DOCSLIB.ORG

Stephenville Curriculum Document Social Studies Grade: 7 Course: Texas History Bundle (Unit) 5 Est

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

STEPHENVILLE CURRICULUM DOCUMENT SOCIAL STUDIES GRADE: 7 COURSE: TEXAS HISTORY BUNDLE (UNIT) 5 EST. NUMBER OF DAYS: 20 UNIT 5 NAME REVOLUTION AND REPUBLIC With tensions increasing between the Mexican government and American settlers in Texas, diplomacy gave way to Unit Overview Narrative inevitable conflict that erupted into war. Emerging victorious, Texas separated itself from Mexico and became its own Republic. Generalizations/Enduring Understandings Concepts Guiding/Essential Questions Learning Targets Formative Assessments Summative Assessments TEKS Specifications (1) History. The student understands traditional historical points of reference in Texas history. The Texans earned their independence from Mexico student is expected to: (A) identify the major eras in Texas history, Events: describe their defining characteristics, and Battle of Gonzales explain why historians divide the past into eras, Alamo TEKS (Grade Level) / Specifications including Natural Texas and its People; Age of Goliad Massacre Contact; Spanish Colonial; Mexican National; Battle of San Jacinto Revolution and Republic; Early Statehood; Texas Treaty of Guadalupe-Hidalgo in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the People: Great Depression and World War II; Civil Rights Sam Houston and Conservatism; and Contemporary Texas; William B. Travis (B) apply absolute and relative chronology James Fannin through the sequencing of significant Antonio López de Santa Anna individuals, events, and time periods; Juan N. Seguín (C) explain the significance of the following 1836- Texans earned their independence from Mexico dates: 1519, mapping of the Texas coast and through a series of events including the siege of the Alamo, first mainland Spanish settlement; 1718, the massacre at Goliad, and the battle of San Jacinto. EDITED JULY 2013 founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop. (2) History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to: (F) contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas. (3) History. The student understands how individuals, Battle of Gonzales- The first battle of the Texas Revolution. events, and issues related to the Texas Revolution Mexican forces were ordered to take a brass cannon from the shaped the history of Texas. The student is expected to: town of Gonzales to San Antonio and Texans refused to give (A) trace the development of events that led to up the cannon. Texans attacked the Mexicans and the battle the Texas Revolution, including the Fredonian ended quickly. Rebellion, the Mier y Terán Report, the Law of Battle of San Jacinto- Texas defeated the Mexican forces and April 6, 1830, the Turtle Bayou Resolutions, and captured General Santa Anna, ending the Texas Revolution. the arrest of Stephen F. Austin; Convention of 1836- A gathering of men at Washington-on- (B) explain the roles played by significant the-Brazos who adopted the Texas Declaration of individuals during the Texas Revolution, Independence. including George Childress, Lorenzo de Zavala, Siege of the Alamo-Terribly outnumbered, the Texans fought James Fannin, Sam Houston, Antonio López de and lost the battle of the Alamo. Instead of symbolizing Santa Anna, Juan N. Seguín, and William B. Mexican strength, the fall of the Alamo represented Texas Travis; fortitude. “Remember the Alamo” became a battle cry for (C) explain the issues surrounding significant Texas independence. events of the Texas Revolution, including the The Treaty of Guadalupe-Hidalgo- The treaty that ended the Battle of Gonzales, William B. Travis's letter "To war with Mexico in 1848. Mexico recognized Texas as a state the People of Texas and All Americans in the and gave up any claims to the territory. Mexico recognized World," the siege of the Alamo and all the heroic the Rio Grande River as the border between Texas and defenders who gave their lives there, the Mexico. Constitutional Convention of 1836, Fannin's William B. Travis- arrived at San Felipe after the passage of surrender at Goliad, and the Battle of San the Law of April 6, 1830 that made his entry illegal. He Jacinto; traveled the country performing legal work and became a (D) explain how the establishment of the loyal supporter of the revolution. He is best remembered for Republic of Texas brought civil, political, and his leadership during the Battle of the Alamo in 1836. religious freedom to Texas. Juan N. Seguín- A political and military leader during the (4) History. The student