Grade 04 Social Studies Unit 06 Exemplar Lesson 03: Heroes of the Texas Revolution

Grade 4 Social Studies Unit: 06 Lesson: 03 Suggested Duration: 4 days Grade 04 Social Studies Unit 06 Exemplar Lesson 03: Heroes of the Texas Revolution

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis Students examine the contributions to the Texas Revolution made by individuals. TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

4.3 History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:

4.3B Summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz Mexicans Antonio López de Santa Anna and Vicente Filisola noncombatants Susanna Dickinson and Enrique Esparza. 4.17 Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to:

4.17D Identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals.

Social Studies Skills TEKS

4.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

4.21D Identify different points of view about an issue, topic, historical event, or current event. 4.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

4.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.

GETTING READY FOR INSTRUCTION

Performance Indicators

Last Updated 05/07/13 page 1 of 13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 4 Social Studies Unit: 06 Lesson: 03 Suggested Duration: 4 days Grade 04 Social Studies Unit 06 PI 03 Create an illustrated booklet about several heroes of the Texas Revolution describing who they were and their contribution(s) to the revolution. Standard(s): 4.3B , 4.17D , 4.21D , 4.22D ELPS ELPS.c.1C , ELPS.c.5F

Key Understandings

The actions of individuals affect the course of history.

— What were contributions of individuals during the Texas Revolution? — How did their actions affect the course of history? — Who are historical figures that modeled active participation during the Texas Revolution? Vocabulary of Instruction

hero dictator

Materials

Refer to Notes for Teacher section for materials

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.

Handout: Heroes Notes (1 per student) Handout: Biography Cards (at least 1 set per group) Teacher Resource: Hero Trading Card Template Handout: Hero Checklist (1 per student)

Resources

None identified

Advance Preparation

1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed.

Background Information

Heroes of the Texas Revolution consisted of Anglo-Americans, Tejanos, and Mexicans. War is a horrible event, and both sides of war have heroes whether people agree for the cause or result of the war. This lesson will examine the contributions by all the people listed whether they were on the Texas side or the Mexican side.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with

Last Updated 05/07/13 page 2 of 13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 4 Social Studies Unit: 06 Lesson: 03 Suggested Duration: 4 days each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures Notes for Teacher ENGAGE – Visual analysis NOTE: 1 Day = 50 minutes Suggested Day 1 – 20 minutes

1. Display the painting Surrender of Santa Anna, by William H. Huddle. Materials:

2. Facilitate a class discussion of the painting. Use it to review the events Painting Surrender of Santa Anna, by of the Texas Revolution and to introduce some of the significant William H. Huddle individuals. Use questions such as those below: Instructional Note: What event does this painting depict? Use a visual analysis strategy such as People, Objects, Where on the timeline of the Texas Revolution did this event Activities, or another strategy. (see below) take place? What made these men heroes? People, Objects, Activities: How does this painting portray these men as heroes? List the People, Objects, and Activities. Make inferences Were there women heroes of the Texas Revolution? What do and draw conclusions based on what is in the image. you think they did for the Texas Revolution? Why are there few pictures of them? People Objects Activities

EXPLORE – Contributions of significant people Suggested Day 1 (continued), Day 2 – 50 minutes

1. Each student chooses 6 numbers between 1 and 16, writing the Materials: numbers on a slip of paper with their names and handing in the slips. index cards (6 unlined cards per student) 2. Display the list of significant individuals in Texas history. (Their numbers will coincide with this list.) Attachments: Texians Handout: Heroes Notes (1 per student) 1. William B. Travis Handout: Biography Cards (at least 1 set 2. James Bowie per group, cut apart) 3. David Crockett 4. George Childress 5. Sidney Sherman 6. Sam Houston 7. Lorenzo de Zavala Tejanos

8. Juan Antonio Padilla 9. Carlos Espalier 10. Juan N. Seguín 11. Plácido Benavides 12. José Francisco Ruiz Mexicans

13. Antonio López de Santa Anna 14. Vicente Filisola non-combatants

Last Updated 05/07/13 page 3 of 13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 4 Social Studies Unit: 06 Lesson: 03 Suggested Duration: 4 days 15. Susanna Dickinson 16. Enrique Esparza 3. Return students’ slips of paper so they can match the numbers they chose to the names of individuals they will investigate. 4. Distribute the Handout: Heroes Notes for students to use when they gather information about the people significant to the Texas Revolution. 5. With students in groups of 3 or 4, distribute at least one set of the Handout: Biography Cards to each group. 6. Students use information from the Handout: Biography Cards and other appropriate sources (such as the textbook, other classroom materials, and approved online sources) to note information about their 6 people on the Handout: Heroes Notes. 7. Monitor students to clarify information and provide additional information as needed.

