Chapter 15: The Civil Warjerrianngarcia.weebly.com/uploads/5/6/0/2/5602457/... · 2019. 11. 8. · 1865 ★ Last battle of the Civil War fought at Palmito Ranch ★ Slavery was abolished

Why It MattersMost Texans did not support the Union. They felt isolated from decision

makers in faraway Washington, D.C. The Confederacy promised to preservetheir way of life. This way of life, however, meant that slavery would continue.

In order for slavery to end, Union forces had to triumph. Texas did not suffer asmuch damage as other Southern states, but both Union and Confederate

supporters in Texas made sacrifices.

The Impact TodayKey events that happened during this time still shape our lives today. For example,

• the institution of slavery has been abolished.• laws made by the federal government override state laws.

• Texas has many customs and traditions that it shares with Southern states.

TheCivil War

340 CHAPTER 15 The Civil War

1861• The Civil War began

1862• R.J. Gatling invented the 10-barrel Gatling gun

1862 ★ Galveston

taken byUnion forces

1861 18621860

1860• Guiseppe Garibaldiand the “Red Shirts”conquered Sicily and

Naples

1861★ Texans voted

to join the Confederate

States of America

1865★ Last battle of the Civil

War fought at PalmitoRanch

★ Slavery was abolishedin Texas

1863★ Galveston recaptured by

the Confederacy

★ Battle of Sabine Pass

341CHAPTER 15 The Civil War

TEXASHISTORY

Chapter OverviewVisit the texans.glencoe.comWeb site and click onChapter 15—ChapterOverviews to previewchapter information.

General David Twiggs commanded the Union forcesin Texas at the start of the Civil War.

1864 1865

1863• Emancipation Proclamation

• Confederate forces surrendered at Vicksburg

1863

1863• International Red Cross founded in Switzerland

1864• Maximilian became

emperor of Mexico

1865• General Lee surrendered

• Abraham Lincoln assassinated

The Civil War in Texas 18611862 186318641865

Step 1 Collect three sheets of paper and placethem about 1 inch apart.

Sequencing Events Study FoldableMake this foldable to organize information andsequence events that took place in Texas duringthe Civil War.

Reading and Writing As you read, use yourfoldable to describe significant events thatoccurred in Texas during each year of the CivilWar. Be sure to write the information under thecorrect tab.

Step 2 Fold up the bottom edges of the paperto form 6 tabs.

Step 3 When all the tabs are the same size,crease the paper to hold the tabs in place andstaple the sheets together. Turn the paper andlabel each tab as shown.

Keep theedges straight.

Stapletogether along

the fold.

This makesall tabs thesame size.

http://www.glencoe.com/sec/socialstudies/ushistory/tx2003/content.php4/669/1


Guide to Reading

NovemberAbraham Lincolnis elected president

DecemberSouthern statesbegin to secede

Lucy Pier Stevens, a young, unmarried woman from Ohio, arrivedat her aunt and uncle’s home in Austin County on Christmas Day,1859, for a long visit. When the Civil War broke out, she could notsafely return to her home in Ohio. Her Texas relatives supported theConfederacy. Her Ohio family supported the North. Lucy had learnedhow to look at two sides of a question. In her diary, she had written,“[H]ow strange that some people can only look on one side of aquestion.” Lucy, like millions of other Americans, was torn betweentwo loyalties.

Main IdeaAbraham Lincoln was elected presi-dent in 1860. In 1861, Southernstates, including Texas, formed theConfederate States of America.

Key Termsstates’ rights, secede, sovereignty,ordinance, perpetual

Reading StrategyClassifying Information As you readthis section, complete a chart like theone shown here, comparing the viewsof the North and South on thefollowing issues:

Read to Learn• what issues divided the North

and the South.• about events leading to the

Civil War.

Section ThemeEconomic Factors The two mainissues that divided the Union and theConfederacy were states’ rights andslavery.

Texas Secession

JanuaryTexas SecessionConvention meets in Austin

Preview of Events

MarchGovernor Houston isremoved from office

FebruaryConfederate Statesof America is formed

Issue Union ConfederacySlavery

States’ Rights

Tariffs

✦1861✦1860

Many Issues Divide the CountryIn 1861 Texas joined 10 other Southern states that withdrew from

the United States to form the Confederate States of America. Thisaction followed years of long-standing differences between the Northand the South. The two sections disagreed on many issues—tariffs,

Civil War diary

distribution of public lands, and states’ rights.States’ rights was the belief that the federalgovernment should not have too much powerover the affairs of individual states. Above all,the North and the South clashed over slavery.Every attempt to solve the question of slaveryseemed only to further divide both sides.

The Republican PartyOpposes Slavery

At one time, slavery existed in many Northernstates, but leaders had taken steps over the yearsto stop it. The abolitionists wanted to end slaveryeverywhere. Not all Northern whites shared theirview. Many, perhaps even the majority, were prej-udiced against African Americans—both freeAfrican Americans in the North and slaves in theSouth. But even those who were not completelyopposed to slavery did not want it to spread intonew territories.

Many Northerners who were against slaveryjoined the new Republican Party. Slavery was not

the party’s only issue, however. Many Northernbusiness leaders and farmers believed thatSouthern Democrats—who supported slavery—were responsible for the economic depression ofthe late 1850s and that prosperity could bebrought back by a high tariff, a homestead act,and internal improvements. Southerners wereagainst these measures. They thought such poli-cies would only benefit the North. For these rea-sons, most Southerners believed that victory forthe Republican Party would mean the end of slav-ery and the Southern way of life.

Explaining Why did Southernersbelieve the Republican Party was the party of the North?

Southern States Vow to SecedeDuring the 1860 presidential campaign, some

Southern leaders had threatened that if theRepublicans won the election, the South wouldsecede, or withdraw, from the Union. Theyargued that sovereignty, or supreme power,


Slave Auction of AfricanFamily by Taylor, 1852Slave auctions were acommon part of life in theSouth before the Civil War.Slaves often had to wearidentification badges. Howdid these auctions affectAfrican American families?

History Through Art

rested in the states. The sovereign states hadentered the Union voluntarily, and they should beable to leave it voluntarily. When Republican can-didate Abraham Lincoln won the 1860 presiden-tial election, Southern leaders carried out theirthreat to secede. In December 1860 and January1861, six states—South Carolina, Mississippi,Florida, Alabama, Georgia, and Louisiana—voted to withdraw from the Union. Many Texansurged Governor Houston to issue a call for a con-vention to consider the secession of Texas.

The Convention Votes on SecessionSam Houston opposed secession. He argued

that Texas could better protect its interests bystaying in the Union. Houston did not believethe South could win the war. He said:

“Let me tell you what is coming. After thesacrifice of countless millions of treasure andhundreds of thousands of lives you may win

Southern independence, but I doubt it. TheNorth is determined to preserve this Union.They are not a fiery, impulsive people as youare, for they live in colder climates. But whenthey begin to move in a given direction, theymove with the steady momentum andperseverance of a mighty avalanche.”

He refused to call a special session of the legis-lature so it, in turn, could recommend a seces-sion convention. Without Houston’s approval,several Texans who favored secession called aconvention. They argued that the citizensshould decide whether Texas would remainwith the Union or secede from it. They urgedTexans to take part in electing delegates to theconvention. Texans who were against secessionargued that the convention was illegal. Manywho wanted no part of secession refused to takepart in the election. As a result, most delegateschosen to the convention favored secession.


