureau,” by W.E.B. Du Bois, 1901 and excerpts from The Tragic Era, by Claude G. Bowers, 1929) as homework or together in class. The Bowers excerpts contain racist, paternalistic ideas. Refer to the Teacher Tips section for guidance on how to address racist content with students. 

Students can use the Analyze a Written Document tool to guide their reading. Ask students to look up more background on each author. You may wish to provide background information for students to read, or you may assign this task to students as preparation for the assignment. Based on this background information, have students make some conjectures about why these men might have written about the Bureau in the ways they did. 

Working in groups, students should use the Compare and Contrast Chart or a Venn Diagram to identify common ideas as well as specific points of difference between the two sources. Show where the dispute is (i.e., what exactly does DuBois say, what exactly does Bowers say?) What kind of information would be necessary to settle the dispute? Where could this information be found (what kinds of sources)?

Finally, as a class, read what your history textbook or another recent secondary source has to say about the Freedmen’s Bureau. As a class, discuss:

  • Which of these authors seems more credible in our day and age?  
  • What do you think happened in the last hundred years to make this so?

Document Analysis & Opinion Continuum – Should the Freedmen’s Bureau be Extended? 60 minutes

If unfamiliar with the pedagogical approaches below, teachers should review the Opinion Continuum overview in advance of the activity.

Part 1: Read & Analyze

Inform students that Congress originally only authorized the Freedmen’s Bureau to operate for a period of one year from the end of the Civil War. Thus, in the spring of 1866, Congress had to determine whether to reauthorize the agency for it to continue functioning. At that point, the transition to free labor had just begun, and an economic downturn was making the shift all the more challenging. Tell students that there were various perspectives on the Freedman’s Bureau, and deciding whether to extend it was a contentious topic.

Assign students individually or in pairs to one of the documents relating to the Freedman’s Bureau. If you do not end up using all the documents, make sure that the documents assigned represent the full range of Conservative, Moderate, and Radical viewpoints. Be sure to prepare students to encounter paternalistic ideas. 

Students should read and analyze the documents, using the written document analysis tool.

Ask students whether the author of the source they read would have supported renewing the Freedmen’s Bureau. If more than one student reads the same source, give them time to discuss and come to agreement on the author’s perspective. 

In order to create a continuum, to reflect the range of opinions in this collection of primary sources, and to provide a kinesthetic and visual learning opportunity, students will move to reflect their opinions. Designate the space where students will line up, and identify the two ends of the continuum, as “Yes, definitely” and “Definitely not” on the question of whether the Freedmen’s Bureau should continue. Direct students to line up based on the perspective expressed in the source that they read. Students may stand anywhere between the two extremes, in accordance with the viewpoints expressed in the source. 

Once students have lined up, call on students at different points along the continuum to articulate the viewpoint and arguments contained in the document that they read. Be sure that students understand that they are not adopting that viewpoint as their own. They should begin their statement by identifying the author of the document. Students may change their location in the continuum, if they realize that their source’s point of view is more or less extreme than other points of view.

Part 3: Create a Research Agenda

Either in a discussion, or as a written activity, ask students to respond to the following questions: 

  • What are the areas of disagreement between the different sources? What are the facts upon which they agree and disagree?
  • After hearing a range of perspectives about the Freedman’s Bureau, what questions do you have about the Bureau and its work? Formulate 3–5 questions that could potentially be answered through research.
  • What additional sources or kinds of information would be most helpful in addressing the questions raised?

Analysis & Discussion – The Second Freedmen’s Bureau

Begin by providing students, as needed, an overview of the historical context of Reconstruction and the establishment of the Freedmen’s Bureau in 1865. This should include the goals of the Bureau, such as providing education, legal assistance, and economic support to freed African Americans.

Provide students with the excerpted copy of the Second Freedmen’s Bureau and review the introduction together:

“It was a provision of the original act establishing the Freedmen’s Bureau that Congress would have to renew the agency for it to continue functioning. By spring of 1866 it was clear that much work remained to be done. The transition to free labor had just begun, and an economic downturn was making the shift all the more challenging. In this climate, Congress began debating the provisions under which the Freedmen’s Bureau Act would be renewed. Radical Republicans in Congress sought to enlarge its powers considerably. Their proposal called for making the Bureau a permanent fixture, strengthening its system of independent courts, and providing for liberal homesteading by blacks – the oft-cited promise of “forty acres and a mule.” To the shock of Congress, the conservative President Andrew Johnson vetoed the bill, thus causing dissent among Congressional Republicans and widening the already-present breach between Johnson and Congress. The Republicans went back to the drawing board and recrafted the bill. The Bureau’s life was extended for three years, and the homesteading provisions were removed. This revised  version of the bill passed over Johnson’s veto on July 16.”

Divide students into small groups and have students analyze the document taking notes using the guided questions. Questions may include:

  • What does this document reveal about the challenges still faced by freed African Americans?
  • How did the Second Freedmen’s Bureau attempt to address these challenges?
  • What were the successes and limitations of the Bureau’s efforts?

Reconvene as a class and facilitate a discussion based on the analysis around the economic, educational and legal freedoms affected.

Performance Task: Political Cartoon Extension 45 minutes+

After engaging in the Political Cartoon Analysis activity, invite students to plan and draw a cartoon that directly responds to the Freedman’s Bureau! cartoon. Alternatively, students can respond to the cartoon with another creative product, such as a poem or spoken word piece.

Performance Task: Research Project

Revisit the research agenda from Activity 4. In that activity, students were asked to identify answers to the following questions: 

  • What are the areas of disagreement between the different sources? What are the facts upon which they agree and disagree?
  • After hearing a range of perspectives about the Freedman’s Bureau, what questions do you have about the Bureau and its work? Formulate 3–5 questions that could potentially be answered through research.
  • What additional sources or kinds of information would be most helpful in addressing the questions raised?

Students should use the agenda along with any other relevant questions from the completion of activities to complete a research project that includes an introduction with relevant background information to provide context for the research, the specific research question(s), the approach to analyzing data or sources, findings and implications for their understanding and our current socio-political context.

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