Students learn about the Radical Republicans and the steps they took to oppose Andrew Johnson's approach to Reconstruction. Then, students analyze the text of the Fourteenth Amendment.
Students learn about the Radical Republicans and the steps they took to oppose Andrew Johnson's approach to Reconstruction. Then, students analyze the text of the Fourteenth Amendment.
Students are introduced to President Andrew Johnson’s Reconstruction plan and how it favored the South, including the use of black codes to restrict the rights of freed slaves. They recall prior learning about black codes by posting one sentence describing specific restrictions placed on freed people during Johnson’s Reconstruction.
Teacher MovesReview the lesson overview and objectives, then monitor student responses about black codes. Use the sample ideas provided (e.g., labor requirements, limits on movement, bans on weapons and public facilities) to clarify and deepen understanding before organizing students into small groups for upcoming scenes.
In small groups, students read Radical Reconstruction and Radical Republicans to learn why many members of Congress opposed Johnson’s policies and how Radical Republicans sought to protect African Americans’ rights. Using information from the readings, groups complete a cause-and-effect graphic organizer showing how black codes, Johnson’s vetoes, and the Reconstruction Act of 1867 led to Radical Republicans gaining power and reshaping Reconstruction. Groups then discuss whether the Thirteenth Amendment alone protected the civil rights of newly freed slaves and post a collaborative response.
Teacher MovesAllow groups to work at their own pace as they read, discuss, and complete the organizer and written response. Use student work to identify understandings and misconceptions about Radical Reconstruction and the limits of the Thirteenth Amendment, and to guide brief follow-up discussion before unlocking the next scene.
Students discuss in their small groups the specific steps Radical Republicans in Congress took to oppose the black codes, including key laws and constitutional changes. Each student then individually posts an explanation of one step, naming at least one piece of legislation and the year it was passed.
Teacher MovesReview individual explanations and select interesting or exemplary responses to share with the class. Use the provided examples (such as the 1866 Freedmen’s Bureau Bill and Civil Rights Bill, the Fourteenth Amendment, and the 1867 Reconstruction Act) to highlight how Congress used legislation and constitutional amendments to counter Johnson’s approach and expand rights for African Americans.
In small groups, students closely read the text of the Fourteenth Amendment, focusing on key phrases related to citizenship, due process, equal protection, representation, and limits on former Confederates. They then discuss how the amendment answers three questions about Reconstruction: the terms for reuniting the Confederacy with the Union, whether Congress or the President sets those terms, and the political status of former slaves in the South. A group note taker records the group’s responses.
Teacher MovesGuide students as they interpret the language of the Fourteenth Amendment, then review group responses. Share sample or exemplary answers with the class to emphasize how the amendment defines citizenship, restricts former Confederate leaders, and empowers Congress to enforce protections for African Americans.
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.
©2026 Exploros. All rights reserved.