Students learn about the soldiers who fought in the Texas Confederate Army and those who were exempt from the conscription law. They read about the roles of Lubbock and Hebert, and how women’s role changed due to the war. Finally, they identify a problem and solution that a female soldier may have had fighting for the Confederate Army.
Students read an introduction describing Texas’s participation in the Confederate Army, including conscription and exemptions, then examine a photograph of Confederate soldiers. They respond to a word cloud prompt by comparing the appearance of these soldiers to modern soldiers, using short descriptive phrases.
Teacher MovesIntroduce the overall focus and objectives of the experience, highlighting Texas’s military contribution and changing roles during the Civil War. Prompt students to share and discuss observations about the Confederate soldiers’ appearance, guiding them to notice differences in uniforms, age, and equipment as an entry point into the topic.
Students read the opening paragraph of The Handbook of Civil War Texas and a specified section of Civil War to build background on how Texas organized its Confederate forces. They then complete a graphic organizer titled “Building a Texas Confederate Army,” identifying three different ways officials built the army.
Teacher MovesDirect students to the assigned sections of the readings and clarify key terms such as conscription and enlistment. Support students as they complete the organizer by prompting them to identify specific policies and practices used to build the Texas Confederate Army, and check for understanding before moving on.
Students read explanatory text about the start of the Civil War, Texas’s rapid entry into the conflict, its financial and material contributions, and the effects of the Union blockade. They then read selected sections from The American Civil War in Texas (Texas Conscription, Texas Industry during the American Civil War, Confederate Currency and Taxes, and Defense on the Texas Frontier) and post a response explaining the economic impact of the Civil War on Texas.
Teacher MovesSummarize and clarify how Texas contributed soldiers, money, and supplies to the Confederacy and how the blockade and war expenses hurt the economy. Highlight exemplary student responses about economic impacts, using them to lead a brief discussion about slowed industry, agricultural disruption, and frontier defense costs. Optionally, introduce dissent by directing interested students to read about opposition to the war in Texas.
Students read about how women’s roles expanded during the Civil War, including women disguising themselves as men to fight, and then read Texas Transformed by War and Female Soldiers in the Civil War to learn more about women’s experiences. They first contribute to a class table by listing one problem female Civil War soldiers might have faced. Next, they imagine themselves as a female soldier in the Texas Confederate Army and write a letter home describing a problem they face and how they solved it. Finally, they read classmates’ letters and respond to at least two with a question or positive comment.
Teacher MovesGuide students through the readings on women’s roles, prompting them to connect specific details to potential challenges female soldiers encountered. Support brainstorming for the problems table and encourage students to avoid repetition by reviewing peers’ entries. Provide guidance and feedback as students craft their letters, emphasizing historical accuracy and empathy, and then facilitate constructive peer interaction by modeling thoughtful questions and comments.
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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