Students learn that Texas seceded from the United States in 1861. They identify feelings that different Texans had about secession, and they read and watch a video about Sam Houston’s role in the situation.
Students learn that Texas seceded from the United States in 1861. They identify feelings that different Texans had about secession, and they read and watch a video about Sam Houston’s role in the situation.
Students read background information about Abraham Lincoln’s election, Southern fears about the future of slavery, and the secession of eleven Southern states. Using a color key table, they make predictions about what the different colors on a U.S. map represent.
Teacher MovesIntroduce the lesson focus on Texas’s secession and Sam Houston’s role. Clarify the map color meanings (Union free states, territories, Union slave states, and seceded states with dates) to build students’ understanding of the national context before moving on.
Students read Secession to investigate the idea that not all Texans supported secession or owned slaves. They post evidence from the text showing that many Texans did not own slaves and were against slavery.
Teacher MovesHighlight and share strong student responses to prompt discussion about regional economic differences in Texas and how these shaped differing views on slavery and secession.
Students interpret Abraham Lincoln’s “house divided” quote by posting an explanation of its meaning, then read and respond to classmates’ posts. They read Texas is the 7th state to secede from the Union to learn about Sam Houston’s opposition to secession and answer multiple-choice questions about why he was removed as governor and what happened on March 2, 1861.
Teacher MovesGuide students in unpacking Lincoln’s quote, prompting them to connect it to the growing division over slavery. Support students in understanding Sam Houston’s stance and the political consequences of his refusal to support the Confederacy, clarifying any misconceptions revealed in their responses.
Students watch the video Sam Houston and the Dilemma of Secession and read Declaration of Causes to deepen their understanding of perspectives on Texas’s secession. They choose to take on the role of Sam Houston, a plantation owner, or a non–slave owner in Texas and write a journal entry expressing that person’s point of view about secession, then read and respond to at least two classmates’ entries.
Teacher MovesEncourage students to use evidence from the video and primary source text to inform their role-based journal entries. If time permits, facilitate a discussion comparing the three perspectives, emphasizing how economic interests and political beliefs influenced Texans’ views on 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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