Reconstruction in Texas for Distance Learning and Google Drive

Total Pages: 22
File Size: 17 MB


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Engage your students with activities and content readings on Reconstruction in Texas – all offered as an independent work packet or for Distance Learning with Google Slides. This resource includes a paper version and a 1:1 Google version to be used with Google Classroom. On the first page will be a link that will have you make a copy of the Google Doc, so be sure to be signed in to your Google account. You can then share directly with your students.

In this resource, students will learn about the political, social, and economic effects of Reconstruction in Texas with content area readings, summarize their learning in a variety of process activities, and analyze images and primary sources.

You will receive:
-A Vocabulary Activity – to introduce and practice key vocabulary terms.
– Preview assignments to serve as pre-reading before each content topic.
– Readings for each of the topics – these are short “chunked” reading selections to help your students understand each topic: Reconstruction, Texas Governments, Black Codes, Presidential and Radical Reconstruction, and sharecropping.
– Additional primary source images, quotes and video clip links. Video clips and songs are accessed with embedded links.
– Multiple Processing Activities – to keep students engaged with higher order thinking skills.

⭐Please download the preview for a sample of the activity. ⭐

2019 Texas History TEKS for 7th Grade

(5) History. The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. The student is expected to:

(A) explain the central role the expansion of slavery played in the involvement of Texas in the Civil War;

(C) explain the political, economic, and social effects of the Civil War and Reconstruction in Texas.

(20) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about Texas;

(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

Please review all product descriptions and previews. If you have a question, contact me before you purchase at As this is a digital product, all sales are final.

❤️ Dawn


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