understands how individuals, Texas Revolution and the era of the Republic of Texas. He events, and issues shaped the history of the Republic of commanded a militia unit of Mexicans living in Texas at the Texas and early Texas statehood. The student is Battle of San Jacinto in 1836. expected to: Sam Houston- provided leadership for more than 25 years in (A) identify individuals, events, and issues during Texas, commanding the army, and serving as president of the the administrations of Republic of Texas EDITED JULY 2013 Presidents Houston, Lamar, and Jones, including Republic, U.S. Senator, and governor. the Texas Navy, the Texas Rangers, Edwin W. James Fannin- was stationed at Goliad with 400 soldiers. Moore, Jack Coffee Hays, Chief Bowles, William Fannin and his troops were captured and executed under the Goyens, Mary Maverick, José Antonio Navarro, orders of Santa Anna. “Remember Goliad” became a Texas the Córdova Rebellion, the Council House Fight, battle cry. the Santa Fe Expedition, public debt, and the roles of racial and ethnic groups; Santa Anna- rose to absolute power and became the dictator (B) analyze the causes of and events leading to of Mexico. He led Mexican forces against the Texans, laid Texas annexation; siege to the Alamo, and was captured at the Battle of San Jacinto. George C. Childress- Chaired a committee formed at the Convention of 1836 to write the Texas Declaration of Independence. He served as primary author of the document. (8) Geography. The student uses geographic tools to Generate and explain a map with the battles of the Texas collect, analyze, and interpret data. The student is Revolution and the Run Away Scrape expected to: (A) create and interpret thematic maps, graphs, Compose a visual representation of Early Texas settlements. charts, models, and databases representing various aspects of Texas during the 19th, 20th, Describe the reasons for population distribution of Texas and 21st centuries; and during the time of the Texas Revolution (B) analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries. (9) Geography. The student understands the location Discuss the location of historical landmarks: and characteristics of places and regions of Texas. The student is expected to: Gonzales (A) locate the Mountains and Basins, Great The Alamo Plains, North Central Plains, and Coastal Plains Goliad regions and places of importance in Texas during Coleto Creek the 19th, 20th, and 21st centuries such as major San Jacinto cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest; Discuss weather patterns, travel and logistics, and (B) compare places and regions of Texas in communications during the months of the Texas Revolution. terms of physical and human characteristics; and (C) analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas. (11) Geography. The student understands the Examine the population trends during the Texas Revolution. characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st -Run Away Scrape EDITED JULY 2013 centuries. The student is expected to: -Establishing a government (A) analyze why immigrant groups came to Texas and where they settled; (B) analyze how immigration and migration to Texas in the 19th, 20th, and 21st centuries have influenced Texas; (13) Economics. The student understands the Calculate the economic impact the Texas Revolution had on interdependence of the Texas economy with the United Mexico and the new Republic of Texas States and the world. The student is expected to: (B) analyze the impact of economic concepts within the free enterprise system such as supply and demand, profit, government regulation, and world competition on the economy of Texas; (15) Government. The student understands the Discuss the similarities and difference between the Texas and structure and functions of government created by the United States Constitution, highlighting the fact that a Texas Constitution. The student is expected to: majority of the writers of the Texas Constitution where from (B) identify major sources of revenue for state the United States. and local governments such as property tax, Texas Constitution- The Convention of 1836 used the U.S. sales tax, and fees; Constitution as a model in order to establish three branches of government. Current Constitution adopted in 1876. (16) Citizenship. The student understands the rights and The obligations of citizens to be active, peaceful, loyal, and responsibilities of Texas citizens in a democratic society. supportive to the community (local, state, or nation) in which
Recommended publications
  • “I Go for Independence”: Stephen Austin and Two Wars for Texan Independence

