Students begin by defining civil war. Then they examine the issues causing conflict between the North and the South. Next they learn about the secession of Texas and other southern states, and they analyze a map of the Union and the Confederate states. Finally students choose one of three people—Sam Houston, a plantation owner, or a non-slave owner—and write a journal entry from that person’s point of view.
Students read an introduction explaining growing conflict between the North and South over slavery and view a map of the United States in 1861 showing slave and free states. They then respond to a prompt by defining the term “civil war,” using a dictionary if needed, and share their definitions or examples with the class.
Teacher MovesPreview the lesson purpose and key vocabulary (benefit, oath, loyalty), and clarify that students will investigate how tensions between North and South led to the Civil War and Texas secession. Support students in forming accurate definitions of “civil war” by modeling or sharing sample responses and ensure all students contribute before moving on.
Students examine images and text describing cotton as a cash crop in Texas and read about major sources of conflict between North and South: slavery, views on federal versus state power, tariffs, and differences in population and voting power in Congress. They then complete a drag-and-drop activity, categorizing specific historical facts under the correct conflict category (slavery, tariffs, views on government, population and Congressional power).
Teacher MovesClarify that “the Union” refers to the United States, especially the states that did not break away during the Civil War. If needed, guide students through the reading and the categorization activity, thinking aloud about how each example fits a broader issue. Provide additional context about Sam Houston’s loyalty to the Union, the economic impact of tariffs on southern cotton plantations, the growth of sectionalism in Congress, and the proportion of enslaved people in Texas to deepen understanding of the causes of conflict.
Students read about Abraham Lincoln’s 1860 election, the secession of South Carolina and other southern states, and Texas’s 1861 vote to leave the Union and join the Confederate States of America. They learn about Sam Houston’s opposition to secession and his removal as governor, and about how slavery and regional economies divided Texans. Using this information and a map of Union and Confederate states, students post an explanation of what the map shows and what it reveals about secession and slavery.
Teacher MovesHighlight key events leading to Texas secession and Sam Houston’s stance, emphasizing how differing economies and reliance on slavery shaped Texans’ views. After students explain the map, share strong or representative responses and use them to discuss patterns: which states seceded, which remained in the Union, which areas allowed slavery, and how long the Confederacy lasted. Address misconceptions and reinforce connections between the text, the map, and the broader causes of the Civil War.
Students imagine living in Texas in 1860 as one of three people—Sam Houston, a plantation owner who owns slaves, or a Texas rancher who does not own slaves. Drawing on what they have learned, they write a journal entry expressing that person’s point of view about Texas seceding from the United States, then read classmates’ posts and respond to at least two with questions or comments.
Teacher MovesOptionally introduce or reference the video Sam Houston and Secession to deepen students’ understanding of Houston’s perspective before they write. Prompt students to use historical details and prior learning to inform their journal entries and to stay in character. Monitor the discussion, encourage respectful dialogue, and prompt students to ask clarifying or probing questions that reveal how different Texans might have viewed secession.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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