TEACHER:
CLASS: 7th Social Studies
DATE: November 30
M T W TH F
Topic 4, Lesson 7: The Republic of Texas
Student Expectations Bundled in Lesson
Resources:
Noun=Underline Verb=Italicize
Content Standards
1A: 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
1C: explain the significance of the following dates: 1519, mapping of the Texas coast
and first mainland Spanish settlement; 1718, 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
2D: identify the individuals, issues, and events related to Mexico becoming an
independent nation and its impact on Texas, including Texas involvement in the fight
for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal
Constitution of 1824, the merger of Texas and Coahuila as a state, the State
Colonization Law of 1825, and slavery
3A: 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
3B: 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
3C: 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
3D: explain how the establishment of the Republic of Texas brought civil, political, and
religious freedom to Texas
4A: identify individuals, events, and issues during the administrations of Republic of
Texas 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
4B: analyze the causes of and events leading to Texas annexation
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
9A: 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
11A: analyze why immigrant groups came to Texas and where they settled
11B: analyze how immigration and migration to Texas in the 19th, 20th, and 21st
centuries have influenced Texas
14B: compare the principles and concepts of the Texas Constitution to the U.S.
Constitution, including the Texas and U.S. Bill of Rights
18A: identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been president of the United States
Process Standards
21A: differentiate between, locate, and use valid primary and secondary sources such
as computer software, databases, media and news services, biographies, interviews,
and artifacts to acquire information about Texas
21B: analyze information by sequencing, categorizing, identifying cause-and-effect
U.S. History Textbook Colonization
through Reconstruction
pp. (224-237)
Online Editable presentation (p.224)
Start Up Activity (p.224)
Reading and Note Taking Study Guide
(p. 224)
Analyze Maps, Tables, Visuals,
Information
(p.225, 226, 227, 230, and 234)
Digital Activity: What Do You Think?
(p.237)
Digital Lesson Quiz (p.236)
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions
21C: organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps
21D: identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
22D: create written, oral, and visual presentations of social studies information
23B: use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision
Objective/Key Understanding:




Describe the structure of the government of the
Republic of Texas.
Explain the issues faced by President Houston during
his first term in office, including the public debt,
relations with other nations and ethnic groups, and the
armed forces.
Identify the problems President Houston faced during
his second term.
Describe how conflict continued between Mexico and
the Republic of Texas.
Introduce Vocabulary Activity (p.224)
cabinet
interest
annexation
foreign policy
Chief Bowles
domestic policy
Edwin Moore
Informal Assessment Questions 1-5 (p. 237)





Why was Sam Houston a better choice for president than David Burnet? Support your answer with details from the lesson.
Why were some people in the United States against the annexation of Texas?
Use the quotation from Sam Houston to answer the question. “If I could build a wall from the Red River to the Rio Grande,
the white people would go crazy tying to devise means to get beyond it.” What is the meaning of the above statement by
Houston?
How did Texas benefit from recognition by other nations?
Why was it reasonable that President Houston wanted to decrease Texas’ debt by selling the navy?
Stop & Check for Understanding—High Level Questions




What role did the Rio Grande play in the relationship between Texas and Mexico?
How did President Lamar impact public education in Texas?
What steps did Houston take to reduce government spending?
Why did the people of Austin disagree with Houston’s decision to move the archives to the city of Houston?
Small Group Purposeful Talk Question Stems
A New Government, a New President, and a New Capital (p.225-229)
 What role did the Texas Rangers play during President Houston’s administration?
 Explain the Cordova Rebellion.
 What does this event suggest about the difficulties Houston faced during his presidency?
The Early Republic (p.229-233)
Be sure students can identify the significant events during the administration of President Lamar.
 Explain the reasons for and results of the Santa Fe Expedition.
 Identify the role President Lamar played in forming the Texas navy.
 Do you think this was a good policy decision? Explain.
A Second Term for Sam Houston (p. 233-234)
Discuss the conflicts and problems during Sam Houston’s second term.
 Why did Texas’s public debt continue to grow, despite Houston’s efforts to raise money?