    “I Go for Independence”: Stephen Austin and Two Wars for Texan Independence

    “I go for Independence”: Stephen Austin and Two Wars for Texan Independence A thesis submitted To Kent State University in partial fulfillment of the requirements for the Degree of Master of Arts by James Robert Griffin August 2021 ©Copyright All rights reserved Except for previously published materials Thesis written by James Robert Griffin B.S., Kent State University, 2019 M.A., Kent State University, 2021 Approved by Kim M. Gruenwald , Advisor Kevin Adams , Chair, Department of History Mandy Munro-Stasiuk , Interim Dean, College of Arts and Sciences TABLE OF CONTENTS TABLE OF CONTENTS…………………………………………………………………...……iii ACKNOWLEDGEMENTS………………………………………………………………………v INTRODUCTION………………………………………………………………………………..1 CHAPTERS I. Building a Colony: Austin leads the Texans Through the Difficulty of Settling Texas….9 Early Colony……………………………………………………………………………..11 The Fredonian Rebellion…………………………………………………………………19 The Law of April 6, 1830………………………………………………………………..25 Conclusion……………………………………………………………………………….32 II. Time of Struggle: Austin Negotiates with the Conventions of 1832 and 1833………….35 Civil War of 1832………………………………………………………………………..37 The Convention of 1833…………………………………………………………………47 Austin’s Arrest…………………………………………………………………………...52 Conclusion……………………………………………………………………………….59 III. Two Wars: Austin Guides the Texans from Rebellion to Independence………………..61 Imprisonment During a Rebellion……………………………………………………….63 War is our Only Resource……………………………………………………………….70 The Second War…………………………………………………………………………78 Conclusion……………………………………………………………………………….85
  • STAAR Alternate 2 Prerequisite Skill Guide

    STAAR Alternate 2 Prerequisite Skill Guide

    STAAR Alternate 2 Prerequisite Skill Guide Subject: US History Grade: ____ Student: _________________________ Essence Statement RC1: Recognizes the impact of U.S. participation in World war II. (7) STAAR Reporting Category 1– History/TEKS: 7 The student understands the domestic and international impact of U.S. participation in World War II. Directions: Begin at the bottom of each focus area and check off the prerequisite skills the student has mastered. Begin instruction at the next highest prerequisite skill not yet mastered. Work on skills in each focus area (as appropriate) in order to instruct the depth and breadth of the Curriculum Framework. (Note: Essence statements may have more than one focus.) Focus: Events Prior and During Military and Diplomatic Conflicts Date: More Grade Prerequisite Skills: Mastered/M Complex Target/T explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, 8 Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln explain reasons for the involvement of Texas in the Civil War such 7 as states' rights, slavery, sectionalism, and tariffs trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the 7 Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin identify and analyze
  • Convention Grade 7

    Convention Grade 7

    Texas Historical Commission Washington-on-the-Brazos A Texas Convention Grade 7 Virtual Field Trip visitwashingtononthebrazos.com Learning Guide Grade 7 Childhood in the Republic Overview: A New Beginning for Texas Texas became Mexican territory in 1821 and the new settlers brought by Stephen F. Austin and others were considered Mexican citizens. The distance between the settlements and Mexico (proper), plus the increasing number of settlers moving into the territory caused tension. The settlers had little influence in their government and limited exposure to Mexican culture. By the time of the Convention of 1836, fighting had already Image “Reading of the Texas Declaration of broken out in some areas. The causes of some of this Independence,” Courtesy of Artie Fultz Davis Estate; Artist: Charles and Fanny Norman, June 1936 fighting were listed as grievances in the Texas Declaration of Independence. Objectives • Identify the key grievances given by the people of Texas that lead to the formation of government in the independent Republic of Texas • How do they compare to the grievances of the American Revolution? • How do they relate to the Mexican complaints against Texas? • How did these grievances lead to the formation of government in the Republic? • Identify the key persons at the Convention of 1836 Social Studies TEKS 4th Grade: 4.3A, 4.13A 7th Grade: 7.1 B, 7.2 D, 7.3C Resources • Activity 1: 59 for Freedom activity resources • Activity 2: Declaration and Constitution Causes and Effects activity resources • Extension Activity: Order
  • Chapter 10 Sec 3.Pdf

