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

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