 Lamar and Houston’s leadership qualities, based on relations with American Indians during their presidencies.
A Challenging Relationship With Mexico (p.235-237)
Make sure students understand the role that conflicts with Mexico played in shaping the republic.
 What does the Archives War suggest about the major political regions in Texas in the nineteenth century?
 Do you think President Houston was right not to attack Mexico, even after the Dawson’s Massacre and the Black Bean
Episode? Why or why not?
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 224)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p. 224)
Project the Start Up Activity (p. 224).
 Why did Texas seek independence from Mexico?
 What challenges did Teas face as it formed its new government?
 How were Texas’s challenges unique?
Reading and Note Taking Study Guide (p. 224)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview
of the lesson in the Reading and Note taking Study Guide
Analyze Images (p. 225)
Have students examine the photograph of Sam Houston with Chief Bowles.
 How does it show that Houston was able to work with and understand the problems of the Cherokees?
Analyze Information (p. 226)
Review the table, The Republic of Texas, on page 226.
 What main problems did Texas face after it became a republic?
Analyze Maps (p. 227)
Review the map on page 227.
 How would the proposed U.S. annexation of Texas affect the balance between freed and slave states?
Analyze Information (p. 234)
Review the table, American Indian Councils and Peace Treaties, on page 234.
 How did the relationship between Anglos and American Indians change over time?
Digital Activity: What Do You Think? (p. 237)
Project Digital Activity: What Do You Think? (p. 237). Have students review their answers room the beginning of the lesson and make
any changes now that they have learned more about the challenges the Republic of Texas faced. Have students share with a partner
anything that surprised them about the republic.
 Summarize the challenges faced by the Republic of Texas and consider how President Houston and Lamar tried to overcome
these difficulties.
 Which challenges do you think were the greatest and which ones were best able to overcome?
Digital Lesson Quiz: (p. 148)
Assign the Digital Lesson Quiz (p. 148). Discuss with the class: In The Republic of Texas,
 Why did the Republic of Texas have such high public debt?
 What presidential policies were implemented to tackle this debt?
 Why weren’t they more successful?
 How do you think ongoing conflicts between Texas and Mexico impacted the way Americans felt about annexation? Explain
your reasoning.
Lesson Plan
*Have students preview the lesson objectives and the list of key terms (p.224). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p. 224).
Engage
Explore
Start Up Activity (p. 224)
Project the Start Up Activity (p. 224).
 Why did Texas seek independence from Mexico?
 What challenges did Teas face as it formed its new government?
 How were Texas’s challenges unique?
*Tell students that in this lesson they will be learning about important individuals and issues during the
administrations of the Republic of Texas.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 A New Government, a New President, and a New Capital (p.225-229)
 The Early Republic (p.229-233)
 A Second Term for Sam Houston (p. 233-234)
 A Challenging Relationship With Mexico (p.235-237)
*Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and
understand the text as they read.
*Tell students that in this lesson they will be learning about important individuals and issues during the
administrations of the Republic of Texas.
A New Government, a New President, and a New Capital (p.225-229)
 Historians have identified many issues that President Houston faced during his administration, including
Explain
Elaborate
Evaluate
some related to the roles of ethnic groups. The Mexican government continued to be a threat. In the
west, the Comanches and their allies raided Texans settlements along the frontier. Comanche actions
interrupted trade and caused fear among the settlers. Their role as disrupters of peace caused Houston to
strive to sign numerous treaties with Texas Indians. To make matters worse, there was a great unrest in
the Texas army. Another issue was that the new nation was deeply in debt and had little money to run
the government.
The Early Republic (p.229-233)
 Mirabeau Lamar became president of Texas in 1838. Although Lamar served as Sam Houston’s vice
president, Houston and Lamar were bitter enemies. Lamar had opposed many of President Houston’s
policies. During his three years as president, Lamar undid many of Houston’s policies and actions. He even
changes the nation’s flag to the Lone Star banner that is the state flag today. President Lamar did not
want to govern from a capital named for his rival. He persuaded Congress to move the government once
more-this time to the edge of the western frontier.
