STEPHENVILLE CURRICULUM DOCUMENT
SOCIAL STUDIES
GRADE: 7
COURSE: TEXAS HISTORY
BUNDLE (UNIT) 5
EST. NUMBER OF DAYS: 20
UNIT 5 NAME
REVOLUTION AND REPUBLIC
Unit Overview Narrative
With tensions increasing between the Mexican government and American settlers in Texas, diplomacy gave way to
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 (Grade Level) / Specifications
TEKS
(1) History. The student understands traditional
historical points of reference in Texas history. The
student is expected to:
(A) identify the major eras in Texas history,
describe their defining characteristics, and
explain why historians divide the past into eras,
including Natural Texas and its People; Age of
Contact; Spanish Colonial; Mexican National;
Revolution and Republic; Early Statehood; Texas
in the Civil War and Reconstruction; Cotton,
Cattle, and Railroads; Age of Oil; Texas in the
Great Depression and World War II; Civil Rights
and Conservatism; and Contemporary Texas;
(B) apply absolute and relative chronology
through the sequencing of significant
individuals, events, and time periods;
(C) explain the significance of the following
dates: 1519, mapping of the Texas coast and
first mainland Spanish settlement; 1718,
Specifications
Texans earned their independence from Mexico
Events:
Battle of Gonzales
Alamo
Goliad Massacre
Battle of San Jacinto
Treaty of Guadalupe-Hidalgo
People:
Sam Houston
William B. Travis
James Fannin
Antonio López de Santa Anna
Juan N. Seguín
1836- Texans earned their independence from Mexico
through a series of events including the siege of the Alamo,
the massacre at Goliad, and the battle of San Jacinto.
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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,
events, and issues related to the Texas Revolution
shaped the history of Texas. The student is expected to:
(A) trace the development of events that led to
the Texas Revolution, including the Fredonian
Rebellion, the Mier y Terán Report, the Law of
April 6, 1830, the Turtle Bayou Resolutions, and
the arrest of Stephen F. Austin;
(B) explain the roles played by significant
individuals during the Texas Revolution,
including George Childress, Lorenzo de Zavala,
James Fannin, Sam Houston, Antonio López de
Santa Anna, Juan N. Seguín, and William B.
Travis;
(C) explain the issues surrounding significant
events of the Texas Revolution, including the
Battle of Gonzales, William B. Travis's letter "To
the People of Texas and All Americans in the
World," the siege of the Alamo and all the heroic
defenders who gave their lives there, the
Constitutional Convention of 1836, Fannin's
surrender at Goliad, and the Battle of San
Jacinto;
(D) explain how the establishment of the
Republic of Texas brought civil, political, and
religious freedom to Texas.
(4) History. The student understands how individuals,
events, and issues shaped the history of the Republic of
Texas and early Texas statehood. The student is
expected to:
(A) identify individuals, events, and issues during
the administrations of Republic of Texas
Battle of Gonzales- The first battle of the Texas Revolution.
Mexican forces were ordered to take a brass cannon from the
town of Gonzales to San Antonio and Texans refused to give
up the cannon. Texans attacked the Mexicans and the battle
ended quickly.
Battle of San Jacinto- Texas defeated the Mexican forces and
captured General Santa Anna, ending the Texas Revolution.
Convention of 1836- A gathering of men at Washington-onthe-Brazos who adopted the Texas Declaration of
Independence.
Siege of the Alamo-Terribly outnumbered, the Texans fought
and lost the battle of the Alamo. Instead of symbolizing
Mexican strength, the fall of the Alamo represented Texas
fortitude. “Remember the Alamo” became a battle cry for
Texas independence.
The Treaty of Guadalupe-Hidalgo- The treaty that ended the
war with Mexico in 1848. Mexico recognized Texas as a state
and gave up any claims to the territory. Mexico recognized
the Rio Grande River as the border between Texas and
Mexico.
