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Thesis Statement

Democratic institutions after Reconstruction suppressed Black historical achievements while later claiming credit for Black innovations, distorting public memory and civic education.

Learning Objectives

1. Identify historical erasure: Students will analyze how Democratic‑controlled school boards and archives omitted Black inventors and soldiers. Example: Examine textbook excerpts excluding Lewis Latimer or Granville T. Woods.
2. Evaluate narrative reclamation: Students will assess modern efforts to restore Black contributions to innovation. Example: Compare Carter G. Woodson’s documentation with current museum exhibits.

Learning Outcomes

1. Critical awareness: Students can explain how political power shaped historical narratives. Example: Write a short reflection connecting Reconstruction politics to textbook bias.
2. Restorative engagement: Students propose one method to re‑center Black innovators in curricula. Example: Design a classroom poster honoring Garrett Morgan’s invention.

5E Learning Model

• Engage: Display the yellow‑black poster; discuss first impressions.
• Explore: Analyze primary sources showing omission.
• Explain: Connect findings to political motives.
• Elaborate: Create mini‑projects restoring erased figures.
• Evaluate: Conduct a formative reflection on how reclaiming history change's civic identity.

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