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LA.

ARK.

ALA.MISS.

M E X I C O

The majority of Texans supportedsecession. Evaluating Where were mostsecessionist counties? Why wouldthey support secession?

Counties opposing secession

Counties favoring secession

Counties with no returns

Texas Counties Vote on Secession, 1861

When Governor Houston realized that theconvention was going to meet with or withouthis backing, he called a special session of the leg-islature. He hoped the legislature would declarethe convention illegal. Instead, the legislaturesupported the convention and gave it theauthority to act for the people.

The Texas Secession Convention met in Austinon January 28, 1861. The delegates quicklyadopted a decree called the Ordinance ofSecession. This ordinance, or local law, declaredthat the United States government had abused itspower in order to “strike down the interest andprosperity of the people of Texas.” Another part ofthis ordinance read, “Texas is a separate sovereignstate, and . . . her citizens . . . are absolved [freed]from all allegiance to the United States.”Delegates also called for a vote by the people onthe question of secession. On February 23, 1861,the people of Texas approved secession from theUnion by a vote of 46,153 to 14,747. Texas becamethe seventh state to withdraw from the Union.During the next three months, Virginia, Arkan-sas, Tennessee, and North Carolina also seceded.

Analyzing Why did Sam Houstonbelieve the North would win the war?

The Confederacy Is FormedThe states that withdrew from the Union took

steps to form a new nation at a convention inMontgomery, Alabama, on February 4, 1861.Confident that Texans would vote for secession,Texas sent seven delegates to the convention.

Members of the Montgomery conventionformed the new nation, which was to be called theConfederate States of America, and drew up aconstitution. This constitution was much like theConstitution of the United States, but there wereimportant differences. Under the Confederateconstitution, the states were given more power,and the federal government was given less. Onesection guaranteed the protection of slavery.

Delegates to the Montgomery convention alsoselected officers for the new government.Jefferson Davis of Mississippi was elected aspresident of the Confederacy. Alexander H.

Stephens of Georgia was chosen as vice presi-dent. A Texan, John H. Reagan, became post-master general in President Davis’s cabinet. TheTexas Secession Convention held a second sessionand quickly approved the Confederate constitu-tion. It also prepared the Texas Constitution of1861. This document replaced references to theUnited States with references to the Confederacy.

Houston Is Removed and War Begins

The Texas Secession Convention then orderedall state officials to take an oath of allegiance to the Confederacy. The oath taker promised to“serve [the Confederacy] honestly and faithfullyagainst all enemies or opposers whatsoever.”When Governor Houston refused totake the oath, the conventiondeclared the office of gover-nor vacant. President Lincolnoffered to send federal troops

345

This joint resolution by the Texas legislature onFebruary 1, 1861, supported the right of thestates to secede. What alliance was formed bythe Southern states?

History

CHAPTER 15 The Civil War

Confederate President Jefferson Davis

to Texas to keep Houston in office if he wouldhead a government loyal to the Union. Whensome Texans urged him to accept Lincoln’s offer,Houston declined:

“Would you be willing to deluge [flood] thecapital of Texas with the blood of Texans,merely to keep one poor old man in a positionfor a few days longer, in a position that belongsto the people? No! . . . Go tell my deludedfriends that I am proud of their friendship, oftheir love and loyalty, . . . [but] to go to theirhomes and to conceal from the world that theywould have been guilty of such an act.”

Lieutenant Governor Edward Clark, who hadtaken the oath to the Confederacy, replaced SamHouston as governor. Houston retired to hishome in Huntsville, where he lived quietly untilhis death in 1863.

The federal system, under which the U.S. gov-ernment was formed, allowed for the sharing ofpower between the central government inWashington, D.C., and the various states. Problemsarose when there was disagreement between thecentral government and the states, such as in thecase of placing taxes on imported or exportedgoods. The Southern states believed they had theright to leave, or secede, from the United States,but President Lincoln noted that the Union wasperpetual, or continuing forever. The Southernstates, he said, had no right to leave it. He said hewould carry out the law of the land in all states.Lincoln vowed that he would preserve the nationat all costs. Early in 1861, the Confederate statesseized United States arsenals, forts, and navyyards within their borders. When, on April 12,1861, United States troops refused to evacuateFort Sumter in Charleston, South Carolina,Confederate forces opened fire. The firing on FortSumter marked the beginning of the Civil War.

Comparing What was the maindifference between the U.S. and Confederate constitutions?

Checking for Understanding1. Using Key Terms Write a short

paragraph explaining howsovereignty relates to the issue ofstates’ rights.

2. Reviewing Facts Why did someSouthern states secede from theUnion when Lincoln was electedpresident?

Reviewing Themes3. Economic Factors How did the

South’s economic dependence oncotton affect politics with theNorth?

Organizing to Learn4. Sequencing Create a time line like

the one shown. Place letters of thethe key events in their propersequence.

a. Texas joins the Confederacyb. Attack on Fort Sumterc. Abraham Lincoln elected presidentd. Texas Secession Convention meets e. Sam Houston removed as

governorf. South threatens secession during

presidential campaign

Critical Thinking5. Evaluating Do you think there is

any situation in which a state orgroup of states should be allowedto secede from the United States?Explain your answer and providetwo reasons why or why not.


Distinguishing Fact From OpinionExplain whether you think the quotationby Sam Houston on page 344 is anexample of fact or of opinion. List keywords that helped you decide.

Sam Houston declinedassistance from the UnitedStates government to keephim in office. Why did hedecline this offer?

History


Texans Goto War

Guide to ReadingMain IdeaDefending Texas and its trade routes tointernational ports was vital for theConfederate economy.

Key Termsconscription, Unionist, vigilante, preventive strike, blockade

Reading StrategyClassifying Information As youread, describe the importance of eachof these battles on a chart like theone shown.

Read to Learn• Union supporters’ role in Texas. • about Texans’ economic

contributions.• about Texas battles against Union

forces.

Section ThemeEconomic Factors Union forces triedto invade and blockade Texas to stopthe flow of exports and supplies.

Preview of Events

Lucy Pier Stevens, a Northerner, was visiting relatives in Texas when warwas declared. Her cousin Sammy enlisted on his 17th birthday. Her uncleJames was exempt from the draft because he was postmaster at Travis. Heenlisted in the militia anyway and went to guard Union prisoners at theHempstead prison camp. By 1863, Lucy had written sadly in her diary, “Weare tired of war.” Like many Texas families, Lucy’s family had to deal with thepain of loss and separation from loved ones during the Civil War.

Many Texans Become SoldiersWhen fighting began, Confederate President Jefferson Davis called for

volunteers. Although thousands of Texans immediately joined the army,more soldiers were needed by the end of the first year of the war. To meet

Battle ImportanceGalveston

Sabine Pass

Laredo

Red River

Texas Brigade soldier

AprilCivil War begins

AprilConfederate ConscriptionAct is passed

FebruaryVolunteers take Unionpost at San Antonio

SeptemberConfederate forces winBattle of Sabine Pass

✦1861 ✦1862 ✦1863 ✦1864


this need, the Confederate Congress passed theConscription Act on April 16, 1862. Conscriptionis the forced enrollment of people into militaryservice. This act required all men between theages of 18 and 35 to serve in the armed forces ofthe Confederacy. However, the act excused somepeople and allowed the hiring of substitutes. Inmost areas of Texas, the Conscription Act met lit-tle resistance. In counties of central Texas, how-ever, some German American settlers objected tofighting against the Union. Later, when more sol-diers were needed, conscription acts extendedage limits to men between the ages of 17 and 50.

