Students take a poll of problems that arose in Texas during Reconstruction. Then they watch a video about Reconstruction and examine the Reconstruction Amendments. Next they learn about Radical Reconstruction and predict how Texans felt about the United States meddling in Texas state politics. Finally they analyze a political cartoon of a carpetbagger.
Students read an introduction to Reconstruction in Texas, including how the Civil War damaged transportation and other infrastructure, then respond to a poll predicting which problems they think arose in Texas during Reconstruction, such as economic hardship for freed people, damaged transportation systems, struggling farms and ranches, and resistance to new federal rules.
Teacher MovesPresent the lesson overview and objectives, clarify key vocabulary, and connect the introductory image and caption about railroad destruction to the broader challenges of rebuilding after the war. After students complete the poll, discuss their predictions and note that they may revisit and revise their responses at the end of the lesson.
Students view an image and read its caption about Reconstruction of the South, then watch Reconstruction - Post-Civil War to gain an overview of political, social, and economic questions facing the nation after the Civil War. They read about the conditions Texas had to meet to rejoin the Union—pledging loyalty, approving the Thirteenth, Fourteenth, and Fifteenth Amendments, and nullifying secession—then complete a drag-and-drop activity identifying what each Reconstruction Amendment did and answer a multiple-choice question about what Texas had to do in order to re-enter the Union.
Teacher MovesPreview the purpose of the video and connect it to Texas’s experience during Reconstruction. Clarify the political, social, and economic questions listed in the text, emphasizing how they applied specifically to Texas. Support students as they work with the Reconstruction Amendments, checking that they correctly match each amendment to its main effect and understand why Texans were reluctant to approve them. Highlight key points about the 1869 Texas Constitution, including voting rights and the creation of a public education system, and summarize the main takeaways before moving on.
Students examine an image and caption celebrating the Fifteenth Amendment, then read about Radical Republicans’ goals during Reconstruction, the division of the South into military districts, and the formation of the Republican Party in Texas, including scalawags, carpetbaggers, and newly freed slaves. They respond to a class wall prompt explaining how they think most Texans felt about the U.S. Congress interfering in state politics, citing examples from what they have learned.
Teacher MovesExplain the role and perspective of Radical Republicans and clarify the terms scalawag and carpetbagger. Encourage students to use evidence from earlier scenes when posting to the wall about Texans’ reactions to federal involvement. Highlight and share one or more strong student responses with the class to prompt discussion about differing viewpoints in Texas during Reconstruction.
Students study a political cartoon of a carpetbagger and read its caption about seeing others’ faults but not one’s own. They post to a group wall describing what they see in the cartoon and explaining what they think the cartoonist is saying about carpetbaggers and Reconstruction.
Teacher MovesGuide students in interpreting the symbolism and message of the cartoon, emphasizing that it reflects a pro-Confederate viewpoint from the time rather than a modern or objective perspective. Invite volunteers to share their posts and facilitate a discussion about how political cartoons can communicate opinions about Reconstruction and those involved in it.
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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