7th Grade Texas History Unit 8 Suggested Dates Title Civil War and Reconstruction 3 weeks Big Idea/Enduring Understanding Guiding Questions The Civil War and Reconstruction had a long term impact on Texas economically, socially and politically. After joining the Union in 1845, what caused Texas to leave the Union and join the Confederate states just 16 years later? Why did Texas not suffer as much physical and economic damage as the other Confederate States? How did the average Texans’ live change during the Civil War and during Reconstruction? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Suggested Resources Knowledge and Skills with Student Expectations (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 reasons for the involvement of Texas in the Civil War such as states' rights, slavery, sectionalism, and tariffs; CISD 2015
District Specificity/Examples Remind​
students that large numbers of Texas settlers came from the Southern United States and some (less than 2%) were slaveholders who owned large plantations (2,000 or so planters). These men represented a small percentage of the population of Texas, but they represented a powerful political force. Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS​
. Cite​
reasons for the involvement of Texas in the Civil War: ● Texas was a southern state and a slave state (in 1860 there were 182,500 slaves in Texas ­ 30% of the total population) ● Texas believed in states' rights and didn't want the Federal government "telling" her what to do. ● Many Texans had family in other parts of the South and wanted to be on the "same side" in a fight. ● Texans believed that they had the right to secede from the Union and that they should be allowed to do that. Help students understand the reasons for the Civil War​
: States Rights​
­ the belief (widely held in the South) that each state had the right to choose which federal laws they would obey. This argument was used to support slavery and other issues. Slavery​
­ the system of enslaving African­Americans to provide workers for the large plantations located in the South. Sectionalism​
­ the idea that a person's state and part of the country was more important than the country as a whole. Tariff​
­ the difference between an agricultural economy dependent on imports (South) and an industrial economy (North). The issue of tariffs (taxes on imports) was a major economic issue before the Civil War. Mnemonic device to help students remember the causes of the civil war: TISSUE T ​
stands for tariffs that the South had to pay I ​
stands for industry in the North vs. Agriculture in the South S ​
stands for state rights S ​
stands for slavery U ​
stands for Uncle Tom’s Cabin written by Harriet Beecher Stowe E ​
stands for the Election of Abraham Lincoln in 1860 You may add an extra ​
S​
at the end for Secession Bloom’s Level Understanding Define​
​
Civil War​
­ a war between two groups within the same country (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: (B) analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas; and Bloom’s Level Analyzing Political effects of the Civil War Economic effects of the Civil War ● More factories ● Less cotton ● More corn ● More wheat ● Social effects of Civil War. ● Reconstruction in Texas Political Effects of Reconstruction Economic effects of Reconstruction Share cropping migration Social effects of Reconstruction Explain​
the status of Texas during ​
Reconstruction​
: ● Juneteenth ­ Emancipation on June 19, 1865 th​
● Texas was part of the 5​
Military District and was not fully readmitted into the U. S. until the Constitution of 1876 (our ​
current​
State Constitution) Review​
the definition for Civil War (1861 ­ 1865) and summarize the main events of that war. Define​
​
Reconstruction​
: The rebuilding of the country (government) and the South after the Civil War. There were two periods of reconstruction ­ Lincoln's Moderate (Conservative) Reconstruction plan that avoided "punishing" the South and sought to reunite the country as quickly as possible; and Radical Reconstruction that intended to "punish" the South and to make Southerners "pay" for their wrongdoing. Radical Reconstruction involved dividing the South into military districts and imposing martial law. Review the terms political effects ­ those effects relating to government and political offices; economic effects ­ those effects relating to how people earn a living and how goods and services are produced and distributed; and social effects ­ those effects that directly impact the lifestyle of individuals and communities. Analyze effects of the Civil War in Texas: ● Texas was part of the Confederacy which lost the war. As the loser, they were put under martial law in the Fifth Military District. CISD 2015
As a class, create a web categorizing the effects of the Civil War as political, economic or social. Ask students to choose one of these areas and summarize the ideas (in the web) into a written composition. Choose a person, event or result during this time period and research it in more depth. Write a newspaper article (brief and to the point) summarizing the main ideas of the research. Place signs in three corners of the room: ​
Economic Effects, Political Effects, Social Effects.​
The teacher reads a particular event, situation or circumstance related to the effects of Civil War and Reconstruction and asks students to "Take a Stand" by moving to the sign that best illustrates the impact of that event. Ask the students in each "cluster" to justify their "stance Texas State Library and Archives Commission Under the Rebel Flag: Life in Texas During the Civil War On Juneteenth (June 19, 1865) the Emancipation Proclamation freed the 182,500 slaves in Texas. ● The plantation system on which the Southern economy was based was destroyed. ● 30,000 (of 90,000) Texas soldiers were killed while fighting for the Confederacy. ● Politics was in an upheaval and state legislatures were dysfunctional. ● Most men of voting age (white males) were not allowed to vote according to Radical Reconstruction. ● Carpetbaggers (northerners who came south to profit from the aftermath of the war), former Northern sympathizers, dominated politics and economic life. ​
Analyze effects of Reconstruction: ● Black Codes th​
● 13​
Amendment ­ ending slavery th​
● 14​
Amendment ­ extending basic civil rights and due process th​
● 15​