Most Texans Support the SouthBefore the Civil War began, more than one-

fourth of all Texans were against secession. Afterthe fighting began, however, most people sup-ported the Confederacy. James W. Throck-morton of Collin County was one of eightdelegates at the Texas Secession Convention of1861 who voted against secession. After the warbegan, however, he knew he could not fightagainst Texas and took an oath to support theConfederacy. Before the war ended, Throck-morton had risen to the rank of brigadier gen-eral in the Texas state troops. Texans electedThrockmorton governor in 1866.

More than 60,000 Texans joined the armedforces of the Confederacy. Nearly one-thirdfought in armies east of the Mississippi River.The others served along the coast and onTexas’s borders, and in Louisiana, Arkansas,

New Mexico, Missouri, and Indian Territory.Some slaveholders brought along their slaves toserve as orderlies. Theophilus Perry of HarrisonCounty took his slave Norfleet Perry. Norfleet’swife Fannie wrote, “I hope it will not be longbefore you can come home.” Slaves also wereforced to build fortifications.

Many distinguished Civil War officers camefrom Texas. Albert Sidney Johnston com-manded the army of the Republic of Texas. Hewas the second-highest-ranking general in theConfederate army and commanded Confederatetroops in Tennessee. Johnston was killed at theBattle of Shiloh in April 1862. His death was asevere blow to Texas and to the Confederacy.

For most Texas soldiers, this was the first timethey had fought in battle. Many were teenagers.Private Isaac Dunbar Affleck was an 18-year-oldserving with Terry’s Texas Rangers. In a letter tohis parents, Affleck described the Battle ofMurfreesboro, or Stones River, which took placesouth of Nashville on December 31, 1862, andagain on January 2, 1863.

Dear Mother & Father: I take this opportunity of writing

you to let you know that I came outsafe, and unhurt from the battle whichhas been going on here for several daysand in which we are again victorious,having driven the enemy back withheavy loss. So far we have taken about 7500 prisoners, killed about fourthousand, and wounded about twentythousand . . . Our killed and wounded isabout half their number. We had a greatmany more wounded than killed. Therangers suffered more in this fight thanthey ever have yet, having had somefifteen or twenty killed and a greatnumber wounded amongst whom wereseveral of our best Lieutenants. Co. B.had six wounded, and our 2nd Lieut,who was mortally wounded . . . all the Washington Co. boys are safe.

Explaining Why did theConfederate Congress pass the Conscription Act?

Disease was the first enemy new recruits faced.Healthy soldiers fell victim to illnesses that werespread by the large number of people in the camps,the unsanitary conditions, and the poor diet.Childhood diseases such as measles could devastateregiments, and many men succumbed to diarrhea anddysentery. Of the nearly 620,000 soldiers who diedduring the Civil War, two-thirds died not of bullets andbayonets but of disease and infection.

T E X A SF A C T

Some Texans Aid the UnionSlightly more than 2,000 Texas Unionists, or

people who supported the Union cause, joinedthe Union army. Approximately 50 of theUnionists were African American soldiers. OneAfrican American Texan, Milton Holland, wonthe Medal of Honor, the highest Americanaward for valor in action against an enemyforce. Holland was cited for his bravery andvalor on the battlefields of Virginia.

While some Mexican Americans fought underthe command of Colonel Santos Benavides andin other units for the Confederate cause, othersfought on the Union side. Often these MexicanAmericans fought against the Confederacy tostrike back at the Anglo society they blamed fortaking away their lands.

Some Texas Unionists did not want to fightfor one side or the other. For many, this meantleaving Texas. Many managed to leave Texasearly in the war. Still, the risk of getting caughttrying to flee was great. In August 1862, a largegroup of German settlers attempting to flee to

Mexico was killed by Confederate cavalry nearthe Nueces River.

Some Texas Unionists remained in the state.Many hid to escape conscription officers. Somewere captured and arrested. Others wereforced into the Confederate army. Still otherswere killed. Vigilantes, citizens who act as the

President Lincoln and his military advisersdeveloped a three-part national strategy tofight the war against the Confederacy. Oneplan was cutting the Confederacy in two bycapturing the Mississippi River. The secondplan was capturing the Confederate capital ofRichmond, Virginia. The third plan wasblockading the Confederate coastline. This lastplan was the only strategy to affect fighting inTexas. Most Texas battles involvedcities along the coast.

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VT. ME.

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Washington,D.C.Richmond

Texas was the westernmost statein the Confederacy.Analyzing How was this both anadvantage and a disadvantagefor the state?

Union states

Confederate states

Territories remainingin Union

The Union and the Confederacy, 1863

unauthorized police power for an area, hangedabout 40 suspected Unionists at Gainesville in1862. Sometimes the vigilantes even had theapproval of the authorities.

Texans on the AttackThe first task of the newly organized army

under the Confederacy was to take over Uniongarrisons and capture their supplies and equip-ment. A company of volunteers took the federalpost in San Antonio in February 1861. Other fortsin the west surrendered within the next month.United States army troops were permitted toleave Texas unharmed until the opening shots ofthe Civil War on April 12, 1861. After that, about600 were held as prisoners of war.

At the end of the year, Texans launched an offensive against United States forces inNew Mexico. This was a preventive strike,undertaken to prevent a possible future attackby Union forces. It was also an attempt to cap-ture Santa Fe and New Mexico. BrigadierGeneral Henry H. Sibley led the New Mexicocampaign. Although he captured Santa Fe, he made some crucial mistakes, and by late spring 1862, the Confederacy abandonedthe campaign.

Fighting for GalvestonTexas was a vital link in the Confederate

chain of supplies. The Union navy used itsships to blockade all Texas ports to preventgoods and supplies from leaving and enteringby water. The navy could not, however, controlthe flow of cotton over land to Mexico. Fromthere, cotton was sent to Europe in exchange formanufactured goods and war materials.

Early in the war, Union naval commandersstationed ships near Galveston. Union leadersrealized that Galveston was weakly defendedbecause many of the large guns in the city’sforts had been removed for use in other cam-paigns. In October 1862, Union forces easilycaptured the city.

Confederate leaders realized that the wareffort would suffer a serious blow if Galveston,

the state’s busiest sea-port, remained in Unionhands. General John B.Magruder, a new Con-federate commander forTexas, assumed his dutiesin November and imme-diately made plans toretake Galveston. Tworiver steamers, the Bayou City and the Neptune,were refitted as gunboats. Soldiers placed balesof cotton on the decks to protect the gunnersfrom enemy fire. The two ships moved downBuffalo Bayou from Houston and attacked theUnion vessels in Galveston Harbor. At the sametime, over 500 Confederate soldiers crossed therailroad bridge from the mainland to the islandand attacked the Union soldiers.

The daring Confederate attack, made duringthe early morning of January 1, 1863, was acomplete success. Several hundred Union sol-diers and a Union vessel surrendered. Another

Brownsville

Galveston

Sabine Pass

U.S. NavyCoastal

Blockade


This image from Harper’s Weekly in 1863illustrates the battle at Galveston Harbor inJanuary of 1863 where the Confederates werevictorious over the Union. How does this imagecontrast with modern day images of wars?

History

Galveston★Galveston★

ship was blown up by its own crew after it ranaground. Although Union forces had beenunable to keep control of Galveston, theyimposed a blockade around its port. By 1864,Galveston was one of the few open ports stillavailable to the Confederacy. Slipping throughUnion blockades became increasingly signifi-cant as these vessels brought much-neededsupplies to Texas. These ships were known asblockade runners and played a very importantrole in the war effort. The Denbigh was one ofthe most successful of the blockade runners ofthe war until it was destroyed by Union navalvessels in 1865. The arrivals and departures ofblockade runners always caused great excite-ment at the port.

Interpreting Why was recapturingGalveston important to the Confederacy?

Texans Defend Sabine PassLater in 1863, Union forces made another try

at invading Texas—this time by sailing up theSabine River. Union transport vessels carrying4,000 soldiers and 4 gunboats sailed from NewOrleans, by now under Union control, to thesoutheastern coast of Texas. Major GeneralWilliam B. Franklin, the Union commander,planned to land his troops near Sabine Pass atthe mouth of the river and march overland tocapture Beaumont and Houston.

Any vessels sailing up Sabine Pass had totravel past Fort Griffin. A company of 47soldiers, commanded by Dick Dowling andcalled the Davis Guards, was stationed at thefort. When the Union gunboats tried to sail past

Fort Griffin, the Con-federates opened fire.In a brief battle, theGuards took about 350 Union soldiers pri-soner and captured 2Union ships. GeneralFranklin gave up the at-tempt to land, and theUnion fleet returned toNew Orleans.

The Battle of Sabine Pass was an important victory for the Confederacy. Union plans tolaunch a major campaign against Texas weredashed. Both General Magruder and ConfederatePresident Davis praised the courage of the DavisGuards and awarded them medals.

Forces Battle Near BrownsvilleAlthough Union forces continued the block-

ade of Texas cotton by patrolling the Gulf ofMexico, traders could ship cotton out ofMatamoros on foreign ships, which could not bestopped by the Union. Wagon trains also carriedsupplies and goods across South Texas fromBrownsville near the mouth of the Rio Grande.Hoping to cut off this overland supply line,Union strategists focused on capturing the sup-ply center of Brownsville.

In November 1863, a Union force took the cityand then moved up the Rio Grande, until it was stopped near Laredo by Colonel SantosBenavides. Confederate troops, commanded byColonel John S. Ford, drove the Union armyback and recaptured Brownsville in July 1864.The Union troops were limited to occupying theport of Brazos Santiago on Brazos Island at themouth of the Rio Grande.


TEXASHISTORY

Student WebActivity Visit thetexans.glencoe.com Website and click on Chapter 15—StudentWeb Activity to learnmore about blockaderunners.

The Battle of Sabine Pass was animportant victory for the Confederacy.How was this battle significant?

HistorySabine Pass★Sabine Pass★

http://www.glencoe.com/qe/qe31.php?&st=669&pt=2&bk=20


Checking for Understanding1. Using Key Terms Use the vocabu-

lary terms that follow to write ashort paragraph about a Civil Warbattle: preventive strike, blockade.

2. Reviewing Facts Why was theBattle of Sabine Pass an importantvictory for the Confederacy?

Reviewing Themes3. Economic Factors Why were

Union forces determined to block-ade the export of Texas cotton?

Organizing to Learn4. Summarizing The major battles

fought in Texas were attempts toblock supply and trade routes. Adddetails to the chart shown hereabout each of these three strategiclocations.

Critical Thinking5. Evaluating Do you think that

conscription laws should be passedto force people to fight in a war,even if they are opposed to fight-ing? Explain your answer.

Summarizing the Main Idea Inyour own words, write the main idea ofPrivate Isaac Dunbar Affleck’s letter on page 348.

Location Reasons for Importance Galveston

Sabine Pass

Laredo

Red River and BeyondEarly in the war, Union forces captured New

Orleans and occupied southern Louisiana. Fromthere they launched an invasion of northeasternTexas in the spring of 1864. An army of 25,000Union soldiers moved up the Red River inLouisiana and marched overland toward EastTexas. Confederate leaders hastily called in troopsfrom Texas, Louisiana, Missouri, and Arkansas.The troops, commanded by Richard Taylor, sonof former U.S. President Zachary Taylor, set out toblock the incoming Union forces. The two armiesmet near Mansfield, Louisiana, only 25 miles

(40 km) from the Texas border. In some of the heav-iest fighting of the western campaigns, the smallerConfederate army routed the Union forces, takingmore than 2,000 prisoners. Among Texans whofought was Tom Green, a former member of thecongress of the Republic and a veteran of the Battleof San Jacinto and the Mexican–American War.

Many Texas military units also fought in bat-tles far from the boundaries of their state.Between 15,000 and 20,000 Texans served inarmies east of the Mississippi—in Virginia,Tennessee, and Georgia.

Hood’s Texas Brigade and Terry’s TexasRangers were among the better-known Texasunits serving east of the Mississippi. Both unitswere cited for their bravery and courage.Hood’s Brigade fought in many of the great bat-tles in Virginia. General Robert E. Lee, who com-manded Confederate troops in Virginia, calledHood’s men his “finest soldiers.” Terry’s TexasRangers, officially the Eighth Texas CavalryRegiment, fought in more battles than did anyother cavalry regiment in the Civil War.

Analyzing Why did Union forcesneed to control Texas ports?

The Taylor brothers were teenage members of Hood’s TexasBrigade. What might have motivated these young brothers tojoin Hood’s Texas Brigade?

History


Amanda Jane Crawford wastwo years old when her fam-ily moved to the FlowerMound Community. Amanda JaneCrawford Raines would have been amere name on a list of settlers had itnot been for an unfortunate occur-rence in her childhood. When shewas six years old, the little girl wasstricken with polio. She was neverable to walk or use her feet again.

For a 19th century farm child,the handicap would have seemedinsurmountable, but not forAmanda Jane. As a youngster shelearned to do housework on herhands and knees, sharing in all thedifficult labor of a frontier farmhome: she literally scooted in herwork. She attended school by meansof a specially built box hitched to herpony, which she drove by herself . . .After she married, to make her fam-ily’s clothes, she disconnected thetreadle so that she could operate asewing machine with one hand andguide the cloth with the other. Shedrove her six children wherever theyneeded to go, becoming an expertwith wagons and buggies . . .

Amanda Jane died in 1949,nearing the age of 95. Her survivingchildren agreed nothing had kept her

from leading a full life—but theyplaced more emphasis than she didon something that happened on her50th birthday. On that occasion, afterhalf a century of scooting around onhands and knees, AmandaJane Crawford Rainesbecame the owner of a wheel chair.

A.C. Greene A.C. Greenehas worked as a bookreviewer, abookstoreowner, a uni-versity instruc-

tor, and a columnist. Greenealso wrote a series of shortbiographical columns he called“Texas Sketches.” One of thesementioned a powerful, fast-charging Texas & Pacific loco-motive that was 90 feet longand 10 feet wide. A typographi-cal error changed this to “90feet long and 100 feet wide.”He told another columnist, BillWhitaker, that “one womanwrote and said, ‘Well, at least itcould’ve paid for itself—100feet wide, going down the right-of-way, mowing down all thosetall East Texas pines!’”

