In this lesson, students will study the official declaration that marked Texas’ secession from the Union. They will compare this document to the Declaration of Independence, using the document's language and rationale as a way to confront Texas’ history of slavery. Students will then use this understanding to write a persuasive and passionate editorial arguing either why they feel slavery was necessary or why slavery was an evil that poisoned Texas. 

Created by Rhonda Williams 2004

The student will describe the political, economic and social impact of slavery on Texas by examining the reasons given for secession. TEKS §113.23. Social Studies, Grade 7. (b)(5)(A,B)

The student will differentiate between and use primary and secondary sources, such as biographies, textbooks, and printed documents to acquire information about the attitudes of many Texans to slavery. TEKS §113.23. Social Studies, Grade 7. (b)(21)(A)

The student will analyze information in letters by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. TEKS §113.23. Social Studies, Grade 7. (b)(21)(B)

The student is expected to identify different points of view about an issue or topic by examining the views expressed in the textbook and in the Declaration of Secession. TEKS §113.23. Social Studies, Grade 7. (b)(21)(D)

The student communicates in written, oral, and visual forms. TEKS §113.23. Social Studies, Grade 7. (b)(22)(D)

This lesson is to be used after the main units on the Texas Revolution, the Republic, and annexation have been completed.

Explain to students that slavery is one of the most difficult issues that students of Texas history must study. Ask students to brainstorm possible reasons why settlers from the United States brought slaves with them to Texas...why did they think that they needed them?

Review with students the differences between primary and secondary sources.

Show students the front page of “The Declaration of Causes… ” by using the computer and screen or making a transparency. Point out to students that, while 46,000 Texans voted to secede from the United States and join the Confederacy, 13,000 voted to remain in the Union. Show students as much of the document as you have time to cover. It is worth looking at this document in depth to compare and contrast its language with the Declaration of Independence.

Pass out the Document Analysis Sheet to students. Read the excerpt from “The Declaration of Causes… ” aloud. Discuss the language and meaning of the excerpt with students.

Have students answer the questions on the Document Analysis Sheet. Check and discuss answers.

Assign the following to your students:

You must write an editorial for the newspaper supporting either Texans who are pro-slavery or Texans who are anti-slavery or abolitionists.

The editorial should contain accurate historical information about the issue of slavery and its role in the Civil War, so use your textbook, the Handbook of Texas, and the Document Analysis Sheet for background.

This assignment should be approximately 1 to 1½ pages long. Remember, most Texans felt strongly about this issue, so your point of view should be stated passionately and persuasively. Why did you feel that slavery was necessary? OR: Why was slavery an evil that was poisoning Texas? You must have clear support for your point of view...the written equivalent of yelling will not be acceptable.

Your grade will be based both on accurate historical content and on the use of Standard English grammar. Be as neat as possible.

If they need it, help students to choose a point of view and to write a thesis sentence for their editorial.