What are the objects in the Elevator Case Study? 

Questions

Whаt аre the оbjects in the Elevаtоr Case Study? 

 Prоmpt аnd Dоcuments Prоmpt Evаluаte the extent to which Reconstruction (1865–1877) was a success in achieving its goals of restoring the Union, transforming Southern society, and protecting the rights of freedmen. In your response, consider the political, social, and economic effects of Reconstruction.  Documents Document #1 "Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction."1   Source: Excerpt from the 13th Amendment to the United States Constitution (1865) Document #2 “Section 3: . . . [I]t shall not be lawful for any freedman, free negro or mulatto to intermarry with any white person; nor for any person to intermarry with any freedman, free negro or mulatto; and any person who shall so intermarry shall be deemed guilty of felony, and on conviction thereof shall be confined in the State penitentiary for life...”2   Source: Excerpt from Mississippi Black Codes (1865)  Document #3 “The Ku Klux Klan was a necessary organization and did much to discharge weak white men and ignorant Negroes from lowliness. When the Ku Kluz Klan wished to get rid of an undesirable white man or Negro, they would put an empty coffin at the undesirable person’s front door. It usually caused the warned one to disappear."   Source: Excerpt from the life history of Robert C. Gooding and Ella E. Gooding reflecting on South Carolina post-Civil War. Document #4 “When we worked on shares, we couldn’t make nothing, just overalls and something to eat. Half went to the other man and you would destroy your half, if you weren’t careful. A man that didn’t know how to count would always lose. He might lose anyhow. They didn’t give no itemized statement. No, you just had to take their word. They never give you no details. No matter how good account you kept, you had to go by their account, and now, Brother, I’m tellin’ you the truth about this. It’s been that way for a long time. You had to take the white man’s work on note, and everything. Anything you wanted, you could git if you were a good hand. You could git anything you wanted as long as you worked. If you didn’t make no money, that’s all right; they would advance you more. But you better not leave him, you better not try to leave and get caught. They’d keep you in debt. They were sharp. Christmas come, you could take up twenty dollar, in somethin’ to eat and as much as you wanted in whiskey. You could buy a gallon of whiskey. Anything that kept you a slave because he was always right and you were always wrong if there was a difference. If there was an argument, he would get mad and there would be a shooting take place.”    Source: Henry Blake, a freedman from Arkansas reflecting on Sharecropping in the 1870’s and on.  Document #5 “We may be asked, I say, why we want it [the right to vote]. I will tell you why we want it. We want it because it is our right, first of all. No class of men can, without insulting their own nature, be content with any deprivation of their rights. We want it again, as a means for educating our race. Men are so constituted that they derive their conviction of their own possibilities largely from the estimate formed of them by others. If nothing is expected of a people, that people will find it difficult to contradict that expectation. By depriving us of suffrage, you affirm our incapacity to form an intelligent judgment respecting public men and public measures; you declare before the world that we are unfit to exercise the elective franchise, and by this means lead us to undervalue ourselves, to put a low estimate upon ourselves, and to feel that we have no possibilities like other men...  What I ask for the Negro is not benevolence, not pity, not sympathy, but simply justice. [Applause.] The American people have always been anxious to know what they shall do with us... Everybody has asked the question, and they learned to ask it early of the abolitionists, “What shall we do with the Negro?” I have had but one answer from the beginning. Do nothing with us!... All I ask is, give him a chance to stand on his own legs! Let him alone! If you see him on his way to school, let him alone, don’t disturb him! If you see him going to the dinner-table at a hotel, let him go! If you see him going to the ballot-box, let him alone, don’t disturb him! “    Source: Frederick Douglass, “What the Black Man Wants” (speech before the Massachusetts Anti-Slavery Society, April 1865).  Document #6 [Article 197] Sec. 3. He [the elector] shall be able to read and write, and shall demonstrate his ability to do so when he applies for registration, by making, under oath administered by the registration officer or his deputy, written application therefor, in the English language, or his mother tongue, which application shall contain the essential facts necessary to show that he is entitled to register and vote, and shall be entirely written, dated and signed by him, in the presence of the registration officer or his deputy, without assistance or suggestion from any person or any memorandum whatever, except the form of application. . . .  Sec. 4. If he be not able to read and write, as provided by Section three . . . then he shall be entitled to register and vote if he shall, at the time he offers to register, be the bona fide owner of property assessed to him in this State at a valuation of not less than three hundred dollars . . . and on which, if such property be personal only, all taxes due shall have been paid. . . .    Source: Constitution of the State of Louisiana, Adopted May 12, 1898 Document #7