    Chapter 10 Sec 3.Pdf

    TXSE_3_10_p214-233 11/22/02 10:15 AM Page 229 Why It Matters Now The constitution written by the 3 Texas Gains Independence Texas delegates to the Consultation established the basis for Texas government today. TERMS & NAMES OBJECTIVES MAIN IDEA Convention of 1836, 1. Explain the significance of the Convention The Convention of 1836, held while George Childress, ad of 1836. the battles of the Texas Revolution interim, Lorenzo de Zavala, 2. Identify the significance of the year 1836. were being fought, declared that Treaties of Velasco, Texas was independent of Mexico. annexation The Treaties of Velasco marked the end of the Texas Revolution and the beginning of the Republic of Texas. Imagine that the Texas Revolution has just ended. You left your home WHAT Would You Do? during the Revolution for safer ground. Now that the fighting is over, Write your response you are about to return home. What do you expect to find when you get to Interact with History in your Texas Notebook. there? What are your hopes for the newly independent nation of Texas? Time for a Decision While one group of revolutionaries was fighting for Texas on the battlefield, another group was meeting to decide Texas’s fate. The defend- ers at the Alamo were under fire from Santa Anna, and Texas still had not officially declared independence from Mexico. When delegates to the first Consultation met in November 1835, they had a decision to make. Should they support Texas remaining a part of Mexico and continue to work on restoring the state’s rights granted in the Constitution of 1824? Or should they seek independence? They called a second meeting of the Consultation on March 1, 1836, hoping that events would help them make their decision.
  • Chapter 9 Define 1. States' Rights

    Chapter 9 Define 1. States' Rights

    Chapter 9 Define 1. States’ rights – Theory that a _________ could choose whether to obey or enforce federal laws. 2. Nationalist – a person who __________ policies that _________ national interests. 3. Provision – A specific ___________________ set by a law. 4. Customs duty – a ______ that is collected on ________ that are taken into our out of a country. 5. Allegiance - ________________ 6. Centralist – a supporter of ___________ national government and _______ state power. 7. Resolution – a formal statement of a __________, ____________ or course of action by an official group. 8. Delegate – a person who ____________ others. 9. Faction – a group of ____________ who share a viewpoint on an issue. 10. Siege- a lengthy military __________ on a fortified place. 11. Provisional government – a group of ________ who make laws and provide services on a ____________ basis. Identify Section 1 1. Haden Edwards – received empresarial _________, but the grant was taken away 2. Fredonian Rebellion – Clash between___________ colonists and the Mexican government 3. Manuel Mier y Teran – a commander sent to investigate the ___________ in Texas. 4. Law of April 6, 1830 – outlawed ______________ from the US to Texas and cancelled all empresarial grants that had not been fulfilled. Section 2 12. Antonio Lopez de Santa Anna – launched a revolution in _______ against President Bustamante. 13. John Davis Bradburn – Mexican official that was directed to __________ laws 14. Anahuac – location of the customs house on _____________ Bay 15. Turtle Bayou Resolutions – resolutions where colonist pledged their _________ to Mexico and support for Santa Anna 16. Battle of Velasco – first battle where __________ and Mexican soldiers shot at each other 17.
  • The Texas Revolution in Nacogdoches

