1/22 #2 CIVIL WAR PEGS Objective:

1/22 #2 CIVIL WAR PEGS Objective: TSW analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas by reading “Effects on Texas” cards and completing a PEGS analysis sheet.

Homework • Finish any incomplete work • Pre-AP – work on Civil War significant individual handout.

Warm-up • We will play a game of SLAP DOWN CIVIL WAR. This game will be used to assess your prior knowledge of the Civil War. • You have a TRUE card and a FLASE card. • I will read a statement about the Civil War. You will have three seconds to think about the statement. • If you think the statement is TRUE, then you slap down the TRUE card. If you think the statement is FALSE, you slap down the FALSE card.

The Civil War began in 1861 and ended in 1910 FALSE It started in 1861 and ended in 1865

Texas was a part of the Confederacy True Most Texans moved to Texas from other Southern states, so most were sympathetic to the Southern cause. However, while many Texans fought for the Confederacy, there were many freed Texas slaves and immigrants who fought for the Union army.)

The two groups fighting each other during the Civil War were the Northern States, called the Union, and the Southern States, called the Confederacy True

Most Texans were originally from other southern states and believed in slavery, even though most did not own slaves. True This is called “sectionalism.” Most Texans were originally from the South and had connections to friends and families there. These Texans believed in slavery although most did not own slaves. Southern plantation owners depended on slave labor to plant and harvest their crops. Economically, politically and socially Texans were connected to the South.)

Another Civil War issue involving states’ rights focused on taxing goods imported to the United States from other countries. True. These taxes or tariffs on imported goods seemed to hurt the South and benefit the North. The South was producing cotton and selling it to the North as well as to England. Northern manufacturers were producing cloth they wanted to sell in the South. However they charged more than England did for the manufactured goods. The North wanted a protective tariff placed on imported goods thus raising England’s prices on goods. This way the South would buy from the North instead of from England. Southerners and Northerners would have to pay more for manufactured goods imported from overseas.)

aCTIVITY • You have been given six “source cards”. These cards are both primary and secondary sources. • Primary source – artifact, document, recording, or other source of information that was created at the time, first hand. • Secondary source – artifact, document, recording, or other source that is built from a primary source.

Activity • You will be given the “PEGS: Effects of the Civil War on Texas” handout. • You will need to identify if the “source card” is a primary or secondary source. • Then you will categorize the “Source cards” as a political, economic, geographic, or social effect of the Civil War. • You will explain why you categorized the “Source card” as you did

Reflection In your opinion, was political, economic, social, geographic aspects of the Civil war were more important and why?

1/22 #2 CIVIL WAR PEGS Objective: