Grade 7 Social Studies
Unit 4
Title
Suggested Time Frame
nd​
Mexican National Era
2​ Six Weeks
3 weeks
Big Ideas/Enduring Understandings
Guiding Questions
●
●
Mexico’s Independence from Spain changed the culture of Texas.
How did the Mexican Federal Constitution of 1824 effect early settlers?
Compare/Contrast Mexican and Anglo purpose of settlement.
TEKS
Readiness TEKS
1A
2F
Supporting TEKS
1BC
2DE
19A
Process Skills
8A
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Sample Assessment Question
Create a timeline showing the significant events and individuals of the Mexican National Era Why is the year 1821 significant?
Explain how the Constitution of 1824 contributed to the Texas Revolution.
Identify reasons why Mexico wanted to declare independence from Spain.
Compare and contrast the Anglo, Mexican and Spanish purposes and methods of settlement.
Why did the empresarios choose to settle in Texas?
Describe the ways in which the immigrants’ culture influenced Texas culture.
CISD 2015, Updated 11/10/2016
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to
the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices.
Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these
and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted
material.
Ongoing TEKS
1A-C
Knowledge and Skills with
Student Expectations
(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
District Specificity/ Examples
*Natural (Early) Texas
*Age of (European) contact
*Spanish Colonial (missions and
early settlement
*Mexican National (1820/1830
*Texas Revolution and Republic
*Early Statehood (include
Manifest Destiny
*Civil War and Reconstruction
Cotton, Cattle, and Railroads
*Age of Oil
*Great Depression/World War II
*Civil Rights and Conservatism
*Contemporary Texas
CISD 2015, Updated 11/10/2016
Vocabulary
Identify
Describe
Era
Historical points
of reference
Defining
characteristics
Instructional
Strategies
Class
Discussion
over what
historians
divide the past
into eras as
well as
identifying
significant
events in each
era
Suggested Resources
Resources listed and categorized to indicate suggested
uses. Any additional resources must be aligned with the
TEKS.
McGraw Hill
Conservatism; and
Contemporary Texas;
(1) History. The student
understands traditional
historical points of reference
in Texas history. The student
is expected to: (B) apply
absolute and relative
chronology through the
sequencing of significant
individuals, events, and time
periods; and
(1) History. The student
understands traditional
historical points of reference
in Texas history. The student
is expected to: (C) 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.
(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:
(D) identify the individuals,
issues, and events related to
*Demonstrate understanding of
“Era”
Sequence
Absolute
chronology
Relative
chronology
Historical
reference points
Have students
make flash
cards to
practice the
chronology
McGraw Hill
Students need to understand the
significant dates of:
*1519 - first mainland Spanish
settlement, mapping Texas coast
*1718 - founding San Antonio
*1821 - Independence of Spain
*1836 - Texas Independence
*1845 - Annexation
*1861 - Civil War begins
*1876 - adoption of state
constitution
*1901 - discovery of oil at
Spindletop
Historical
turning points
Significance
Class Chart
with dates, era
and
significance
McGraw Hill
Jose Gutierrez de Lara​ leader of
the ​Gutierrez-Magee expedition​.
An ill fated attempt to by
Gutierrez and Magee, abetted by
the United states to take Texas
away from Spain.
Independence
Constitution
Federal
Republic
Timeline with
cause and
effect graphic
organizers
McGraw Hill
CISD 2015, Updated 11/10/2016
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;
Battle of Medina ​ 1813 ended the
Gutierrez Magee Expedition
attempt to free Texas from
Spanish control.
Mexican federal Constitution of
1824​ established the first
constitutional government in
Texas.
Identify the key points of the
Mexican Federal Constitution
of 1824​:
● Established a Republic form
of government in Mexico
with an elected President and
Congress - similar to the
United States.
● Texas was part of a large
Mexican state called Tejas y
Coahuila with its capital in
Saltillo.