Read to DiscoverAs you read this story about

an early Texas pioneer, form anopinion of how you think shemust have viewed her disability.Why do you think the authorfelt the pioneer was a heroine?

Reader’s Dictionarymere: nothing more thaninsurmountable: impossible to

overcometreadle: foot pedal that drives

a machine

The following describes pioneer life for one remarkable woman born just before the Civil War.

Pioneer Heroineby A.C. Greene

ANALYZING LITERATURE1. Recall and Interpret

Describe two ways that the subjectof this article showed cleverness inmanaging her disability.

2. Evaluate and Connect Doyou agree with the author thatAmanda Jane Crawford Raineswas a “pioneer heroine”? Why orwhy not?

Interdisciplinary ActivityInterview Write a column based up-on an interview of an individual that youbelieve overcame a disability—physicalor otherwise.

AprilGeneral Robert E. Lee surrendersat Appomattox Courthouse

AprilPresident Lincolnis assassinated

Home FrontHardshipsGuide to Reading

Main IdeaConfederates took control of localand state government. All Texanswere forced to make lifestyle changesand sacrifices because of the war.

Key Termshomespunquinine

Reading StrategyClassifying Information As you readthis section, complete a table like theone below, listing how women’s roleschanged during the war.

Read to Learn• how shortages and other hardships

affected Texans during the war.• what events led to the end of the

Civil War.

Section ThemeEconomic Factors The war causedshortages of food, medicine, andother goods, which affected the livesof all Texans.

AugustPendleton Murrah iselected governor of Texas

Preview of Events

JuneAndrew J. Hamiltonbecomes provisional governor

During the Civil War, the Union blockade of Southern ports was success-ful. While in Texas, Lucy Pier Stevens had to put up with high prices andshortages of many goods. In 1864, she wrote in her diary, “My $30.00 worthof paper came tonight—24 sheets of paper and 1 and 1/2 packages ofenvelopes.” One woman is said to have paid $180.00 for twelve candles, apair of shoes, and some cloth. Although Texans were clever in finding substi-tutes, the shortages produced great hardships.

The Changing 1.

Role of Women 2.

During the War 3.

4.

✦1863 ✦1865

Texas Confederates Take ChargeConfederate leaders were now in power at every level of state and local

government. Lieutenant Governor Edward Clark completed Houston’sterm as governor in 1861. Clark sought reelection in August but was

Civil War soldier’s shoes

✦1864



defeated by Francis R. Lubbock. Lubbock, aSouth Carolina native, previously had held sev-eral political offices in Texas, including lieu-tenant governor. In 1863 Governor Lubbockentered the Confederate army and did not seekreelection. Pendleton Murrah, a lawyer fromMarshall, was elected governor in 1863. Murrahserved as governor until the closing days of theCivil War. Both Lubbock and Murrah devotedmuch of their time as governor to working forthe Confederate war effort.

War Changes Women’s RolesTexas suffered less physical damage than did

other Confederate states because few battleswere fought in the state. No Union army swepta path of destruction through Texas’s farms andtowns as had happened in Georgia. Life on theplantations with slaves doing the workremained much the same as before the war. Onmany smaller farms, however, there were nomen to work the crops or tend the livestock. It isestimated that during the war, four out of fiveadult white men were away from home at sometime. Women, children, and slaves did almost allthe farm work.

Women served as nurses during the CivilWar. Rosanna Osterman turned her luxuriousGalveston home into a hospital. She and herhelpers used carpets to make slippers and sheetsto make bandages. In 1865 Mary Sweeny wentto Matagorda to help restore the Union garrisonto health. As a reward for her services, theUnion commander sent a wagonload of medicalsupplies to Brazoria County to aid the Southernill and wounded.

War Changes the EconomyThe war brought economic changes. Farmers

were encouraged to plant more corn and wheatfor the war effort. As a result, cotton produc-tion declined in all the Southern states through-out the war years. Texas opened small factoriesin Austin and Tyler to manufacture cannonsand ammunition. Other factories made neededitems such as wagons, ambulances, blankets,shoes, tents, cloth, and saddles. In addition to

their work on the farms, women also con-tributed to the war economy by making uni-forms and other clothing for the soldiers. InAustin, the Ladies Needle Battalion seweditems for the soldiers. Women also took jobsusually performed by men. They became teach-ers, shopkeepers, and drivers.

Shortages Make Life DifficultThe people of Texas were forced to make

many sacrifices during the war. The Unionblockade of Confederate ports stopped manygoods from reaching the South. Clothes, manu-factured in the North, disappeared from thestores. Many Texans wore a coarse, looselywoven, homemade fabric called homespun thatwas similar to cloth worn in colonial days.Governor Lubbock wore a homespun suit to hisinauguration.

Getting coffee and tea was nearly impossi-ble. Among the ingredients Texans used as cof-fee substitutes were parched sweet potato andparched corn beverages. One mixture, called

History

Nurses aided wounded soldiers on both sides of the war.What are some ways nursing has changed since theCivil War?

Confederate coffee, was made of peanuts, okra,barley, corn, and sweet potatoes. It was a com-mon, if not well-liked, replacement. Texanstried substitutes for imported Asian tea as well.People learned to use native plants as alterna-tives to imported goods.

Salt, baking soda, and paper were also scarce.Some women dug up the floors of theirsmokehouses to recover the salt drippings fromthe dirt. Several newspapers suspendedpublication because they had no paper. Somepeople used wallpaper torn from walls aswriting paper. Civilians often had to do withoutmedicines and hospital supplies because thesewere needed on the battlefield. Quinine, animported drug for fighting malaria and otherfevers, could not be obtained. The shortages ofall items became worse as large numbers ofrefugees fleeing the Union armies came to Texas.

Lillie Barr Munroe recalled some of the hard-ships caused by the war and what her family lifewas like in Austin during the war:

“It was just before we left the house on the flat. . . that Civil War was declared, and I can recallmany pictures in Harper’s Weekly then of the rising of the war cloud . . .

War times began their hard pinch here andone of the clearest memories I have of them is thatmother had no tea, we gathered the leaves ofUpon [yaupon] shrub . . . they made a substitute,but only a substitute; then white flour was almostimpossible to get, and no one had white bread butMother and Mary—Mary because she was delicate. . . [As for clothing,] Confederate money was of lit-tle value and even if it had been, cloth was almostimpossible to get.”

Explaining Name some of the waysthat Texans sacrificed for the war effort.


2000 kmAlbers Equal-Area projection

2000 mi.

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35°N

30°N

25°N

110°W

Gulf of Mexico

Red R.

Rio Grande

Sabine R.

Mis

siss

ippi

R.NEW MEXICO TERRITORY

INDIAN TERRITORY

CHIHUAHUA

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Palmito Ranch

Galveston

Sabine Pass

Mansfield

Brownsville

San Antonio

Austin

Waco

Dallas

Rusk

Tyler

JeffersonMarshall

Mount PleasantParis

HempsteadHuntsville

Houston

Bagdad

Most of the major battle sites were located along thesouthern and eastern borders of Texas.Explaining Why did these battles take place in theseregions?