William B. Travis- arrived at San Felipe after the passage of
the Law of April 6, 1830 that made his entry illegal. He
traveled the country performing legal work and became a
loyal supporter of the revolution. He is best remembered for
his leadership during the Battle of the Alamo in 1836.
Juan N. Seguín- A political and military leader during the
Texas Revolution and the era of the Republic of Texas. He
commanded a militia unit of Mexicans living in Texas at the
Battle of San Jacinto in 1836.
Sam Houston- provided leadership for more than 25 years in
Texas, commanding the army, and serving as president of the
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Presidents Houston, Lamar, and Jones, including
the Texas Navy, the Texas Rangers, Edwin W.
Moore, Jack Coffee Hays, Chief Bowles, William
Goyens, Mary Maverick, José Antonio Navarro,
the Córdova Rebellion, the Council House Fight,
the Santa Fe Expedition, public debt, and the
roles of racial and ethnic groups;
(B) analyze the causes of and events leading to
Texas annexation;
(8) Geography. The student uses geographic tools to
collect, analyze, and interpret data. The student is
expected to:
(A) create and interpret thematic maps, graphs,
charts, models, and databases representing
various aspects of Texas during the 19th, 20th,
and 21st centuries; and
(B) analyze and interpret geographic
distributions and patterns in Texas during the
19th, 20th, and 21st centuries.
(9) Geography. The student understands the location
and characteristics of places and regions of Texas. The
student is expected to:
(A) locate the Mountains and Basins, Great
Plains, North Central Plains, and Coastal Plains
regions and places of importance in Texas during
the 19th, 20th, and 21st centuries such as major
cities, rivers, natural and historic landmarks,
political and cultural regions, and local points of
interest;
(B) compare places and regions of Texas in
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
characteristics, distribution, and migration of
population in Texas in the 19th, 20th, and 21st
Republic, U.S. Senator, and governor.
James Fannin- was stationed at Goliad with 400 soldiers.
Fannin and his troops were captured and executed under the
orders of Santa Anna. “Remember Goliad” became a Texas
battle cry.
Santa Anna- rose to absolute power and became the dictator
of Mexico. He led Mexican forces against the Texans, laid
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.
Generate and explain a map with the battles of the Texas
Revolution and the Run Away Scrape
Compose a visual representation of Early Texas settlements.
Describe the reasons for population distribution of Texas
during the time of the Texas Revolution
Discuss the location of historical landmarks:
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Gonzales
The Alamo
Goliad
Coleto Creek
San Jacinto
Discuss weather patterns, travel and logistics, and
communications during the months of the Texas Revolution.
Examine the population trends during the Texas Revolution.
-Run Away Scrape
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centuries. The student is expected to:
(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
interdependence of the Texas economy with the United
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
structure and functions of government created by the
Texas Constitution. The student is expected to:
(B) identify major sources of revenue for state
and local governments such as property tax,
sales tax, and fees;
(16) Citizenship. The student understands the rights and
responsibilities of Texas citizens in a democratic society.
The student is expected to:
(A) identify rights of Texas citizens;
(B) explain and analyze civic responsibilities of
Texas citizens and the importance of civic
participation.
(17) Citizenship. The student understands the
importance of the expression of different points of view
in a democratic society. The student is expected to:
(B) describe the importance of free speech and
press in a democratic society; and
(C) express and defend a point of view on an
issue of historical or contemporary interest in
Texas
(18) Citizenship. The student understands the
importance of effective leadership in a democratic
society. The student is expected to:
(A) identify the leadership qualities of elected
and appointed leaders of Texas, past and
present, including Texans who have been
president of the United States;
(19) Culture. The student understands the concept of
-Establishing a government
Calculate the economic impact the Texas Revolution had on
Mexico and the new Republic of Texas
Discuss the similarities and difference between the Texas and
United States Constitution, highlighting the fact that a
majority of the writers of the Texas Constitution where from
the United States.
