We'd like to hear what you have to say about this lesson. After reviewing it, please take the following short survey to help us improve it and others, now in development.Tell us what you think
Tell other teachers, parents, and students about us.
This lesson will introduce students to the key concepts, important events, and issues that shaped the history of Texas during the period of Reconstruction following the Civil War. This lesson will be centered on how the United States proceeded in reinstituting states such as Texas back into the Union and the conditions that were in place to deal with seceding states. An emphasis will be placed on important amendments such as the 13th, 14th, and 15th amendments so that students can gain an understanding of how African Americans became free and equal citizens in Texas. The aftermath of the war itself – and therefore questions of “what becomes of the ex-Confederates?” and “how do you bring a seceded state like Texas back into the Union?” – will also be central to the challenges of Reconstruction, which were all about who would hold power in post-Civil War Texas.
- How would you define the period known as Reconstruction?
- What were some of key differences in the policies of Reconstruction?
- How did Reconstruction policies impact the newly freed people?
Downloadable/editable versions of this lesson plan.
This printable hook exercise focuses on the term reconstruction and the possible areas that needed to be rebuilt in Texas following the Civil War.
This ready to use slideshow presentation contains essential questions, a timeline of events beginning with Lincoln’s Reconstruction Plan to the end of the Reconstruction era, and two primary source documents with guided questions to promote discussion among students.
The printable guided notes were designed to be used in conjunction with the presentation. Students will use the graphic organizer to create a timeline of events during Reconstruction and interact with the primary source documents.
Texas Black Codes
This printable primary source document from 1866 may be used in conjunction with the first “Think-Pair-Share” activity from the slideshow presentation or independently as a student activity to provide context for the newly gained rights and restrictions placed on recently freed people.
General Griffin's Letter to Governor Throckmorton, 1867
This printable primary source document should be used in conjunction with the second “Think-Pair-Share” activity in the slideshow (slide 17) or independently as a document analysis.
This printable exit ticket uses the three essential questions above to provide a formative assessment opportunity at the end of the lesson.