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“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 -
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. -
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 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. -
Texas Indians CH 4 TEXAS HISTORY First Texans
Texas Indians CH 4 TEXAS HISTORY First Texans Native Americans adapted to and used their environment to meet their needs. Plains Indians People who move from place to place with the seasons are nomads. The main advantage of teepees was their mobility. Plains Indians The Apaches were able to attack both the Spanish and other Indian groups because of their skilled use of horses. Apaches used their skill at riding horses to assert dominance. Plains Indians The Comanche became wealthy as skilled buffalo hunters. Hunters used buffalo hides for clothing and shelter and ate the meat. All Plains Indians lived off the buffalo. Plains Indians The Comanche first entered Texas from the Great Plains. The Comanche later drove the Apache into the Mountains and Basins region of West Texas and into New Mexico. Plains Indians The Lipan and Mescalero were subgroups of the Apaches. Southeastern Indians The Caddos were a matrilineal society, which meant they traced their families through the mother’s side. Caddos farmed and practiced crop rotation to prevent the soil from wearing out. Southeastern Indians Farming changed Native American culture by creating more complex, permanent societies. Western Gulf Indians Gulf Coast Indians were different from Plains Indians because they were able to eat seafood from the Gulf, including oysters, clams, turtles and fish. Western Gulf Indians The Karankawa and Coahuiltecan were both were nomads along the Gulf Coast. They didn’t farm because they lived in a dry area. Pueblo Indians The Pueblo were from the Mountains and Basins region and built adobe homes of mud and straw. -
Spanish Relations with the Apache Nations East of the Rio Grande
SPANISH RELATIONS WITH THE APACHE NATIONS EAST OF THE RIO GRANDE Jeffrey D. Carlisle, B.S., M.A. Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS May 2001 APPROVED: Donald Chipman, Major Professor William Kamman, Committee Member Richard Lowe, Committee Member Marilyn Morris, Committee Member F. Todd Smith, Committee Member Andy Schoolmaster, Committee Member Richard Golden, Chair of the Department of History C. Neal Tate, Dean of the Robert B. Toulouse School of Graduate Studies Carlisle, Jeffrey D., Spanish Relations with the Apache Nations East of the Río Grande. Doctor of Philosophy (History), May 2001, 391 pp., bibliography, 206 titles. This dissertation is a study of the Eastern Apache nations and their struggle to survive with their culture intact against numerous enemies intent on destroying them. It is a synthesis of published secondary and primary materials, supported with archival materials, primarily from the Béxar Archives. The Apaches living on the plains have suffered from a lack of a good comprehensive study, even though they played an important role in hindering Spanish expansion in the American Southwest. When the Spanish first encountered the Apaches they were living peacefully on the plains, although they occasionally raided nearby tribes. When the Spanish began settling in the Southwest they changed the dynamics of the region by introducing horses. The Apaches quickly adopted the animals into their culture and used them to dominate their neighbors. Apache power declined in the eighteenth century when their Caddoan enemies acquired guns from the French, and the powerful Comanches gained access to horses and began invading northern Apache territory. -
Native American Culture Groups in Texas I DO-Vocabulary: Gulf Coastal Culture Group • Technology – Anything That Makes Your Life Easier
Native American Culture Groups in Texas I DO-Vocabulary: Gulf Coastal Culture Group • Technology – Anything that makes your life easier. I DO-Notes: Gulf/Coastal Culture Group • Tribe – Coahuiltecans • Location – Rio Grande, Brownsville, San Antonio, and Laredo • Available Resources – Fresh water, hot climate, lizards, snakes, berries, dry grasses, cacti, and rabbits. • Technology – Woven basket, rabbit stick (digging tool), and bow/arrow • Interesting Characteristics – Men walked 30 miles/day hunting – Women were gatherers – Ate termites and rotten wood WE DO-Analysis: Adaptation based on Environment Based on the available resources in their environment, answer the following questions. • What did the Coahuiltecan tribe eat? – Berries, cacti, rabbits, snakes, and lizards • What did the Coahuiltecan tribe wear? – Grass skirts • What type of shelter did the Coahuiltecan tribe live in? – Grass huts I DO-Notes: Gulf/Coastal Culture • Tribe Group – Karankawas • Location – Galveston and South Padre Island • Available Resources based on Environment – Fish, seaweed, crabs, crawfish, alligator, berries, small game, rabbits, dry grasses, and saltwater • Technology – Canoes, rafts, fish hooks/traps, nets, shells, spears & bow/arrow • Interesting Characteristics – Tall and muscular – Red hair (dye w/ berries – Body/lip piercings – Tattoos – Alligator grease mosquito repellent WE DO-Analysis: Adaptation based on Environment • Based on the available resources in their environment, answer the following questions: • What did the Karankawa tribe eat? – Seafood, small game, berries, and alligator • What did the Karankawa tribe wear? – Cloth made from seaweed, grass skirts, and shells • What type of shelter did the Karankawa tribe live in? – Grass huts on stilts YOU DO-Independent Practice: I MISS YOU (Postcard Project) • Pretend that you are a member of either the Coahuiltecan or Karankawa tribe and create a postcard to your ancestors who began migrating across the Bering Strait thousands of years ago. -
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
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
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. -
Native American Groups in Texas
077 11/18/02 8:50 AM Page 81 Why It Matters Now Native American Groups Learning about the ways 2 Native Texans adapted to their environment may help us preserve in Texas and adapt to our own environment. TERMS & NAMES OBJECTIVES MAIN IDEA Coahuiltecans, Karankawas, 1. Compare the cultures of Native Native Texans began to develop nomad, Caddoes, Atakapans, Americans in Texas prior to European their own distinct cultures. They Alabama-Coushattas, colonization. developed different languages, Apaches, Lipan Apaches, 2. Identify ways in which Texans have skills, customs, beliefs, and Comanches, Kiowas, adapted to and modified the attitudes toward outsiders. Each Tonkawas, Wichitas, environment. group’s lifestyle and practices were Jumanos, Tiguas, adobe, 3. Compare types and uses of technology uniquely suited to its environment Cherokees, Kickapoos past and present. and specific needs. Imagine that you are a Native Texan during the 1600s. You have WHAT Would You Do? always traveled around on foot, using spears, bows and arrows, and Write your response your bare hands to survive. Lately, however, you have heard about to Interact with History in your Texas Notebook. strangers who ride swiftly across the plains on beasts they call horses. They also carry powerful weapons that seem to shoot fire. How do you think you would feel about these unusual sights? How might they change your life? Native Texans of the Gulf Coast Native Texans (Native Americans who lived in Texas) developed lifestyles that made the most of the plants and wildlife in their areas. The Coahuiltecans (ko•ah•WEEL•tay•cunz) and the Karankawas (ka•RAN•keh•wahs) were the two major groups of Native Texans who lived in this region. -
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.