Confederate States

Union States andterritories

Mexico

Manufacturing andsupply center

Center of tradewith Mexico

Major battle site

Prisoner of war camp

Cotton resource

Beef resource

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Civil War Texas, 1861–1865

The Civil War EndsFor four years the armies of the South fought

against great odds. The North had more sol-diers, more money to finance the war, and morefactories making war materials. By the spring of1865, the weary Confederate armies could holdout no longer. On April 9, 1865, General RobertE. Lee made a difficult decision. The Army ofNorthern Virginia, the largest Confederatemilitary force, surrendered to General UlyssesS. Grant at Appomattox Courthouse inVirginia. Within weeks Confederate PresidentJefferson Davis was captured, and the remain-ing armies in the South surrendered.

The last land battle of the Civil War took placeon May 13, 1865, at Palmito Ranch, near Browns-ville. Here Confederate forces led by John S. Forddefeated a Union force trying to invade the main-land from Brazos Island. From their captured pris-oners, the Texans learned that General Lee hadsurrendered a month earlier. The Texas troops hadnot yet received word of the war’s end.

The end of the Civil War marked a turningpoint for Americans. They faced the task ofrebuilding the nation. Sorrow had touchednearly every family. Millions of soldiers foughtin the conflict. More than 600,000 Northernersand Southerners died. This number almostequals the number killed in all other Americanwars combined.

The North’s victory meant the Union had beenpreserved. It also brought an end to slavery.During the war President Lincoln had issued theEmancipation Proclamation, freeing enslavedpeople in the Confederate states. Once the warended, federal officials began to enforce theproclamation in all the defeated states. Lincolndid not live to see all the slaves freed. The Thir-teenth Amendment—which abolished slavery—was not ratified until late 1865, after PresidentLincoln’s assassination. He was shot and killedfive days after Lee’s surrender by John WilkesBooth, an actor who believed he was helping theConfederate cause.

As Southern armies surrendered, the stategovernment of Texas collapsed. GovernorMurrah and other state officials fled to Mexicoin June 1865 to escape Union troops. For someweeks Texas had no state government. Lawlessarmed bands roamed the countryside. Orderwas restored only after President AndrewJohnson appointed Andrew Jackson Hamiltonprovisional governor in June 1865. Now Texansfaced the task of rejoining the Union.


Evaluating Resources The North had greateramounts of resources than the South during the CivilWar. The South possessed the least amounts of whichtwo resources?

Perc

ent

Population Railroad Track Firearms Manufactured GoodsProduction

Resources

BankDeposits

North South Enslaved

Farmland

50

40

30

20

10

0

100

90

80

70

60

Resources of the North and South in 1861


A Texas Story ContinuedLucy Pier Stevens, trapped in Texas when the

war broke out, could stand it no longer! Shewould go home no matter what the risk. In Aprilof 1865 she wrote in her diary,

“[M]y journey is fraught with too many dangersfor me to anticipate much pleasure. I realize fullywhat I am undertaking. If it were not toward home Icould not make up my mind to start such a trip.”

Lucy went to Galveston and boarded a block-ade runner. The ship took her to Havana, whereshe caught a steamer for New York City. Whilein Havana she learned of President Lincoln’sassassination. When she arrived in New York,she knew the war was over. Both her personalordeal and the nation’s ordeal of war had cometo an end.

Analyzing Why did the battle atPalmito Ranch occur after the war had ended?

Santos Benavides wasthe highest-ranking Mexi-can American to serve inthe Confederacy. His great-great-grandfather was thefounder of Laredo, whereSantos was born. As apolitical and militaryleader, Benavides workedhard to bring this region

closer to the mainstreamof Texas politics. WhenTexas seceded, he sup-ported the Confederacy.

Benavides’s greatesttriumph was his defense of Laredo. However, hismost important contribu-tion to the Southern causecame when he arranged

for the safe shipment ofcotton along the RioGrande to Matamoros andports in Europe.

In recognition of hisachievements, Benavideswas appointed Texasdelegate to the WorldCotton Exposition in 1884.

Santos Benavides 1823-–1891

Checking for Understanding1. Using Key Terms Use these terms

in complete sentences: homespun,quinine.

2. Reviewing Facts Why did Texassuffer less physical damage duringthe war than other Confederatestates?

Reviewing Themes3. Economic Factors Give two

reasons why there were wide-spread shortages of goods in Texasduring the Civil War.

Organizing to Learn4. Summarizing Using a chart like

the one below, list the goods thatwere scarce in Texas during theCivil War. Describe the substitutesthat were found for these items.

Critical Thinking5. Analyzing Why did the state gov-

ernment of Texas collapse after theCivil War? Explain your answer.

Comparing and Contrasting The Civil War caused daily work to change for all Texans. Compare and contrast the changes that each of the followingwould have experienced: a plantationwith slaves; a small, family-run farm; and a store in town.

Items in Short Supply During the WarItem Substitute

Why Learn This Skill?An “ideology” is a set of key beliefs or values that

guide the actions of a person or a group. Organizationswith particular ideologies can influence importantissues. People in environmental groups, for example,take certain actions such as recycling waste materials.

Learning the SkillHere are some ways to recognize ideologies:• Identify the values or beliefs of the group.• Analyze statements or actions to see if they

express the view of a particular ideology.• Separate the facts from the opinions.• Check any facts in statements for accuracy.

Practicing the SkillHere is a short summary of some important ideolo-

gies in Texas history.

• Proslavery—Slavery is necessary for the economy;slavery is protected by the Constitution.

• Antislavery—Slavery is morally wrong and shouldbe abolished; all people are created equal; slaverydegrades both blacks and whites.

• Secession—States have the right to secede if thefederal government threatens their constitutionalrights.

• Pro-Union—The Union is perpetual and must bepreserved at all costs; disagreements over rights must be settled by constitutional means.

Read the following primary source statements.Determine which ideology each statement is expressing.

1“Suppose I should seize you, rob you of your liberty,drive you into the field, and make you work withoutpay as long as you live, would that be justice andkindness or injustice and cruelty?”

2“If by your [free soil] legislation you seek to driveus from the territories of California and NewMexico . . . and to abolish slavery in [the Districtof Columbia], thereby attempting to fix nationaldegradation upon half the states of thisConfederacy, I am for disunion.”

Critical ThinkingCritical Thinking

Recognizing Ideologies

Which opinion, proslavery or antislavery, is most probably represented below? Why do you think so?

Popular sovereignty for the territories will neverwork. Under this system, each territory would decidewhether or not to legalize slavery. This method wastried in the territory of Kansas and all it producedwas bloodshed and violence.

Glencoe’s Skillbuilder Interactive Workbook,Level 1, provides instruction and practice in keysocial studies skills.

359

Slavery supported an economic system.

Reviewing Key TermsExamine each group of terms below. Explain why one term ineach group does not belong with the others.

1. sovereignty, states’ rights, perpetual, conscription2. preventive strike, vigilante, blockade3. ordinance, secede, Unionists

Reviewing Key Facts4. Why did the Southern states support states’ rights?5. Who were the abolitionists?6. Why did most Southerners oppose the Republican Party?7. What was Sam Houston’s belief about Texas secession?8. Why did many German settlers fight conscription?9. Why did Texas attack Union forces in New Mexico?

10. What was the importance of the Battle of Sabine Pass?11. What was one way Texans on the home front suffered

during the war?12. What happened in Texas immediately after the South

surrendered?

Critical Thinking13. Identifying Main Ideas What political and economic

changes were brought about in Texas by the Civil War?14. Summarizing Describe the social effects of the Civil War

on Texas.15. Citizenship Why do you think Governor Houston

declined President Lincoln’s offer of military aid to helphim stay in office? How was this action in keeping withwhat you have learned about Houston’s character?

