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Purpose: Showing the racial inequality and the rigged elections that happened during reconstruction
Audience: Northerners who supported the reconstruction amendments

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This shows how certain Americans were not wanted.

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Purpose: To show how Natives Americans, who were native to the land (America) yet  did not have the right to vote or get a say in what happens.
Audience: Show people how unfairly the Native Americans were being treated

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Purpose: Take Native Americans away from their culture and make them a part of the civilized America.
Audience: Show the people what good job they did change Native Americans.

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Purpose: to show the stereotypes of immigrant laborers building a wall against the chinese.
Audience:

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Purpose: Terrorize African-Americans and republicans or anyone felt as unwelcome.

Audience: African-Americans, Republicans and other ethnicities.

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This cartoon shows how the cattlemen were killing sheep in anger due to them using their land.
Purpose: to stop shepherds from using their land.
Audience: shepherds to stop using their land.

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Purpose: To show who the Chinese Exclusion Act effects and the things that america is preventing even though they are good things
Audience: Immigrants

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Political cartoon of John D Rockefeller with the white house and the government in the palm of his hand.
Purpose: To make the public people aware of the dangerous control that Rockefeller had.

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Purpose: To show a series of events, when they happened and the effects of those events during the reconstruction.
Audience: Directed towards immigrants/African Americans

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2018 marks the 150 th anniversary of a number of constitutional conventions in Southern states during Reconstruction. As David Tyack and Robert Lowe write, one lasting achievement of those conventions was universal education systems.

By the time of the Civil War, most Northern states had established formal public schooling systems. In the South, state frameworks for education, even for white children, were weaker. Some state constitutions included only general clauses about education. Others called for the funding of school systems but avoided clear promises of universal education. In 1866, the Texas Constitution included a call for the legislature to establish a school system "as early as practicable."

After the Civil War ended, education was one of the highest priorities for freed black people, Tyack and Lowe write. White landowners routinely used black workers' inability to read contracts or do figures to cheat them. Like most Americans at the time, Southern black communities also prized the ability to read the Bible and saw education as key to citizenship and civic power.

A major sticking point for state constitutional conventions following the Civil War was whether public schools should be racially segregated.

The enfranchisement of black men under Radical Reconstruction brought black and white Republicans to power across the South. During Constitutional Conventions held between 1868 and 1870, nine of the ten former Confederate states covered by the Reconstruction Act implemented new, strong requirements for universal education. (The outlier, Georgia, held a convention dominated by Southern whites.)

A major sticking point for the conventions was whether public schools should be racially segregated. Ultimately, two states-South Carolina, where more than half the delegates were black, and Louisiana, where whites were only a slim majority-constitutionally banned legal segregation. Other states remained silent on the issue, which Tyack and Lowe note was in itself a major victory for opponents of segregation.

Even those who opposed legal segregation weren't always in favor of actual integrated schools, though. One African-American delegate in North Carolina voiced support for black schools taught by black teachers. But, he argued, de jure segregation would lead to "good white schools at the expense of the whole people, while the colored people will have none or but little worse than none."

In practice, only New Orleans actually created integrated schools, and those lasted only until the Compromise of 1877 ended Reconstruction. Even today, segregation is one of the most pressing problems for school systems across the country.

Still, Tyack and Lowe write, the creation of a framework for public schools in the South, and the brief window of educational opportunities for black people, was pivotal for the struggles to come. They quote W.E.B. Du Bois, who wrote that "Had it not been for the Negro school and college, the Negro would, to all intents and purposes, have been driven back to slavery."

Resources

JSTOR is a digital library for scholars, researchers, and students. JSTOR Daily readers can access the original research behind our articles for free on JSTOR.

The University of Chicago Press

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Bringing Universal Education to the South | JSTOR Daily

# data[].attributes.attachment_link.description
2018 marks the 150 th anniversary of a number of constitutional conventions in Southern states during Reconstruction. As David Tyack and Robert Lowe write, one lasting achievement of those conventions was universal education systems. By the time of the Civil War, most Northern states had established formal public schooling systems. In the South, state frameworks for education, even for white children, were weaker.