EXPLAIN –Trading Cards Suggested Day 2 (continued) – 30 minutes

1. Distribute at least 6 unlined index cards to each student. Materials:

2. Display the Teacher Resource: Hero Trading Card Template. Index cards (6 per student) 3. Students follow the template to create a Hero Trading Card for each Attachments: person they are investigating (the 6 numbers they chose, above). 4. Distribute the Handout: Hero Checklist. Handout: Heroes Notes Teacher Resource: Hero Trading Card 5. In groups of four, students compare the information on their cards (Allow Template 5 minutes). They keep track of heroes they have learned about by Handout: Hero Checklist (1 per student) checking them on the Handout: Hero Checklist and add information to their Handout: Heroes Notes. 6. Students move to another group, to learn more about other people, and again compare cards (allow 5 minutes), adding notes to the Handout: Heroes Notes. (Note: All students need to learn about Santa Anna and Houston.) 7. Students mark on their Handout: Hero Checklist the new people they learned about. 8. Students find others whose trading cards they have not yet learned about. Make sure to include Santa Anna and Houston.

EXPLORE – Houston, de Zavala, and the democratic process Suggested Day 3– 20 minutes

1. Review with students the democratic process. Materials:

2. Display a picture of the signers of the Texas Declaration of Signers of the Texas Declaration of Independence. Independence 3. Display the Texas Declaration of Independence. Texas Declaration of Independence U.S. Declaration of Independence What were the signers looking for when they signed the Texas Declaration of Independence?

4. Display the U.S. Declaration of Independence and help students recall what they have learned about the Declaration of Independence. 5. Compare the principles of government in the U.S. Declaration of Independence with those in the Texas Declaration of Independence. Display a simplified comparison by using a Venn diagram sketched on the board. Students read the similarities and write a statement based on their deductions.

Last Updated 05/07/13 page 4 of 13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 4 Social Studies Unit: 06 Lesson: 03 Suggested Duration: 4 days EXPLAIN - Complete the topic sentence Suggested Day 3 (continued)– 15 minutes

1. Students expand on the topic sentence:

Good citizens model active participation in the democratic process.

ELABORATE – Summarize learning Suggested Day 3 (continued) – 15 minutes

1. Facilitate a discussion where students use what they have learned about the Texas Revolution and significant individuals to answer the guiding questions:

The actions of individuals affect the course of history.

- What were the contributions of individuals during the Texas Revolution? - How did their actions affect the course of history? - Which historical figures modeled active participation during the Texas Revolution?

EVALUATE – Contributions of heroes of the Texas Revolution Suggested Day 4 – 50 minutes

Grade 4 Social Studies Unit06 PI03 Materials: Create an illustrated booklet about several heroes of the Texas Revolution describing paper (2 pages of white unlined paper per who they were and their contribution(s) to the revolution. student) Standard(s): 4.3B , 4.17D , 4.21D , 4.22D ELPS ELPS.c.1C , ELPS.c.5F

Last Updated 05/07/13 page 5 of 13 Print Date 06/20/2013 Printed By Karen Johnson, MIDLAND ISD Grade 4 Social Studies Unit: 06 Lesson: 03 Heroes Notes

Participant Side Contribution Interesting Fact Supported Sam Houston Visual Representation

Antonio López de Santa Anna Visual Representation

1. William B. Travis was from South Carolina. He moved to Texas in 1831 becoming a citizen of Texas and living in Stephen F. Austin’s colony. Trouble began between Texas and Mexico before he was able to send for his wife and young son. Travis was one of the first Texans to join the army. He and a group of men went to San Antonio to help any way they could. He and James Bowie became the leaders of the Alamo when Santa Anna attacked. Travis wrote his Victory or Death letter asking for help. His letter is considered a symbol of courage and heroism. On March 6, the Alamo fell to Santa Anna and the Mexican army. Travis died at the age of 26.

2. James Bowie was born in Kentucky but lived throughout the South. In 1828, he moved to Texas and became a citizen. Bowie liked adventure. While living in Texas, he spent time with Indians looking for gold and silver. He finally settled down and married a Mexican woman from a wealthy family. She and their two children died during a cholera epidemic. Bowie was very upset by these events and decided to join in the fight for Texas independence. He fought in the Grass Fights and the Battle of San Antonio. He was in command of the San Antonio forces when William Travis came to San Antonio. Travis and Bowie were both leaders when the Alamo was attacked by the Mexican army. Bowie became sick with pneumonia and was killed on his cot still defending the Alamo when it fell on March 6, 1836.

3. David Crockett was known for his backwoods lifestyle and as a Congressman from Tennessee. In Texas, he is remembered as a hero of the Battle of the Alamo. After being defeated for a fourth term in Congress, he headed to Texas in the fall of 1835. There he was treated like a celebrity. While he was in San Antonio, Santa Anna and his army attacked. Crockett and his fellow Tennesseans were among the defenders that sacrificed their lives at the Battle of the Alamo.

