STEPHENVILLE CURRICULUM DOCUMENT
SOCIAL STUDIES
GRADE: 4
BUNDLE 7
EST. NUMBER OF DAYS: 6 - BASED ON 2 CLASSES PER WEEK
BUNDLE 7 NAME
TEXAS REVOLUTION
Bundle Overview Narrative
This bundle will analyze the causes, major events, and effects of the Texas Revolution, and summarize the
contributions of significant individuals.
Generalizations/Enduring Understandings
Concepts
Conflict, sacrifices, freedom,
Guiding/Essential Questions
What issues led to Texas becoming independent?
Should Texas have fought for their independence from Mexico?
How would you feel if all the laws you were to follow were written in a different language?
What was the turning point in the battle with Mexico?
What patterns do you find in the battles of the war with Mexico?
Why was losing the Battle of the Alamo motivating for the Texans?
Why was Suzanna Dickerson left alive after the Battle of the Alamo?
Learning Targets
Formative Assessments
Summative Assessments
TEKS (Grade Level) / Specifications
TEKS
(3) History. The student understands the importance of
the Texas Revolution, the Republic of Texas, and the
annexation of Texas to the United States. The student is
expected to:
(A) analyze the causes, major events, and effects
of the Texas Revolution, including the Battle of
the Alamo, the Texas Declaration of
Independence, the Runaway Scrape, and the
Battle of San Jacinto;
(B) summarize the significant contributions of
individuals such as Texians William B. Travis,
James Bowie, David Crockett, George Childress,
and Sidney Sherman; Tejanos Juan Antonio
Padilla, Carlos Espalier, Juan N. Seguín, Plácido
Specifications
Including:
Early battles: Gonzales, Oct. 2, 1835
Goliad, Oct. 9, 1835
San Antonio, Dec. 5, 1835
Battle of the Alamo was March 6, 1836.
Battle of San Jacinto was April 21, 1836.
Mexican leader was Santa Anna.
Texas leader was Sam Houston.
Treaty of Velasco
Sam Houston became the first president of the Republic of
Texas.
Including:
George Childress-1804-1841: Principal author of TX
Declaration of Independence
Jose Francisco Ruiz - only Native Texan to sign TX
Declaration of Independence
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Processes and Skills
Benavides, and José Francisco Ruiz; Mexicans
Antonio López de Santa Anna and Vicente
Filisola; and non-combatants Susanna Dickinson
and Enrique Esparza;
(15) Government. The student understands important
ideas in historical documents of Texas and the United
States. The student is expected to:
(A) identify the purposes and explain the
importance of the Texas Declaration of
Independence, the Texas Constitution, and
other documents such as the MeusebachComanche Treaty;
(16) Citizenship. The student understands important
customs, symbols, and celebrations of Texas. The
student is expected to:
(D) describe the origins and significance of state
celebrations such as Texas Independence Day
and Juneteenth.
(21) Social studies skills. The student applies criticalthinking skills to organize and use information acquired
from a variety of valid sources, including electronic
technology. The student is expected to:
(A) differentiate between, locate, and use valid
primary and secondary sources such as
computer software; interviews; biographies;
oral, print, and visual material; documents; and
artifacts to acquire information about the
United States and Texas;
(B) 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;
(C) organize and interpret information in
outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps;
(D) identify different points of view about an
issue, topic, historical event, or current event;
(22) Social studies skills. The student communicates in
written, oral, and visual forms. The student is expected
to:
(A) use social studies terminology correctly;
Focus on timelines; maps
EDITED JULY 2013
(C) express ideas orally based on research and
experiences;
(D) create written and visual material such as
journal entries, reports, graphic organizers,
outlines, and bibliographies;
(E) use standard grammar, spelling, sentence
structure, and punctuation
(23) Social studies skills. The student uses problemsolving and decision-making skills, working
independently and with others, in a variety of settings.
The student is expected to:
(B) 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.
Topics
Battles: Gonzales, Goliad, the Alamo, and San Jacinto, a new constitution
Language of Instruction
Defenders of the Alamo, petition, Bill of Rights, siege,
constitution, Republic, scout, treaty
State Assessment Connections
TEC 3-5 1AB, 2ABC, 3A, 7A
National Assessment Connections
Resources
Susanna of the Alamo; Scott Foresman Social Studies textbook & workbook, US video: Texas: A New Look…; Georgetown
ISD website: curriculum corner
EDITED JULY 2013