In 1866, many Americans felt that the Union had not been adequately reconstructed, that the way freedom had been defined for black Americans was not adequate, and that Presidential Reconstruction had led to neither healing nor justice. As a result, a majority Republican Congress was elected and pushed for the passage of the Reconstruction Acts of 1867, which enacted the plan that became known as Radical Reconstruction. Here, measures of those laws are laid out.
The South was divided into five military districts and governed by military governors until acceptable state constitutions could be written and approved by Congress.
All males, regardless of race, but excluding former Confederate leaders, were permitted to participate in the constitutional conventions that formed the new governments in each state.
New state constitutions were required to provide for universal manhood suffrage (voting rights for all men) without regard to race.
States were required to ratify the Fourteenth Amendment in order to be readmitted to the Union.
Students explore the potential negative impact of images through the social media protest #IfTheyGunnedMeDown and develop a decision-making process for choosing imagery to represent controversial events.
Students examine how identity and biases can impact how individuals interpret images and experience the challenge of selecting images to represent news events, particularly connected to sensitive issues.
Students establish a safe space for holding sensitive conversations, before introducing the events surrounding Ferguson, by acknowledging people's complicated feelings about race and creating a classroom contract.
Students explore the role of social media in Ferguson, apply information verification strategies to social media posts, and develop strategies for becoming critical consumers and sharers of social media.