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Reconstruction Evaluation Interactive Project

Grade Levels
7th - 11th
Formats Included
  • PDF
  • Google Apps™
5 pages
Share this resource
Includes Google Apps™
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).


This interactive Reconstruction Era activity for US History has your class assuming the roles of various people during the Age of Reconstruction and evaluating how they would feel about Reconstruction.

Students are assigned one of six characters (a women freed from enslavement, former plantation owner, teacher with the Freedmen's Bureau, etc) and must read the short biography to think critically about each aspect of Reconstruction. They then decide which parts of Reconstruction would be positive for their character and which would be negative.

After analyzing each of the 14 aspects of Reconstruction (the Amendments, carpetbaggers, sharecropping, Black Codes, scalawags, etc), students decide whether Reconstruction was a success or failure from that person's perspective.

This is an excellent higher-level thinking lesson that will help your students gain a deeper insight into the effects of Reconstruction on different people.

This download includes both printable and Google Docs versions of the activity! If you're in a paperless classroom or just want to integrate more digital resources, you can use the provided link to bring this resource into Google Classroom!

The Google Doc version also includes links to online sources for students to research how each aspect of Reconstruction affected different Americans.

You can find an excellent companion PowerPoint on the Age of Reconstruction here. Both resources can also be downloaded at a discount as part of the Civil War and Reconstruction Unit Bundle.

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Total Pages
5 pages
Answer Key
Not Included
Teaching Duration
50 minutes
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to see state-specific standards (only available in the US).
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.


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