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audience- The audience is anyone who is looking for land out west
purpose- Land is now available out west for people to purchase

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Purpose- They wanted people to know that there was land to be used and that it was cheap.
Audience- Anyone who wanted to move to get a better life or do better for themselves.

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Purpose: to make the Union's ideology (anti-racism) look weak

Audience: Directed towards white Republicans in the South and try to convince them that the northern states were weak.

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A political cartoon from the late 19th century showing cruelty towards Native Americans by American Politicians and others
Purpose: to show what Native Americans went through and the violence they had to endure.
Audience: Show people how Westward expansion was like

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Purpose: to show one of the schools that the freedmen's bureau established for african americans

Audience: African Americans

# data[].attributes.attachment_link.readable_text
2018 marks the 150 th anniversary of a number of constitutional conventions in Southern states during Reconstruction. As David Tyack and Robert Lowe write, one lasting achievement of those conventions was universal education systems.

By the time of the Civil War, most Northern states had established formal public schooling systems. In the South, state frameworks for education, even for white children, were weaker. Some state constitutions included only general clauses about education. Others called for the funding of school systems but avoided clear promises of universal education. In 1866, the Texas Constitution included a call for the legislature to establish a school system "as early as practicable."

After the Civil War ended, education was one of the highest priorities for freed black people, Tyack and Lowe write. White landowners routinely used black workers' inability to read contracts or do figures to cheat them. Like most Americans at the time, Southern black communities also prized the ability to read the Bible and saw education as key to citizenship and civic power.

A major sticking point for state constitutional conventions following the Civil War was whether public schools should be racially segregated.

The enfranchisement of black men under Radical Reconstruction brought black and white Republicans to power across the South. During Constitutional Conventions held between 1868 and 1870, nine of the ten former Confederate states covered by the Reconstruction Act implemented new, strong requirements for universal education. (The outlier, Georgia, held a convention dominated by Southern whites.)

A major sticking point for the conventions was whether public schools should be racially segregated. Ultimately, two states-South Carolina, where more than half the delegates were black, and Louisiana, where whites were only a slim majority-constitutionally banned legal segregation. Other states remained silent on the issue, which Tyack and Lowe note was in itself a major victory for opponents of segregation.

Even those who opposed legal segregation weren't always in favor of actual integrated schools, though. One African-American delegate in North Carolina voiced support for black schools taught by black teachers. But, he argued, de jure segregation would lead to "good white schools at the expense of the whole people, while the colored people will have none or but little worse than none."

In practice, only New Orleans actually created integrated schools, and those lasted only until the Compromise of 1877 ended Reconstruction. Even today, segregation is one of the most pressing problems for school systems across the country.

Still, Tyack and Lowe write, the creation of a framework for public schools in the South, and the brief window of educational opportunities for black people, was pivotal for the struggles to come. They quote W.E.B. Du Bois, who wrote that "Had it not been for the Negro school and college, the Negro would, to all intents and purposes, have been driven back to slavery."

Resources

JSTOR is a digital library for scholars, researchers, and students. JSTOR Daily readers can access the original research behind our articles for free on JSTOR.

The University of Chicago Press

# data[].attributes.attachment_link.title
Bringing Universal Education to the South | JSTOR Daily

# data[].attributes.attachment_link.description
2018 marks the 150 th anniversary of a number of constitutional conventions in Southern states during Reconstruction. As David Tyack and Robert Lowe write, one lasting achievement of those conventions was universal education systems. By the time of the Civil War, most Northern states had established formal public schooling systems. In the South, state frameworks for education, even for white children, were weaker.

# data[].attributes.body
Political cartoon depicting a Native woman coming back to her tribe from Carlisle Boarding School
Purpose: To highlight the differences the boarding schools can make for people of Native American decent and make them look “presentable” and “cultured” to the white citizens of America
Audience: White Americans

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Political cartoon from the Chicago Labor Newspaper in 1894 criticizing the Pullman Company
Purpose: to make company bosses look bad & to make workers look like victims.
Audience: workers- this is a "labor newspaper".