Timeline
Movements for Boston Educational Justice, 1972-1979
Teachers can use or adapt this timeline of movements for educational justice in Boston to provide students with additional context as they explore Supporting Question 3.
At a Glance
Language
English — USSubject
- History
- Democracy & Civic Engagement
- Human & Civil Rights
- Racism
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A Contested History
Students consider how US history books, films, and other works of popular culture have misrepresented the history of the Reconstruction era.
Defining Freedom
Students examine how freed people in the United States sought to define freedom after Emancipation.
The Political Struggle, 1865–1866
Students learn about President Andrew Johnson and the Congressional Republican's conflicting visions of how to rebuild the nation after the Civil War.
Interracial Democracy
Through a video-based activity, students explore how Radical Reconstruction changed the nature of voting rights and democracy in the South.
Violence and Backlash
By examining periods of violence during the Reconstruction era, students learn about the potential backlash to political and social change.
Legacies of Reconstruction
Through a video-based activity, students examine America’s struggle for a stronger democracy during Reconstruction and today.
The World the War Made
Students explore the ways that Emancipation and Radical Reconstruction altered the lives of many Americans.
The Reconstruction Era 3-Week Unit
Teach a 3-week study of the Reconstruction era guided by the essential question "What can we learn from the history of Reconstruction as we work to strengthen democracy today?"
The Power of Names
Students begin their study of Reconstruction by examining the relationship between the individual and society through an exploration of names.
The Debate over Reparations for Racial Injustice
This mini-lesson helps students define the term, learn what forms reparations can take, and consider what reparations should be offered for slavery and other racist policies.
Enacting Freedom
Students consider what it means to be free by learning about the choices and aspirations of freedpeople immediately after Emancipation.
Most teachers are willing to tackle the difficult topics, but we need the tools.
—
Gabriela Calderon-Espinal, Bay Shore, NY