16. Making Inferences Although one-fourth of all Texansopposed secession before the Civil War began, most ofthem supported the Confederacy after the fighting started.Why do you think this happened?

17. Analyzing Why was it important for Union troops to con-trol the flow of goods over the Rio Grande boundary?

18. Understanding Cause and Effect What effect did theCivil War have on enslaved African Americans in Texas?Use a web like the one below to help organize youranswer.

BEFORE WAR AFTER

The Civil War1860

• Abraham Lincoln is elected president.

• South Carolina secedes from the Union.

1861• Texas and other

Southern states secede from the Union.

• The Confederate States of America is formed.

• Sam Houston is removed as governor of Texas.

• The Civil War begins with the firing on Fort Sumter.

1862• The Conscription Act is passed.• Forty Texas Unionists are hanged

in Gainesville.• Union forces capture Galveston.

1863• Texas and Confederate forces retake

Galveston.• Union forces are defeated at

Sabine Pass.• Pendleton Murrah is elected governor.

1864• Union forces are defeated near Red River.

1865• General Lee surrenders to General Grant.

• President Lincoln is assassinated.• The last Civil War battle is fought at

Palmito Ranch near Brownsville.

CHAPTER 15 The Civil War360

★

★

★

Geography and History ActivityRefer to the map above to identify where each of the events listed below took place. Place the correct letter with the military event.19. Capture of Brownsville20. Red River Campaign21. Capture of Galveston in October 1862; Battle and

Recapture of Galveston in January 186322. Battle of Sabine Pass

Portfolio /TAKS Writing Activity23. Making Predictions After reflecting on the ideas and

information presented in the chapter, write a paragraphdescribing how our lives might be different today if theSouth had won the Civil War. Save your work for yourportfolio.

Building Technology Skills24. Using the Internet or Library for Research Work with

another student to research one of the battles describedin this chapter. After you have completed your research,develop a multimedia presentation of the information,using charts, graphs, photos, maps, and narration. (Youmight use computer presentation software, if available.)Share your presentation with the rest of the class.

Cooperative Learning Activity25. Journalism As a class, produce a newspaper that

describes what was going on in Texas during a criticalweek of the Civil War.

Economics and History Activity26. Wartime Economics Review the chapter to identify two

economic activities that began because of the Civil Warand eventually benefited the Texas economy.

Practicing Skills27. Recognizing Ideologies Ideologies, or belief systems, are

a part of everyday life. Discussions of ideologies appear innewspapers, magazines, and TV programs. The belief in ademocratic system of government is an ideology that isaccepted by most Americans. Identify an excerpt from anarticle in a newspaper or magazine that is an ideology.


Self-Check QuizVisit the texans.glencoe.com Web site and click onChapter 15—Self-Check Quizzes to prepare for the chapter test.

TEXAS HISTORY

Use your knowledge of Texas history to answerthe following question.

Texas’s location was important during the Civil WarbecauseA the frontier of Texas was vulnerable to Native

American attacks.B Texas controlled the Mississippi River.C control of the Gulf of Mexico was vital to Civil War

victory.D Texas linked supplies from western states with

Confederate troops.

Test-Taking Tip:The word location is important in this question. It signals

that you will need to think about geography and the role itplays in history. Eliminate any answer choices that are

wrong either because they are not true or because theydo not offer good geographical explanations.

200

2000 mi.

0 kmAlbers Conic Equal-Area projection

N

S

EW

95°W100°W105°W

30°N

35°N

TEXAS

A

B

C

D

Civil War Texas

http://www.glencoe.com/qe/qe31.php?&st=669&pt=3&bk=20

Surviving Under Slavery

362

The plantations of eastern Texas producedmuch of what Texas citizens needed fortheir survival. Landowners planted corn, peas, sweet potatoes, wheat, rye, and oats for their own use and for sale to others, but cotton was the main crop. Raising cotton provided cash for plantation owners, and the cotton industry created jobs for manyTexans. Storeowners furnished supplies to the plantations, ranchers sold horses needed for heavy labor, and freighters hauled away the harvest.

The Slavery System in TexasEnslaved Africans who labored on the planta-

tions received few benefits for their contributionto the successful industry. Far from acceptingslavery, many enslaved Africans fought the slavesystem as much as possible. They were able tocontrol, to some extent, the pace of their work by

sometimes feigningillness or breakingtools. Some enslavedmen and womeneven risked beatingsin an effort to exertsome control overtheir lives.

Others tried toescape, but few suc-ceeded in remainingfree for long.

Taking InitiativeWithin the slavery system, some African

Americans sought to improve their personalcondition. Slaves found ways to make moneyfrom their hard work and acquired skills. Withthe consent of their owners, they would “hire

Carding paddles were used to separate cotton fiber.

The majority of enslaved laborers worked in the fields. These African Ameri-cans are picking cotton with an overseer behind them supervising their labor.

out” to others. Both the plantation owner andthe laborer benefited from this plan. The slavepaid the plantation owner part of the wagesearned and kept the rest. For plantation own-ers, this agreement helped to provide addition-al income; for the slave, wages were used tobuy household items. Some enslaved workershired out to local plantations where temporaryhelp was needed. Others took jobs in town asblacksmith helpers, carpenters’ assistants, load-ers at freight depots, and similar jobs. Onewoman described her father’s attitude towardhard work:

“My father was Jack Mickens, the hardestworking slave on Major Jackson’s Texasplantation. He was the blacksmith and evenbefore the slaves was made free my fatherearned outside money that his masterallowed him to keep. He had money whenhe was set free.”

—1930s interview with Alice Rawlings(age 80)

Enslaved African Americans also sought toearn income for themselves by raising farm animals for food or for trade. Additionally, they planted vegetable gardens and sold whatthey grew.

The greater effort that slaves put forth toimprove their patches of land proved that peo-ple will work harder when they believe it willbenefit them in some way. Enslaved AfricanAmericans used torchlight to tend their owngarden plots past sundown. While not all slaveshad the opportunity, some were motivated byknowing that the money made from their effortsbelonged to them.

Economic ConditionsBecause the little money they earned had to

cover most of their needs, slaves economized.Basic items, like food and fabric, were providedby plantation owners. Slaves learned to be cre-ative with the small amounts of corn and porkthey were given. Out of necessity, AfricanAmericans became skilled at preparing meals toboth suit their tastes and feed an entire family.From the small amount of cloth they were given,they made long-lasting work clothing, and theyused leftover material for special-occasion gar-ments. Homespun cotton they were given wasput to use making shirts, pants, or dresses to usefor barter.

Under slavery, African Americans had littlecontrol over their financial circumstances. Theydid, however, use whatever resources they couldto ease their poverty and to exert some controlover their lives. This resourcefulness shown bysome of the enslaved African Americans is a traitthat is common to many Texans, whatever theirplace of origin or economic condition. It is a goalof people everywhere to improve life for them-selves and for their families.

363

1. Making Generalizations Can you think of otherkinds of workers who are not paid for their labor? Explain.

2. Drawing Conclusions How does your family econo-mize to meet everyone’s needs?

3. Writing About Economics Write a paragraph thatdevelops the following theme:People take initiative to improve their lifestyle.

In 2001, Black Enterprise magazine named Houston as the “best city” forAfrican Americans, a fact which made Mayor Lee Brown (right) very pleased.