    The Texas Revolution in Nacogdoches

    The Texas Revolution in Nacogdoches Scan this QR code with your smart phone to see more information about The Texas Revolution in Nacogdoches Misty Hurley, a Graduate If you do not have a QR Student in Public History at Stephen F. Austin State code scanner, you may University, created this visit the following brochure as part of her thesis website for more on cemetery preservation and information: creation of interpretive http://www.sfasu.edu/ materials connecting Oak Grove Cemetery of heritagecenter/7042.asp Nacogdoches with historic sites, museums, artifacts, and archival records. The Texas Revolution is significant in the history of Nacogdoches because citizens of Nacogdoches The First Shots served in the Texan This project has been created of the Texas Army and signed the in conjunction with the Texas Declaration of Center for Regional Heritage Revolution Independence. Research at SFASU. Photograph courtesy of the East Texas Research Center. Government passed the Law of April 6, 1830 The large number of Anglos entering Texas which closed the borders of Texas to immigrants, Visit these sites in the early 1800s, either with the sponsorship of an suspended all land grants, required all trade to be empressario or illegally, began to worry the conducted with Mexico, and allowed the associated with Mexican government who noticed that settlers were Mexican government to collect customs. The the Texas not taking their oaths of allegiance and agreements reaction of Texans to the Law of April 6, 1830, is with the government seriously. Individuals who called the Disturbances of 1832, is considered the Revolution in made their homes here at this time include future beginning of the Texas Revolution.
  • Unit 4 Plan Texas Revolution, Part 1 (Chapter 10)

    Unit 4 Plan Texas Revolution, Part 1 (Chapter 10)

    Unit 4 Plan Texas Revolution, Part 1 (Chapter 10) Student Learning Targets (TEK—Standard) Identify the Revolution and Republic Era of Texas History and define its characteristics (1A—R) Apply absolute and relative chronology through sequencing of significant events (1B—S) Explain the significance of the year 1836: Texas independence (1C—S) Explain the roles played by significant individuals during the Texas Revolution: George Childress, Sam Houston, Antonio Lopez de Santa Anna, Juan N. Seguin, William B. Travis (3B—S) Explain the issues surrounding significant events of the Texas Revolution: Battle of Gonzales, the Constitutional Convention of 1836 (3C—R) Explain how the establishment of the Republic of Texas brought civil, political, and religious freedom to Texas (3D—S) Locate places of importance during the 19th century such as major cities, rivers, etc. (9A—S) Compare principles and concepts of the Texas Constitution and U.S. Constitution; including the Bill of Rights of each (14B—R) Essential Topics of Significance Essential People Battle of Gonzales Siege/Battle of San Antonio de Bexar Hendrick Arnold Edward Burleson Battle of Goliad The Alamo mission “Come and Take It” Antonio Lopez de Erastus “Deaf” Constitutional Conven- The Consultation tion of 1836 Santa Anna Smith “Declaration of the Peo- Washington-on-the- ple of Texas in General Martin Perfecto de Ben Milam Brazos Convention Assembled” Cos Texas Declaration of David G. Burnet Mexican Federalist Independence Domingo de Constitution of 1824 George Childress March 2, 1836 provisional government Ugartechea Texas Constitution Greenbury Logan The “Grass Fight” ad interim government Francisco de Army of the People Frank W.
  • Barry Lawrence Ruderman Antique Maps Inc