● The Constitution stated the
Catholic Church was the only
recognized church in the
country.
● The Constitution somewhat
limited freedom of speech and
the press.
● There were no provisions for
trial by jury in the
Constitution.
Describe the Impact of this
document on settlers in Texas:
● Settlers arrived here used to
the idea of a representative
government and expected the
Constitution of 1824 to
CISD 2015, Updated 11/10/2016
●
●
provide that in Mexican
Texas.
Baron de Bastrop​ (Austin's
friend), an important leader in
the area, was elected as the
first representative from
Texas (Tejas y Coahuila) to
the Mexican State Legislature
meeting in Saltillo, Coahuila.
Texans rebelled against the
harsh government and the
lack of representation, finally
beginning the Texas
Revolution in 1836. (The flag
that flew over the Alamo at
that famous battle carried the
date 1824 referring to the
Mexican Constitution of
1824.)
Merger of Texas and Coahuila as
a state​ the constitution of 1824
consolidated Coahuila and Texas
as one state.
State Colonization Law of 1825
Slavery​ Some of Austin’s Old
Three Hundred brought slaves to
Texas and they received an
additional 80 acres of land per
slave. After that many of the
Americans who moved to Texas
brought slaves with them. The
independence of Mexico from
Spain made the institution of
slavery in Texas a tricky issue
since the rest of Mexico did not
allow slavery.
CISD 2015, Updated 11/10/2016
(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:
(E) identify the contributions
of significant individuals,
including Moses Austin,
Stephen F. Austin, Erasmo
Seguín, Martín De León, and
Green DeWitt, during the
Mexican settlement of Texas;
and.
Define​:
Empresario​ - a businessman who
received land grants in Texas in
return for bringing Anglo
colonists to settle.
Anglo​ - person of English or
Northern European ancestry
usually immigrating from the
Southern part of the United States.
1820​ - ​Moses Austin​ secured a
land grant to bring colonists from
the United States. He died before
he could accomplish the task.
1821-22​ - ​Stephen Austin​ began
to colonize using his father's land
grant. These colonists were called
the ​Old 300​. Austin later had to
renegotiate his contract with the
new government of Mexico. He
established ​San​ ​Felipe de Austin
as the main Anglo settlement on
the Brazos River. Austin's cause
was aided by Baron de Bastrop, a
Mexican official.
1821 - 36​ - Other ​empresarios
and hundreds of Anglo families
took advantage of the cheap land
available in Mexican Texas and
settled here to farm. Immigrants
also came from Ireland, Germany
and other European countries.
Juan Seguin​, a ​Tejano​ from San
Antonio de Bexar, became a
CISD 2015, Updated 11/10/2016
Empresario
Colonization
Migration
Immigration
Groups
research each
person
connected to
the Mexican
National Era
http://education.texashistory.unt.edu/lessons/notebook/Co
lonization/
Students read fictitious letters and vote on who they
would allow to belong to the Old 300
https://www.tshaonline.org/handbook/online/articles/fau1
2
https://www.tshaonline.org/handbook/online/articles/fau1
4
settler and later became a leader
in the Texans cause for
Revolution. A ​Tejano​ was a
person of Spanish/Mexican
ancestry living in Texas.
Green DeWitt​ empresario of
DeWitt’s colony. The town of
Gonzales was established in this
colony. His colony was slow
growing a first, but eventually it
became a prosperous farming area
Martin De Leon​ a Tejano
empressario who settled
Mexicans on his colony. The town
of Victoria was the headquarters
of his colony.
Erasmo Seguin​ a local San
Antonio business leader and
rancher helped Stephen F. Austin
when he arrived in San Antonio
after his fathers death.
CISD 2015, Updated 11/10/2016
(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.
This was introduced in fourth
grade and provides foundation
knowledge for Grade 7.
Review​ Spanish and Anglo
reasons for settlement.