Texas & TexansTable of ContentsHow Do I Study History?TEKS and TAKS Preview: A Guide for Students and ParentsNational Geographic Reference AtlasWorld: PoliticalWorld: PhysicalWorld: Land UseNorth America: PoliticalNorth America: PhysicalUnited States: PoliticalUnited States: PhysicalUnited States: Land UseUnited States: Territorial GrowthUnited States: 2000 Congressional ReapportionmentTexas: Physical/PoliticalTexas: Land Use

Geography HandbookWhat Is Geography?How Does Geography Influence History?How Do I Study Geography?Using Globes and MapsReading MapsUsing Graphs, Charts, and DiagramsGeographic DictionaryReading for Information

Unit 1: The Geography of TexasChapter 1: Land of ContrastsSection 1: Understanding Texas GeographySection 2: Natural ResourcesSection 3: The Climate of TexasChapter 1 Assessment and Activities

Chapter 2: Regions of TexasSection 1: The Coastal PlainsSection 2: The North Central PlainsSection 3: The Great PlainsSection 4: The Mountains and BasinsChapter 2 Assessment and Activities

Unit 2: Explorers and Settlers: Beginnings to 1821Chapter 3: Native TexansSection 1: The Ancient TexansSection 2: Southeastern and Gulf CulturesSection 3: Pueblo and Plains CulturesChapter 3 Assessment and Activities

Chapter 4: Early ExplorersSection 1: First Steps in a New LandSection 2: The Spanish Explore TexasSection 3: La Salle Awakens Spanish InterestChapter 4 Assessment and Activities

Chapter 5: Missions & SettlementsSection 1: First Missions Are BuiltSection 2: Spanish SettlementsSection 3: Building CommunitiesChapter 5 Assessment and Activities

Chapter 6: End of Spanish RuleSection 1: Spanish Texas: 1763–1819Section 2: Unrest Grows in TexasSection 3: Spanish Rule Ends in TexasChapter 6 Assessment and Activities

Unit 3: Mexican Texas: 1821–1836Chapter 7: Age of EmpresariosSection 1: Austin Establishes a ColonySection 2: The Colonies GrowChapter 7 Assessment and Activities

Chapter 8: Growing TensionsSection 1: The Difficulties BeginSection 2: Rebellions, 1831–1832Section 3: Increased Tensions, 1833–1835Chapter 8 Assessment and Activities

Chapter 9: Road to IndependenceSection 1: Revolution BeginsSection 2: The Capture of San AntonioSection 3: The Convention of 1836Chapter 9 Assessment and Activities

Chapter 10: The Alamo and GoliadSection 1: A Clash of ArmiesSection 2: Texans Defend the AlamoSection 3: Defeat in South TexasChapter 10 Assessment and Activities

Chapter 11: Independence WonSection 1: The Road to San JacintoSection 2: Victory at San JacintoChapter 11 Assessment and Activities

Unit 4: The Republic of Texas: 1836–1845Chapter 12: The Lone Star RepublicSection 1: Sam Houston's GovernmentSection 2: Lamar Becomes PresidentSection 3: Houston Regains PresidencySection 4: Texas Becomes a StateChapter 12 Assessment and Activities

Chapter 13: Pioneer LifeSection 1: Population GrowthSection 2: Texans on Farms and RanchesSection 3: Commerce and TransportationChapter 13 Assessment and Activities

Unit 5: The Lone Star State: 1845–1876Chapter 14: The Young StateSection 1: A New State GovernmentSection 2: War With MexicoSection 3: Immigrants Come to TexasChapter 14 Assessment and Activities

Chapter 15: The Civil WarSection 1: Texas SecessionSection 2: Texans Go to WarSection 3: Home Front HardshipsChapter 15 Assessment and Activities

Chapter 16: ReconstructionSection 1: Presidential ReconstructionSection 2: Congress Takes ControlChapter 16 Assessment and Activities

Unit 6: Growth and Development: 1874–1900Chapter 17: Cultures in ConflictSection 1: West Texas After the Civil WarSection 2: West Texas at WarSection 3: Fighting on the Rio GrandeChapter 17 Assessment and Activities

Chapter 18: Ranching & FarmingSection 1: Origins of the Cattle KingdomSection 2: The Days of the Big RanchesSection 3: Farming After the Civil WarChapter 18 Assessment and Activities

Chapter 19: Politics & ProgressSection 1: Reconstruction EndsSection 2: Transportation and IndustrySection 3: Demands for ReformChapter 19 Assessment and Activities

Unit 7: The Early 20th Century: 1900–1950Chapter 20: A New CenturySection 1: The Modern Era BeginsSection 2: The Progressive MovementSection 3: DiscriminationChapter 20 Assessment and Activities

Chapter 21: World War I and the 1920sSection 1: International AffairsSection 2: A Return to PeaceSection 3: Progress in the 1920sChapter 21 Assessment and Activities

Chapter 22: The Great DepressionSection 1: Depression Hits TexasSection 2: Texas and the New DealSection 3: Politics in the 1930sChapter 22 Assessment and Activities

Chapter 23: War and PeaceSection 1: Texans Support the WarSection 2: The Home FrontSection 3: After the WarChapter 23 Assessment and Activities

Unit 8: The Modern Era: 1950 to the PresentChapter 24: A Changing SocietySection 1: Politics and New ProblemsSection 2: Foundations for GrowthChapter 24 Assessment and Activities

Chapter 25: Turmoil & ProgressSection 1: The Politics of ProtestSection 2: Civil Rights and PoliticsSection 3: Growth and DevelopmentChapter 25 Assessment and Activities

Chapter 26: Texas TodaySection 1: Political EventsSection 2: International EventsSection 3: Reforms Come to Texas SchoolsChapter 26 Assessment and Activities

Chapter 27: The Texas HeritageSection 1: Turn-of-the-Century TexasSection 2: Texas and the ArtsSection 3: Texans Create a Unique CultureChapter 27 Assessment and Activities

Unit 9: The Government of TexasChapter 28: Democracy & ConstitutionsSection 1: Texas ConstitutionsSection 2: The Texas System of JusticeChapter 28 Assessment and Activities

Chapter 29: Texas State GovernmentSection 1: The Texas LegislatureSection 2: The Executive BranchSection 3: Financing State GovernmentChapter 29 Assessment and Activities

Chapter 30: Local GovernmentSection 1: Types of Local GovernmentSection 2: Participation in GovernmentChapter 30 Assessment and Activities

AppendixWhat Is an Appendix and How Do I Use One?TAKS Preparation HandbookPrimary Sources LibraryTexas CountiesTexas Declaration of IndependenceTexas ConstitutionsThe Governors and Presidents of TexasHonoring AmericaGlossarySpanish GlossaryIndexAcknowledgements and Photo Credits

Feature ContentsPrimary Sources LibraryNational Geographic: Geography & HistoryThe Story of TexasTexas LiteratureTwo ViewpointsEconomics & HistoryOnly in TexasCauses and EffectsTAKS SkillbuilderCritical ThinkingSocial StudiesStudy & WritingTechnology

People of TexasPrimary Source QuotesCharts & GraphsNational Geographic Maps

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Chapter 15: The Civil Warjerrianngarcia.weebly.com/uploads/5/6/0/2/5602457/... · 2019. 11. 8. · 1865 ★ Last battle of the Civil War fought at Palmito Ranch ★ Slavery was abolished