A Second Term for Sam Houston (p. 233-234)
 Sam Houston faced many challenges during his second term as president. American Indian raids still
threatened the frontier. The Texas dollar had lost much of its value. The Republic of Texas was bankruptunable to pay its bills. To make matters worse, conflict with Mexico was ongoing. Houston had a great
deal of work ahead.
A Challenging Relationship With Mexico (p.235-237)
 Despite his defeat in Texas, Santa Anna had regained power in Mexico and planned to retake or harass
Texas. He knew that Texas had not standing troops, so it was an easy target. It was not long before
Mexican troops attacked.
*Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
*Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
*Active Classroom
Have students use the Conversation with History Strategy and suppose they are having a conversation with Sam
Houston about one of the issues he faced as president.
Have students write down one question they would like to ask, what Houston would say and what they would say
in response.
*Topic of Inquiry
Examine primary source documents to answer the following questions.
 How did Anglo and Tejano Texans justify revolution and set up their new government?
Examining why Texans went to war will contribute to students understanding the Essential Question
 When is war justified?
*Assign the Digital Lesson Quiz for this lesson (p. 237). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 Why was Sam Houston a better choice for president than David Burnet? Support your answer with details
from the lesson.
 Why were some people in the United States against the annexation of Texas?
 Use the quotation from Sam Houston to answer the question. “If I could build a wall from the Red River to
the Rio Grande, the white people would go crazy tying to devise means to get beyond it.” What is the
meaning of the above statement by Houston?
 How did Texas benefit from recognition by other nations?
 Why was it reasonable that President Houston wanted to decrease Texas’ debt by selling the navy?
TEACHER:
CLASS: 7th Social Studies
DATE: December 1-3
M T W TH F
Topic 4, Lesson 8: Question of Annexation
Student Expectations Bundled in Lesson
Resources:
Noun=Underline Verb=Italicize
Content Standards
1A: 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
1C: explain the significance of the following dates: 1519, mapping of the Texas coast
and first mainland Spanish settlement; 1718, 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
2D: identify the individuals, issues, and events related to Mexico becoming an
independent nation and its impact on Texas, including Texas involvement in the fight
for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal
Constitution of 1824, the merger of Texas and Coahuila as a state, the State
Colonization Law of 1825, and slavery
3A: 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
3B: 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
3C: 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
3D: explain how the establishment of the Republic of Texas brought civil, political, and
religious freedom to Texas
4A: identify individuals, events, and issues during the administrations of Republic of
Texas 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
4B: analyze the causes of and events leading to Texas annexation
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
9A: 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
11A: analyze why immigrant groups came to Texas and where they settled
11B: analyze how immigration and migration to Texas in the 19th, 20th, and 21st
centuries have influenced Texas
14B: compare the principles and concepts of the Texas Constitution to the U.S.
Constitution, including the Texas and U.S. Bill of Rights
18A: identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been president of the United States
Process Standards
21A: differentiate between, locate, and use valid primary and secondary sources such
as computer software, databases, media and news services, biographies, interviews,
U.S. History Textbook Colonization
through Reconstruction
pp. (238-248)
Online Editable presentation (p.238)
Start Up Activity: Analyze Data (p.238)
Reading and Note Taking Study Guide
(p.238)
Analyze Maps, Tables, Visuals,
Information
(p.240, 242, 245, and 247)
Active Classroom (p.239)
Digital Activity: Identify Cause and Effect
(p.248)
Digital Lesson Quiz (p.248)
and artifacts to acquire information about Texas
21B: analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions
21C: organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps
21D: identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
22D: create written, oral, and visual presentations of social studies information
23B: use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision
Objective/Key Understanding:





Identify the most passing issues of President Anson
Jones’s term in office.
Analyze the events leading to the annexation of Texas
by the United States.
Analyze how immigration influenced Texas.
Compare life for Texans living on farms, on ranches,
and in towns.
Explain how the establishment of the Republic of Texas
brought religious freedom to Texas.