Spanish
Purpose
The purpose of the missions was
to convert the Native Americans
to the Catholic religion.
Method
● A mission was (is) a church
built in a new area.
● Spanish priests, called friars,
came to the frontier to work
with the Native Americans, to
teach them about the Catholic
Church, and to have them
work on the mission grounds
farming and helping priests.
● The Spanish believed that the
Native Americans had to
change their lifestyle and
religion to be "saved" and to
become Catholic.
Spanish Settlements
● The Spanish began
establishing missions almost
as soon as they began
exploring in a place.
● The first mission in Texas
was built in East Texas in
1690. Other missions were
built in this area, largely to
keep the French from taking
over in East Texas.
● In 1718, the Spanish began
building missions in central
Texas. A town grew there
CISD 2015, Updated 11/10/2016
Missions
Settlements
Anglo
Chart the
Spanish/Mexi
can/Anglo
purposes/
methods for
settlement in
Texas. Class
discussion
Information
Point out that​ when Anglos came to settle Texas, the
colonists agreed to:
● Learn Spanish
● Become Catholic
● Be good citizens and follow Spanish law
Land in Texas was selling for 12 ½ cents an acre
compared to $1.25 an acre in the United States.
Generous land grants of hundreds of acres were available,
usually with no money due for up to 10 years
Spanish Settlement Patterns:
● Establish a ​mission​ (priests).
● Build a ​presidio​ (fort) to protect the missions (which
brought Spanish soldiers to the area).
● Establish ​Towns​ which grew as places for soldiers
and eventually family members and some merchants.
● Bestow generous ​Land​ ​Grants​ or ​haciendas​ for
ranchers and farmers.
In over 300 years (1520s - 1820s) there were only three
or four significant Spanish settlements in Texas.
​Anglo settlement patterns:
● Families​ arrived by boat or covered wagon with all
of their worldly belongings.
● The whole family, including men, women, children
and enslaved persons, were moved to Texas to settle
permanently.
● Hundreds of acres of cheap land were available on
liberal terms.
● Families​ built log houses and began to clear land for
farming.
● Small towns developed as centers for social and
business life - a place to buy needed supplies and to
visit with neighbors.
Between 1821 - 36 - Empresarios and hundreds of Anglo
families took advantage of the cheap land available in
●
near some of the missions
called Bexar (later San
Antonio) and one of the
missions, San Antonio de
Bexar - the Alamo, would
later become famous in the
Texas Revolution.
The missions in East Texas
died out, but the ones near
Bexar thrived. These missions
were very large and were built
to look like churches in Spain.
Some are still being used
today.
Anglo
Purpose
Expansion into new areas due to
cheap land, the possibility of
extending slavery, and creating
profitable farms. Settlement in
Texas, led by empresarios and
immigrant agents, was a
commercial venture.
Method
● Anglo settlements were
mostly in East Texas, located
on major rivers which were
used for transportation.
● The earliest settlements were
near Nacogdoches. The
Austin Colony (the Old 300)
had its central town of San
Felipe de Austin on the banks
of the Brazos River. Other
empresarios settled areas in
east and south Texas. German
immigrants and other
Europeans often went further
CISD 2015, Updated 11/10/2016
Mexican Texas and settled here to farm. Immigrants also
came from Ireland, Germany and other European
countries.
Note to teacher: To help students understand the size of
an acre, it is about equal to the inbounds size of a
football field. Have students do some "frontier math" to
decide how much land they could buy in Texas
Activities (The TEKS 2.f requires a comparison)
Make a chart comparing Spanish and Anglo colonization
methods.
Make two advertisements, one for Spanish colonies and
one for Anglo colonies, detailing the methods of
colonization and persuading colonists to come to Texas.
Introduce an "Empresario of the Decade" by completing a
written or oral "interview" with one of the significant
empresarios who brought families to Texas. This may be
done in groups or as an individual assignment.
"Interviews" may be presented (and evaluated) orally.