    Barry Lawrence Ruderman Antique Maps Inc

    Barry Lawrence Ruderman Antique Maps Inc. 7407 La Jolla Boulevard www.raremaps.com (858) 551-8500 La Jolla, CA 92037 [email protected] [Greek Map of the Americas.] ΧΑΡΤΗΣ ΤΗΣ ΑΜΕΡΙΚΗΣ ΕΚ ΤΟΥ ΑΤΛΑΝΤΟΣ ΤΟΥ ΗΡ. ΛΑΖΑΡΙΔΟΥ ΕΝ ΑΘΗΝΑΙΣ 1861. [Map of the Americas... Lazaridou in Athens 1861] Stock#: 55792 Map Maker: Lazaridou Date: 1861 Place: Athens Color: Hand Colored Condition: VG- Size: 19 x 25 inches Price: $ 1,900.00 Description: Fredonia in Texas! Fascinating Greek Map of the Americas, Published in Athens During the American Civil War. Lithographed folding map of the Americas entirely in Greek. Published in Athens by Lazaridou in 1861, during the American Civil War. The map features interesting cartographic eccentricities: In Ohio, the authors have placed "Philadelphia" and a river to the flowing northward to the east of it, and having been convinced of their error, they crossed both out, rather than erasing them from the matrix. The Missouri River is mislabeled the Mississippi River. Drawer Ref: America 2 Stock#: 55792 Page 1 of 3 Barry Lawrence Ruderman Antique Maps Inc. 7407 La Jolla Boulevard www.raremaps.com (858) 551-8500 La Jolla, CA 92037 [email protected] [Greek Map of the Americas.] ΧΑΡΤΗΣ ΤΗΣ ΑΜΕΡΙΚΗΣ ΕΚ ΤΟΥ ΑΤΛΑΝΤΟΣ ΤΟΥ ΗΡ. ΛΑΖΑΡΙΔΟΥ ΕΝ ΑΘΗΝΑΙΣ 1861. [Map of the Americas... Lazaridou in Athens 1861] The Texan Gulf Coast is labeled "Fredonia". A late example of that appellation. Elsewhere the toponyms adhere more closely to the conventions of the time: Alaska is Russian America. In the American West, there is New California, New Mexico, and Oregon.
  • John Sprowl & the Failed Fredonian Rebellion

    John Sprowl & the Failed Fredonian Rebellion

    East Texas Historical Journal Volume 48 Issue 2 Article 6 10-2010 The Road from Nacogdoches to Natchitoches: John Sprowl & the Failed Fredonian Rebellion Rick Sherrod Follow this and additional works at: https://scholarworks.sfasu.edu/ethj Part of the United States History Commons Tell us how this article helped you. Recommended Citation Sherrod, Rick (2010) "The Road from Nacogdoches to Natchitoches: John Sprowl & the Failed Fredonian Rebellion," East Texas Historical Journal: Vol. 48 : Iss. 2 , Article 6. Available at: https://scholarworks.sfasu.edu/ethj/vol48/iss2/6 This Article is brought to you for free and open access by the History at SFA ScholarWorks. It has been accepted for inclusion in East Texas Historical Journal by an authorized editor of SFA ScholarWorks. For more information, please contact [email protected]. The Road/rom Nacogdoches to Natchitoches: John Sprowl & the Failed Fredonian Rebellion By RICK SHERROD bit more than one hundred miles ofthe old EI Camino Real separated Natchitoches, the most important Aninetccnth century town in northwest Louisiana, from Nacogdoches, the oldest continuously inhabited city within the currcnt borders ofTexas. The story ofeach city's founding is rooted in a fascinating (iffanciful) Caddo legend about twin brothers. To forestall any future conflict between the families of his two sons, a Caddo chief instructed the twins to depart their tribal home on the Sabine. The brother "Natchitoches" traveled three days toward the rising sun while the other twin, HNacogdoches," journeyed three days to the west. In each respective location, both men raised their families and developed settlements. With sufficient insulation to prevent frictions over rights to hunting grounds, "the two brothers remained friendly and the road between the two communities was well traveled."1 Regular nlovement between the two settlements continued long after the Indian population of the area had vanished.
  • Texas Revolution [7Th Grade] Katharine Givens Trinity University