Introduce Vocabulary Activity (p.238)
currency
cash crop
joint resolution
revival
veteran
public land
subsistence
farming
Mary Maverick
Informal Assessment Questions 1-5 (p.238)





Why was it important to Sam Houston that Anson Jones won the presidency in 1844?
Use the information to answer the question. “Few Texans dreamed of a future as an independent nation.” Based on the
above information, how did Texans feel about their government under the Republic?
How did the issues surrounding annexation of Texas foreshadow the causes of the Civil War?
Texans who relied on subsistence farming with those who planted cash crops like cotton.
Use the information to answer the question. “The military relied mostly on volunteer troops and some paid soldiers.” Based
on the above information, how would annexation benefit the defense of the Texas frontier?
Stop & Check for Understanding—High Level Questions


What concerns did some American have about admitting Texas to the Union?
How did the Republic encourage people to move to Texas?
What proves that the Republic of Texas supported religious freedom?

Small Group Purposeful Talk Question Stems
The Annexation Question (p.239-243)
Be sure students can explain the significance of 1845, the year of Texas annexation.
 Describe the events leading to Texas annexation.
 Compare and contrast the reasons for and against statehood, according to Texans and Americans.
Migration and Immigration Influence Daily Life (p.243-246)
Have students compare and contrast life for people in towns, on ranches, and in rural areas in Texas.
 Who was Mary Maverick?
 What do you think her diary teach historians about migration to Texas in the nineteenth century?
 Explain how chain migration influenced where immigrants and migrants settled when they came to Texas.
Religious Freedom and Education (p.248)
 How do you think statehood will affect religious freedom in Texas?
 What role did racial and ethnic groups play in shaping the culture of Texas?
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 238)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: Analyze Data (p.238 )
Project the Start Up Activity: Analyze Data (p.238). Ask students look at the chart and answer the questions as they get settled.
Have students share their answers with a partner.
 What was the margin of defeat in the first vote?
 What do you think happened between June 1844 and February 1845 to cause the vote to change to favor Texas?
Reading and Note Taking Study Guide (p. 238)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview
of the lesson in the Reading and Note taking Study Guide
Analyze Cartoons (p. 240)
Review the cartoon on page 240.
 What viewpoint on Texas annexation does this cartoon support?
Analyze Information (p.242)
Review the table, Annexing Texas, on page 242.
 How did the vote on the annexation of Texas reflect the political issues facing Congress in the 1840s?
Analyze Maps (p. 245)
Review the map on page 245.
 What geographic characteristics did many of the towns shown on the map share?
 What benefits did this feature likely offer?
Digital Activity: Identify Cause and Effect (p. 248)
Project the Digital Activity: Identify Cause and Effect (p. 248). Have students complete the chart on the causes and effects of
annexation and share their charts with a partner.
 In what ways did annexation benefit Texas?
 What compromises did the republic make when it became a state?
Digital Lesson Quiz (p. 248)
Assign the Digital Lesson Quiz (p. 248). Discuss with the class: In, The Question of Annexation, you learned about Texas’s wish to
become part of the United States and the government’s political maneuvers to make that happen.
 How do you think the desire to become part of the U.S. influenced the republic when it was still independent? Explain your
reasoning.
 How do you think annexation will influence immigration and migration to Texas?Why?
Lesson Plan
Engage
Explore
Explain
*Have students preview the lesson objectives and the list of key terms (p.193). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p. 193).
Start Up Activity: Analyze Data (p.238 )
Project the Start Up Activity: Analyze Data (p.238). Ask students look at the chart and answer the questions as
they get settled. Have students share their answers with a partner.
 What was the margin of defeat in the first vote?
 What do you think happened between June 1844 and February 1845 to cause the vote to change to favor
Texas?
*Tell students that in this lesson they will be learning about the causes of and events leading up to Texas
annexation.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 The Annexation Question (p.239-243)
 Migration and Immigration Influence Daily Life (p.243-246)
 Religious Freedom and Education (p.248)
*Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and
understand the text as they read.
*Tell students that in this lesson they will be learning about the causes of and events leading up to Texas
annexation.