4. George Childress came to Texas from Tennessee in 1836. Childress moved to his uncle Sterling Robertson’s colony. Once in Texas, he became involved in the independence movement and became a delegate to the Convention of 1836 at Washington-on-the-Brazos. Childress called the convention to order and organized a committee to write the declaration of independence. He was named the chairman of the committee and is the primary author of the document. After the Revolution, Childress remained involved in the organization of the Republic of Texas.

5. Sidney Sherman was from Kentucky. With other men, he went to fight for Texas independence in 1835. Sherman joined Sam Houston in Gonzales and became a lieutenant colonel in the Texas army. At the Battle of San Jacinto, Sherman and the men from Kentucky carried the only flag that the Texans had at this battle. Sherman is also given credit with the battle cry, “Remember the Alamo! Remember Goliad!” After the battle, he helped distributed captured property to soldiers who fought in the Revolution.

©2012, TESCCC 08/01/12 page 1 of 4 Grade 4 Social Studies Unit: 06 Lesson: 03 6. Sam Houston grew up in Tennessee. As a young man, he lived with the Cherokee Indians living off the land. During the War of 1812, Houston enlisted as a soldier where he learned to follow instructions and lead men. This experience led him to become a lawyer and governor of Tennessee. In 1832, Houston moved to Texas becoming a citizen of Mexican. The rights of Texas citizens were threatened by the government of Mexico. Santa Anna had become the dictator of Mexico. Mexico was no longer a representative democracy. Texans wanted to become independent. Houston was elected to the Convention of 1836 at Washington-on-the-Brazos. There he signed the Declaration of Independence and was elected commander-in-chief of the armies of Texas. His first decision was for the men at San Antonio to burn down the Alamo before Santa Anna got to San Antonio. These men did not burn the Alamo down. Houston heard about the loss at the Alamo while at Gonzales. His next decision was to head southeast until he had enough men to fight Santa Anna. This would occur at San Jacinto. At the Battle of San Jacinto, Houston and his men were able to beat the unprepared Mexicans in eighteen minutes. Texas was now an independent nation.

7. Lorenzo de Zavala was a native of Mexico. Zavala supported a representative government in Mexico. When Santa Anna became dictator of Mexico, Zavala moved his family to Texas and supported Texas independence. He was a delegate to the Convention of 1836 at Washington-on-the-Brazos. Zavala was appointed to the committee to help write the Declaration of Independence because of his education and experience. He was a signer of the Declaration of Independence and supported Sam Houston as the leader of the Texas army. Another decision made at Washington-on-the-Brazos was who would be the temporary leaders of the new Texas government. Zavala was elected as Vice President and chosen to escort Santa Anna back to Mexico. Santa Anna remained in Texas longer than planned. Zavala resigned as Vice President and died shortly after that.

8. Juan Antonio Padillo was a Mexican native who was an official in the government of Coahuila y Texas. Padillo supported Anglo-American colonization and the Texas Revolution. His views about Anglo-American colonization caused him to be treated badly by the Mexican government under Santa Anna. In 1835, he joined the Texas army and participated in the Texas Revolution. He died in Houston in 1839 while on a business trip.

9. Carlos Espalier was born in Texas in 1819. Espalier was a friend and supporter of James Bowie. He followed James Bowie into the Alamo and died there during the Battle of the Alamo on March 6, 1836 at the age of seventeen.

©2012, TESCCC 08/01/12 page 2 of 4 Grade 4 Social Studies Unit: 06 Lesson: 03 10. Juan Seguin was born in Texas in 1806 the son of a prominent Tejano family. Seguin’s father helped Stephen F. Austin colonize Texas with Anglo-Americans. Seguin was very involved in local government and supported Mexico’s democratic government. When Santa Anna became a dictator, he joined the Texas army and scouted for Sam Houston. He was a defender at the Battle of the Alamo escaping death. Travis sent Seguin to Gonzales for help the night before the Alamo fell. In Gonzales, he organized a Tejano army unit and fought for Sam Houston at the Battle of San Jacinto. After the Revolution, he went back to San Antonio making sure the Alamo dead were properly buried. Later, he will be elected mayor of San Antonio and the city of Seguin will be named after him.

11. Placido Benavides was a native of Texas. Benavides helped with the settlement of Victoria and married a daughter of Martin De Leon. In October 1835, he organized men to fight at the Battle of San Antonio and captured Goliad from Mexican forces. After these events, he decided he could not fight against his country. He returned to Victoria with his family to isolate himself from the war. Benavides still was willing to hide men who had escaped from the Goliad Massacre. After the Revolution, he was treated badly by Mexican Texans. Benavides spent the remainder of his life in Louisiana.

