Students brainstorm what challenges people might face when they become free. Then they learn about issues facing freed African Americans, including sharecropping and education. Next they examine the rise of the Ku Klux Klan and Black Codes, and they explain how these were forms of extreme violence. Finally they read about some of the early African American politicians in Texas.
Students are introduced to how life changed for formerly enslaved people after the Civil War, then imagine being born into slavery and suddenly being told they are free with no home or money. They respond to a prompt about what they would do next, sharing their ideas in a class wall.
Teacher MovesPreview the experience, vocabulary, and objectives. Give students time to think and discuss their responses to the freedom scenario, guiding them to recognize how difficult it was for newly freed people to establish independent lives.
Students examine images and read background text about the Freedmen’s Bureau, sharecropping, and education for African Americans during Reconstruction, including the creation of segregated schools and early HBCUs in Texas. They then answer multiple-choice questions to check their understanding of the Bureau’s role and limits, why sharecropping was unfair, and the meaning of segregation.
Teacher MovesSupport students as they read and interpret the images and text, clarifying key terms such as sharecropping and segregation. Review the key facts and quiz responses with the class before moving on, addressing misunderstandings about how the Freedmen’s Bureau and sharecropping affected freed people.
Students read about the end of federal protection for freed people, the passage of Black Codes, and the rise of the Ku Klux Klan, connecting these developments to racism, discrimination, and voter suppression. They also read an explanation of bullying and then write a short statement on how the Black Codes and the KKK were forms of extreme bullying and how they differed from typical bullying.
Teacher MovesClarify how Black Codes and KKK violence limited African American rights and safety after Reconstruction. Review student statements, share strong examples with the class, and lead a discussion that deepens understanding of “extreme bullying” in this historical context while maintaining a respectful, age-appropriate classroom climate.
Students read about George Thompson Ruby and his work with the Freedmen’s Bureau and the Texas legislature, then explore the virtual exhibit Forever Free to learn about African American politicians in Texas between 1860 and the 1890s. They choose one politician, write a paragraph explaining his contributions to African Americans in Texas during Reconstruction, and respond to at least two classmates’ posts about other individuals.
Teacher MovesIntroduce George Thompson Ruby as an example of African American political leadership during Reconstruction and direct students to the virtual exhibit. Prompt students to focus their paragraphs on specific actions and contributions, then facilitate discussion about why political representation for minority groups matters, using student posts and replies to highlight key ideas.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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