The Annexation Question (p.239-243)
 Anson Jones first came to Texas in 1833. He soon built a thriving medical practice in Brazoria. He later
fought in the Texas Revolution. After the revolution, he served in the Texas Congress. In 1838, President
Houston appointed him minister to the United States.
Migration and Immigration Influence Daily Life (p.243-246)
 In the years leading up to Texas’s annexation, the Republic of Texas grew quickly. In fact, the Texas
population tripled between 1836 and 1845. Almost all of the newcomers came from the United States.
When Texas gained independence from Mexico in 1836, about 40,000 Anglos, Tejanos, and African
Americans lived there. By the time Texas became a state nine years later, its non-American Indian
population was about 125,000. Life in the Republic was not only marked by population growth, but also
by the growth of towns and participation in farming, ranching and military life.
Religious Freedom and Education (p.248)
 Life in the Republic was not all work. Those who could afford it sent their children to school. Many Texans
saw education as the best way to improve themselves and the Republic. Religion also played an important
role in Texans’ lives. Long before Texas joined the U.S the Republic practiced religious freedom and valued
education.
Elaborate
Evaluate
*Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
*Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
*Active Classroom (p.196)
Have students review the information they have learned about annexation and use the Wallpaper Strategy to
design a piece of “wallpaper” that encapsulates a key learning from the lesson. Post wallpaper around the room
and have students take a gallery walk, noting what others have written or illustrated. Allow students to jot doen
ideas as they occur and then discuss the wallpaper as a class.
*Topic of Inquiry
Examine primary source documents to answer the following questions.
 How did Anglo and Tejano Texans justify revolution and set up their new government?
Examining why Texans went to war will contribute to students understanding the Essential Question
 When is war justified?
*Assign the Digital Lesson Quiz for this lesson (p. 248). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 Why was it important to Sam Houston that Anson Jones won the presidency in 1844?
 Use the information to answer the question. “Few Texans dreamed of a future as an independent nation.”
Based on the above information, how did Texans feel about their government under the Republic?
 How did the issues surrounding annexation of Texas foreshadow the causes of the Civil War?
 Texans who relied on subsistence farming with those who planted cash crops like cotton.
 Use the information to answer the question. “The military relied mostly on volunteer troops and some paid
soldiers.” Based on the above information, how would annexation benefit the defense of the Texas
frontier?
TEACHER:
CLASS: 7th Social Studies
DATE: December 4
Topic 4: TEKS Assessment and Practice
M T W TH F
Student Expectations Bundled in Lesson
Resources:
Noun=Underline Verb=Italicize
Content Standards
1A: 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
1C: explain the significance of the following dates: 1519, mapping of the Texas coast
and first mainland Spanish settlement; 1718, 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
2D: identify the individuals, issues, and events related to Mexico becoming an
independent nation and its impact on Texas, including Texas involvement in the fight
for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal
Constitution of 1824, the merger of Texas and Coahuila as a state, the State
Colonization Law of 1825, and slavery
3A: 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
3B: 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
3C: 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
3D: explain how the establishment of the Republic of Texas brought civil, political, and
religious freedom to Texas
4A: identify individuals, events, and issues during the administrations of Republic of
Texas 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
4B: analyze the causes of and events leading to Texas annexation
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
9A: 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
11A: analyze why immigrant groups came to Texas and where they settled
11B: analyze how immigration and migration to Texas in the 19th, 20th, and 21st
centuries have influenced Texas
14B: compare the principles and concepts of the Texas Constitution to the U.S.
Constitution, including the Texas and U.S. Bill of Rights
18A: identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been president of the United States
Process Standards
21A: differentiate between, locate, and use valid primary and secondary sources such
as computer software, databases, media and news services, biographies, interviews,
and artifacts to acquire information about Texas
21B: analyze information by sequencing, categorizing, identifying cause-and-effect
U.S. History Textbook Colonization
through Reconstruction
pp. (249-253)
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions
21C: organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps
21D: identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
22D: create written, oral, and visual presentations of social studies information
23B: use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision
Objective/Key Understanding:
In this topic, students learned about the eras in which Texas was ruled by Spain and Mexico.
 U.S. History Textbook Colonization through Reconstruction pp. (249-253)