HPISD CURRICULUM (SOCIAL STUDIES, GRADE 7) EST. NUMBER OF DAYS: 20 DAYS _ UNIT NAME Unit Overview Generalizations/Enduring Understandings Concepts Guiding/Essential Questions Learning Targets UNIT 7: TEXAS IN THE CIVIL WAR AND RECONSTRUCTION The events leading up to the American Civil War drove a nation apart through differences in politics and socioeconomic beliefs. The Reconstruction process was an attempt to reunite a country through the physical rebuilding of the South, as well as the intangible rebuilding of an economic structure that was steeped in a century of social discrimination. Ongoing struggles for equality exemplify political, economic, and social change in democratic societies. Failure of diplomacy and compromise often leads to war. Civil strife ultimately leads to the reuniting or dismemberment of a nation. Conflict, Beliefs/Values, Diversity, Cause & Effect, Compare & Contrast What events led to the Civil War? What role did Texas play in the Civil War? How did geography and location affect Texas during the Civil War? How did the outcome of the Civil War affect the United States and Texas? Performance Levels Prerequisite Knowledge and Skills: The students understand the U.S. dependence on slavery prior to the Civil War. Learning Target: The students will evaluate the impact of slavery in the United States and Texas. Prerequisite Knowledge and Skills: The students can recognize that differing perspective led to conflict between the North and South. Learning Target: The students will analyze the causes of the Civil War. Prerequisite Knowledge and Skills: The students can understand that as a southern state, Texas was vital to Learning Progression - Recall the history of slavery in the U.S. - Analyze the development of the abolitionist movement and the Republican party - Recognize the various perspectives on slavery - Practice the skill of reading charts and analyzing data - Critique charts and data referencing the population distribution of slaves - Appraise the significance of slavery in the Southern way of life - Identify the causes of the Civil War - Compare/Contrast the North and South - Explain the significance of the election of Abraham Lincoln - Evaluate the Texan decision to secede - Explain the significance and outcomes of major battles in the Civil War (Ft. Sumter, Vicksburg, Gettysburg, Fall of Richmond)
the confederate effort. Learning Target: Identify the significant individuals and events concerning Texas and the Civil War. Prerequisite Knowledge and Skills: The students can understand that the end of the Civil War resulted in major changes in the South. Learning Target: Assess the success of methods and strategies enforced during Reconstruction. - Utilize timeline skills to sequence major events of the war - Identify significant Texan military forces in the Civil War - Interpret maps and charts relating to the Civil War - Draw conclusions regarding the Confederate surrender at Appomattox Court House - Explain the significance of Abraham Lincoln s assassination - Measure the success/failure of Johnson s reconstruction plan - Identify the terms of Radical Reconstruction - Recognize various perspectives on reconstruction - Evaluate short and long term effects of Radical Reconstruction Formative Assessments Summative Assessments TEKS (Grade Level) / Specifications TEKS (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; (B) apply absolute and relative chronology Specifications Including cause & effect of the Civil War, specific Texas battles, Texan contributions, Industrial vs. Agricultural societies, impact of Reconstruction, Texas advantages during Reconstruction Including the timeline of events leading to the Civil War and then to Reconstruction
through the sequencing of significant individuals, events, and time periods; and (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. (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; (B) analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas; and (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. (6) History. The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century. The student is expected to: (A) identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion Including the Election of 1860 and the secession of the southern states Including the differences between the North and the South as well as the impact on Texas Including the cotton production and access to trade provided by Texas as well as the influence of political leaders and the differing viewpoints of Texas citizens Including exemplary patriotic acts as well as the importance of Texas holding its borders Including the rebuilding of Texas under Radical Republican successes and failures
on American Indians, the buffalo soldiers, and Quanah Parker; (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; and (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: (A) locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of importance in Texas during the 19th, 20th, and 21st centuries such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest; (11) Geography. The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries. The student is expected to: (D) describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution. (17) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to: (C) express and defend a point of view on an issue of historical or contemporary interest in Texas. (19) Culture. The student understands the concept of diversity within unity in Texas. The Including the natural resources, population distributions, and battle maps Including the secession convention results by county Including the border battles, importance of ports, city locations as well as Texas isolation Including the migration westward from the war-torn areas of the eastern United States, as well as the movement of carpetbaggers to the South Including reactions to Radical Republican rule Including the arrival of the ranching industry in Texas, Juneteenth, as well as continued European immigration
student is expected to: (A) explain how the diversity of Texas is reflected in a variety of cultural activities, celebrations, and performances; Processes and Skills (B) describe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture; (21) Social studies skills. The student applies critical-thinking 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: (A) differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas; (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (D) identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants; (E) support a point of view on a social studies issue or event; Including conflict with Native Americans as well as Mexican border issues TAG: Students will analyze primary sources presenting the opposing viewpoints of the North and South The student will analyze and interpret as well as construct timelines of the events leading to the Civil War. The student will generalize and predict the results of the Civil War based upon data provided from the time period. TAG: Students will evaluate the use of popular sovereignty as a means to decide the issue of slavery. Students will analyze the Supreme Court decision to recognize slaves a private property. Students will compare and contrast the Presidential and Congressional Reconstruction plan. The student will have a thorough understanding of the Southern viewpoint as opposed to the Northern point of view in the Civil War. The student will analyze and debate the contrasting socioeconomic ideologies within political and military
conflict. Topics Language of Instruction State Assessment Connections National Assessment Connections Resources (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (B) use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources; (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and (D) create written, oral, and visual presentations of social studies information. (E) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution Popular Sovereignty, Secession The student will be expected to properly cite sources and use appropriate spelling and grammar mechanics. The student will create a photostory/powerpoint/presentation to transfer data from one medium to another. The student will synthesize visual, oral and written material in the form of a cohesive presentation. TAG: Students will debate the decision for Texas to secede from the Union. Students will evaluate the validity of President Johnson s impeachment.