Texas Constitution- The Convention of 1836 used the U.S.
Constitution as a model in order to establish three branches
of government. Current Constitution adopted in 1876.
The obligations of citizens to be active, peaceful, loyal, and
supportive to the community (local, state, or nation) in which
they live – for instance, voting and paying taxes.
Texas Bill of Rights- A document that specifies the basic
rights protected under the Texas Constitution – freedom of
speech, freedom of religion, freedom of press, and the right
to trial by jury.
Recognize:
 Civil Rights
 Republic
 The Republic’s point of view
Recognize the leadership styles of:
 Sam Houston
 David Crockett
 James Bowie
 James Fannin
 William Travis
Discuss how the Texas Revolution helped to enhance the
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Processes and Skills
diversity within unity in Texas. The student is expected
to:
(A) explain how the diversity of Texas is
reflected in a variety of cultural activities,
celebrations, and performances;
(B) describe how people from various racial,
ethnic, and religious groups attempt to maintain
their cultural heritage while adapting to the
larger Texas culture;
(C) identify examples of Spanish influence and
the influence of other cultures on Texas such as
place names, vocabulary, religion, architecture,
food, and the arts; and
(21) Social studies skills. The student applies criticalthinking skills to organize and use information acquired
through established research methodologies from a
variety of valid sources, including electronic technology.
The student is expected to:
(E) support a point of view on a social studies
issue or event;
(F) identify bias in written, oral, and visual
material;
(2) Communication and collaboration. The student
collaborates and communicates both locally and globally
to reinforce and promote learning. The student is
expected to:
cultural diversity of present day Texas.
Discuss how the Revolution effected the all the different
races, ethnicities, and religions.
List signs of the Spanish and Mexican influences in Texas:
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Food
Street and river names
Cities
Buildings
Festivals
Research and Debate both sides represented in the Texas
Revolution.
Student will develop a timeline presentation including the
major historical events of the Texas Revolution:
(C) create products using technical writing strategies.
(L) create and edit files with productivity tools, including:
(6) Technology operations and concepts. The student
demonstrates a thorough understanding of technology
concepts, systems, and operations. The student is
expected to:
(i) a word processing document using digital typography
standards such as page layout, font formatting, paragraph
formatting, and list attributes;
(ii) a spreadsheet workbook using advanced computational
and graphic components such as complex formulas, basic
functions, data types, and chart generation;
(iii) a database by manipulating components such as
defining fields, entering data, and designing layouts
appropriate for reporting; and
(iv) a digital publication using relevant publication
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standards.
Topics
Language of Instruction
(22) Social studies skills. The student communicates in
Terms to use and spell
written, oral, and visual forms. The student is expected
correctly:
to:
(A) use social studies terminology correctly;
States' Rights
Allegiance
Nationalist
Centralist
(B) use standard grammar, spelling, sentence
Faction
Siege
structure, punctuation, and proper citation of
Fortify
Garrison
sources;
Bombard
Reconnaissance
(C) transfer information from one medium to
Skirmish
Cavalry
another, including written to visual and
Republic
statistical to written or visual, using computer
software as appropriate;
Causes of the Texas Revolution
War for Texas’ Independence
Republic of Texas
Cabinet
Archives
States' Rights
Revenue
1836 Texas
George Childress
Nationalist
Promissory Note
Delegate
Revolution and
Lorenzo de Zavala
Provision
Joint Resolution
Siege
Independence
James Fannin
Faction
Allegiance
Garrison
Fredonian Rebellion
Sam Houston
Fortify
Centralist
Reconnaissance
Mier y Teran Report
Antonio Lopez de
Bombard
Resolution
Cavalry
Law of April 6, 1830
Santa Anna
Skirmish
Turtle Bayou
Republic
Arrest of Stephen F.
Juan N. Seguin
Ad Interim
Resolution
Public Debt
Austin
William B. Travis
State Assessment Connections
National Assessment Connections
Resources
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