12. Jose Francisco Ruiz was born in San Antonio, Texas in 1783. He served as a government leader for the city and a member of the Mexican military. His job in the military was to stop the Fredonian Rebellion and assist General Manuel de Mier y Teran while he was reporting on Texas. During this time, he gained the trust of the Indians and was known as their friend. In 1832, he was granted leave from the military. In 1835, Ruiz decided to support the Texas cause and was a delegate to the Convention of 1836. Ruiz and his nephew Jose Antonio Navarro signed the Texas Declaration of Independence on March 2, 1836. They were the only native Texans who signed the document. After the Revolution, Ruiz served in the government of the Republic of Texas and worked with the Indians to help keep peace.

13. Antonio Lopez de Santa Anna as a young man was trained as a soldier. Santa Anna supported the new democratic government. In 1833, he was elected president of Mexico. He soon decided that Mexico was not ready for democracy and made himself dictator. As dictator, he had heard that Texans were unhappy. Santa Anna decided to send his soldiers to Texas to get all the cannons that the government had given Texas towns. These cannons protected towns from Indians. The citizens of Gonzales refused to hand over their cannon. This was the beginning of the Texas Revolution. Santa Anna and his army headed to Texas. He and his army took the Alamo killing all the Texas soldiers that fought against them. Santa Anna then went after Sam Houston. They met at San Jacinto. Sam Houston attacked Santa Anna and his men while they were taking a siesta or nap. The Battle of San Jacinto ended in a loss for Santa Anna. He tried to escape before the battle was over but he was captured. Sam Houston decided not to kill Santa Anna if he agreed to go back to Mexico and allow Texas to be independent. He agreed, but it Santa Anna would not give up on Texas until after the U.S. – Mexican War.

©2012, TESCCC 08/01/12 page 3 of 4 Grade 4 Social Studies Unit: 06 Lesson: 03 14. Vicente Filisola spent most of his life in the Mexican army. He was given a land grant in East Texas to settle Hispanic families, but he did not fulfill the contract. When Santa Anna decided to organize an attack on Texas, he made Filisola second in command. After Santa Anna was captured at the Battle of San Jacinto, Filisola’s job was to withdraw the Mexican army from Texas. Filisola carried out his orders by the time he got new orders from the Mexican government to counterattack. He continued the retreat after considering the condition of the Mexican army. When he got back to Mexico, he was replaced as commander and resigned his command. The Mexican government saw him as a traitor, but he did not agree. He wrote a book defending his actions and describing the events of the Texas Revolution.

15. Susanna Dickinson and her husband Almaron moved to Gonzales from Tennessee in the 1830s. They had one daughter named Angelina. After the Battle of Gonzales, the Dickinsons moved into the mission known as the Alamo in San Antonio for safety. They got caught in the Alamo when Santa Anna and his army attacked it. Almaron Dickinson lost his life in the Alamo, but Susanna and Angelina survived. Prior to the battle, William Travis gave Angelina his ring which is now on display at the Alamo. Susanna was interviewed by Santa Anna after the battle. Santa Anna sent Susanna and the other families that survived the Alamo to Gonzales to tell Sam Houston about the events of the Alamo and that he was coming after them. She lived until 1883 never forgetting when the Alamo fell to the Mexicans.

16. Enrique Esparza was a young boy who witnessed the fall of the Alamo. He was the son of Gregorio and Ana Salazar who were in the Alamo during the attack. His father Gregorio died defending the Alamo. His uncle, Gregorio’s brother, fought in the Mexican army at the Battle of the Alamo. In 1907, a reporter for the San Antonio Express interviewed Esparza which was the first time he told his story. He remained in the San Antonio area raising a family and as a businessman.

Front Back Picture or symbol representing person in the Facts: Texas Revolution:

Contributions to the Texas Revolution and Significance   

Name of the person

As you meet with other students to share your Hero Trading Cards, put a check on the line to indicate you have learned about this person. Try to learn about as many people as you can.

Texians 1. William B. Travis 1. _____ 2. James Bowie 2. _____ 3. David Crockett 3. _____ 4. George Childress 4. _____ 5. Sidney Sherman 5. _____ 6. Sam Houston 6. _____ 7. Lorenzo de Zavala 7. _____ Tejanos 8. Juan Antonio Padilla 8. _____ 9. Carlos Espalier 9. _____ 10. Juan N. Seguín 10. _____ 11. Plácido Benavides 11. _____ 12. José Francisco Ruiz 12. _____ Mexicans 13. Antonio López de Santa Anna 13. _____ 14. Vicente Filisola 14. _____ non-combatants 15. Susanna Dickinson 15. _____ 16. Enrique Esparza 16. _____