Have students pretend that they are one of the original
Anglo colonists to Texas. Have them write a letter back
to a friend in the United States telling about life here in
Texas.
Give students a map showing the empresario grants. Have
them trace or sketch the locations of these grants onto a
current political map of Texas. Have them draw
conclusions about the relationship of the empresario
grants to current cities, towns, and economic activity. Ask
each student to write five statements about conclusions
they draw related to their maps. As an extension of this
activity, have students write five questions that could be
west in Texas to areas around
present-day New Braunfels
and Fredericksburg.
answered using their maps. Some sample questions
might include:
●
What current cities are located near the Austin
grant?
●
What do you notice about the location of most of
the empresario grants?
Review​ areas of Spanish and
Anglo settlement on a map of
Texas.
Children's Literature
Stephen F. Austin: Wilderness Pioneer by Carol Hoff.
Hendrick-Long, 1987.
​Moses Austin and Stephen Austin: A Gone to Texas Dual
Biography by Betsy Warren. Hendrick Long, 1996.
​People of the West by Dayton Duncan. Little, Brown,
1996.
​Daily Life in a Covered Wagon by Paul Erickson. John
Wiley and Sons, 1994.
​Settler Sayings by Bobbie Kalman. Crabtree Publishing,
1994.
​TexasFootprints by Rita Kerr. Sunbelt Media, 1988.
​If You Traveled West in a Covered Wagon by Ellen
Levine. Scholastic, 1992.
​MississippiMud: Three Prairie Journals by Ann Turner.
Harper Collins Children's Books, 1997.​The West: An
Illustrated History for Children by Dayton Duncan.
Little, Brown, 1996.
​Jane Long's Journey by Mary Dotson Wade. Colophon
House, 1998.
​Jane Long: Frontier Woman by Anne Crawford. Benson,
1990.
​Ghost at the Old Stone Fort by Martha Tannery Jones.
Hendrick-Long, 1990.
(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,
Teach/Review​ with students how
to read, interpret, and create:
● thematic maps
● graphs
● Charts
● timelines
CISD 2015, Updated 11/10/2016
Thematic Maps
Graphs
Charts
Timelines
Databases
Students
create
thematic
maps, graphs,
charts,
timelines,
McGraw Hill
models, and databases
representing various aspects
of Texas during the 19th,
20th, and 21st centuries; and
●
●
●
Databases
models
Essays
databases,
models and
essays to
compare/contr
ast Texas
during the
19th, 20th and
21st century
from research data gathered from
a variety of historical and
geographic sources.
(19) Culture. The student
understands the concept of
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;
The ability to use these tools is
critical to supporting each
objective in the scope of this
course. These various
representations can be used to
encourage students to select and
interpret appropriate information.
Define​:
Culture​ - way of life of a group
of people
Diversity​ - unique qualities that
contribute to a group's sense of
identify
Ethnic​ ​group​ - a cultural group
that shares cultural, national,
social or [sometimes] racial
heritage
Emphasize specific examples of
influences on Texas life today by
examining contributions in food,
language, celebrations, religion,
customs, and so on. Some
examples are place names, ethnic
foods, daily words from various
languages, religious holidays,
celebrations such as Cinco de
Mayo
CISD 2015, Updated 11/10/2016
Diversity
Unity
Culture
Pairs work
together to
establish the
diversity and
culture in
Texas.
Give​ examples of cultural diversity and contributions of
the major groups that settled in Texas. Some examples
are:
Native Americans​ - traditional dances, traditional dress,
place names, foods - corn, squash, beans, pumpkins, and
so on;
Hispanics ​- celebrations such as Fiestas Patrias, Cinco de
Mayo; place names, foods, language, significant
individuals, Catholic Church, aspects of law/gov't, music
styles - mariachi, cowboy traditions;
Anglos​ - law/gov't, language, place names, significant
individuals, foods, celebrations; music - folksongs;