The Reconstruction era is always a challenge to teach. First, it was a period of tremendous political complexity and far-reaching consequences. A cursory survey of Reconstruction is never satisfying, but a fuller treatment of Reconstruction can be like quick sand—easy to get into but impossible to get out of. Second, to the extent that students may have any preconceptions about Reconstruction, they are often an obstacle to a deeper understanding of the period. Given these challenges, I have gradually settled on an approach to the period that avoids much of the complex chronology of the era and instead focuses on the “big questions” of Reconstruction.
However important a command of the chronology of Reconstruction may be, it is equally important that students understand that Reconstruction was a period when American waged a sustained debate over who was an American, what rights should all Americans enjoy, and what rights would only some Americans possess. In short, Americans engaged in a strenuous debate about the nature of freedom and equality.
With the surrender of Confederate armies and the capture of Jefferson Davis in the spring of 1865, pressing questions demanded immediate answers.
Answer:
an enormous number of southerners, many of them enslaved, moved west to expand the cotton belt. The 1860 census counted 169,000 enslaved persons, roughly 30% of the state population. After the civil war, whites continued to arrive from nearby southern states, causing the population to double by 1880 and double again in the following twenty years. African Americans contributed little to this late 19th century migration.
Explanation:
The answer is "<span>external locus of control".
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Locus of control refers to a psychological idea that alludes to how firmly individuals trust they have control over the circumstances and encounters that influence their lives.Students with an "external locus of control" by and large trust that their victories or disappointments result from outer factors outside their ability to control, for example, good fortune, destiny, condition, foul play, predisposition, or instructors who are uncalled for, partial, or untalented.