Amendment ­ allowing Black males to vote (no women of any ethnicity were allowed to vote until the th​
19​
Amendment in 1919) ● Freedman's Bureau ­ an organization set up to help educate freed slaves and provide them with a new start. ● Public Education ­ free public schools were established in Texas for all children ● Hatred and animosity that turned into prejudice that lasted for the next 100 years. After 1876, many segregation laws were passed that were not changed until "Second Reconstruction" ­ the Civil Rights Movement of the 1960's. ● The KKK rose in power illustrating the degree of racism following the Civil War. ● Restrictions on government as evidenced by the Texas Constitution of 1876 (our current Constitution) Bloom’s Level Remembering ●
(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: (C) identify significant individuals and events concerning Texas and the Civil War such as John Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder and the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch. John Bell Hood ●
John Reagan Francis Lubbock Thomas Green John Magruder Battle of Galveston CISD 2015
Identify​
contributions Texas made to the Confederacy: ●
●
●
●
Soldiers (almost 90,000) and important generals: Albert Sidney Johnston was second highest ranking general in the Confederate Army under Lee until his death at Shiloh in 1862; Hood's Brigade and Terry's Texas Rangers (a cavalry unit) fought with Lee's Army of Northern Virginia and in other campaigns. Food (from Texas crops and cattle) Ports on the Gulf of Mexico to try and run the Blockade Munitions Officials for the Confederate government. Battle of Sabine Pass Battle of Palmito Ranch Hoods Texas Brigade Terry’s Texas Rangers(Eighth Texas Cavalry Jefferson Davis (8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries; Bloom’s Level Creating and Analyzing (8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (B) analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries (9) Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to: (C) analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas. Bloom’s Level Creating and Analyzing (17) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to: (A) identify different points of view of political parties and interest groups on important Texas issues, past and present; Reoccurring TEKS CISD 2015
Bloom’s Level Analyzing Civil War ­ physical factors (agriculture) led to Texas being part of the ​
breadbasket​
for the Confederacy and to the use of the Texas coast for exports; human factors included the use of 30,000 Texans in fighting for the Confederacy and to the use of steam and railroads to transport goods to other parts of the Confederacy. Bloom’s Level Remembering Radical Republican Carpetbaggers Scallywag ●
Minor battle sites (Anahuac/Sabine Pass, Galveston, Palmito Ranch) Given one or more significant causes, events, or individuals of the Civil War period, ask students to create a "baseball" card illustrating their assigned topic and summarizing important "stats." Display student work in a visual timeline. In groups, have students make an in­depth study of some of the issues that began the war and the battles that dominated the war. Have groups present the information to the class. Given the list of ways Texas was involved in the war, write a position paper defending a point of view on which of these contributions was the most significant for the Confederacy and for Texas. Some examples of topics might include themes or events th​
th​
during the 19​
or 20​
centuries that students could gather data about and research using historical sources, reference materials, Internet, videos include Civil​
​
War​
­ important people, events, issues; Reconstruction​
­ important people, events, issues; Representative products that students can create/interpret include: Civil​
​
War​
­ timelines, maps, cause and effect graphic organizers, mind maps Reconstruction​
­ charts detailing effects of Reconstruction, Have students pick (or assign) a historical era in Texas history and complete an analysis of the physical and human geographic factors that influenced events during that time period. Ask the student to create a graphic organizer ­ mind map, chart, concept web ­ to illustrate the connections they discovered between the effects of physical and human geography and the specific events of that time period. (1) History. The student understands traditional historical points of reference in Texas history. The student is expected to: (A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including ​
Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood​
; Texas in the Civil War and Reconstruction; ​
Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas; (1) History. The student understands traditional historical points of reference in Texas history. The student is expected to: (B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; (1) History. The student understands traditional historical points of reference in Texas history. The student is expected to: (C) explain the significance of the following dates: ​
1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation;​
1861, Civil War begins; 1876, adoption of current state constitution; ​
and 1901, discovery of oil at Spindletop. (8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries; Skills (21) Social studies skills. The student applies critical­thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (C) organize and interpret information from outlines, reports, databases, and ​
visuals, including​
graphs, charts, ​
timelines,​
and maps; (21) Social studies skills. The student applies critical­thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (D) identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants; CISD 2015
(21) Social studies skills. The student applies critical­thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (F) identify bias in written, oral, and ​
visual material; (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (D) ​
create ​
written, oral, and ​
visual presentations​
of social studies information. VOCABULARY Share cropping Black codes Tenant farmer Reconstruction Sectionalism Secession States rights Cede Civil war 13th Amendment CISD 2015
Bloom’s Level Creating 14th Amendment 15th Amendment Emancipation Proclamation Juneteenth Freedmen’s Bureau Plantation Ratify Union Confederacy Cotton gin Radical Republicans Democrat Blockade Segregation Conscription Act