    Texas Revolution [7Th Grade] Katharine Givens Trinity University

    Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 8-30-2005 Texas Revolution [7th grade] Katharine Givens Trinity University Follow this and additional works at: http://digitalcommons.trinity.edu/educ_understandings Part of the Junior High, Intermediate, Middle School Education and Teaching Commons Repository Citation Givens, Katharine, "Texas Revolution [7th grade]" (2005). Understanding by Design: Complete Collection. 2. http://digitalcommons.trinity.edu/educ_understandings/2 This Instructional Material is brought to you for free and open access by the Understanding by Design at Digital Commons @ Trinity. For more information about this unie, please contact the author(s): . For information about the series, including permissions, please contact the administrator: [email protected]. Education Department Understanding by Design Curriculum Units Trinity University Year Texas Revolution Katharine Givens Trinity University, This paper is posted at Digital Commons@Trinity. http://digitalcommons.trinity.edu/lesson/7 UNDERSTANDING BY DESIGN Unit Cover Page Unit Title: Texas Revolution Grade Level: 7 th Subject/Topic Area(s): Texas History Designed By: Katharine Givens Time Frame: 4 weeks School District (One Designer): NISD School: Sul Ross Middle Scho ol School Address and Phone: 3630 Callaghan San Antonio, TX 78228 (210) 397 -6350 Brief Summary of Unit (Including curricular context and unit goals): This unit focuses on the road to the Texas Revolution and the Texas Revolution. The unit begins with Students learning the causes of the Texas Revolution as well as the events that led up to the war . The unit will also focus on the people who were involved in the Texas Revolution. The road to revolution will end with students completing a letter writing activity in which they take on the role of a person living in Texas or Mexico before the revolut ion and write letters about the problems they are facing.
  • Tensions Mount Between Mexico and Texas

    Tensions Mount Between Mexico and Texas

    198 11/18/02 9:27 AM Page 190 Tensions Mount Between Why It Matters Now 1 The issue of immigration continues to cause conflict today between Mexico and Texas the United States and Mexico. TERMS & NAMES OBJECTIVES MAIN IDEA Constitution of 1824, 1. Explain why tensions arose between Not long after colonization began states’ rights, nationalist, the Mexican government and the Texas in Texas, conflicts erupted between Haden Edwards, Fredonian settlers. the Mexican government and the Rebellion, Manuel Mier y 2. Identify the events that led to the passage colonists. Even though Mexican Terán, Law of April 6, 1830, of the Law of April 6, 1830. officials attempted to control the provision, customs duty 3. Describe the effect that the Law of April 6, conflicts, their efforts served to 1830, had on Texas colonists. anger and unify the colonists. WHAT Would You Do? Imagine that you recently arrived in Texas from the Write your response United States. You have friends and family who hope to Interact with History to join you in Texas soon. You have sworn to adopt in your Texas Notebook. the Mexican culture and follow the rules required of all Mexican citizens. The Mexican government is considering closing the border to American settlers in order to preserve the Mexican way of life. Would you Mexican passport try to adapt to the Mexican culture? In what ways? What would you tell your family in the United States? Differences Arise The new colonists in Texas busied themselves building homes and starting their life in a new land. The settlers who came from the United States also had to adjust to living in a country with its own laws and government.
  • The Story of the Texas Empresarios

    The Story of the Texas Empresarios

    LESSON PLAN GONE TO TEXAS: THE STORY OF THE TEXAS EMPRESARIOS Social Studies, Grade 4 OBJECTIVE Using educational films from the 1960s and 1980s, students will examine the varied experiences of the nineteenth century Texas Empresarios, and identify the important contributions of significant individuals, including Moses Austin, Stephen F. Austin, Baron de Bastrop, Martín de León and Green DeWitt. This film is a valuable resource that was saved through the Texas Archive of the Moving Image’s digital preservation program. The film educates and entertains, containing extraordinary reenactments of specific events that occurred in early Texas. This lesson highlights the Mexican settlement and colonization of Texas and traces the events that led up to the Texas Revolution, such as the 1825 Colonization Law of Coahuila y Tejas and its reversal in 1830, the Fredonian Rebellion, and the politically divisive land dispute between Texas Empresarios Martín de León and Green DeWitt. Most of the lesson focuses on Moses Austin and his son, Stephen F. Austin, as they worked to bring the first colonists or “The Old Three Hundred” to Texas. This lesson, utilizing a unique and engaging educational film created by the Texas Education Agency in 1978, serves as a great introduction to the Texas Empresarios and nicely segues into the Texas Revolutionary period. PROCESS Prior Knowledge Students should have prior knowledge of the following areas to successfully take part in this activity: The following activity assumes that students know Mexico won its independence from Spain in 1821 and, as a result, Texas became a part of the Mexican state of Coahuila y Tejas.