Social Studies
Course: Texas History
Unit: Revolution and Republic
TEKS
Guiding Questions &
Specificity
Assessment
Designated Instructional Unit: 3rd Grading Period
Days to teach: 20 Days
Vocabulary
Instructional Strategies
Resources
(1) History. The student understands traditional historical points of reference in Texas history.
(3) History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas.
(4) History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood.
(11) Geography. The student understands the characteristics, distribution, and migration of the population in Texas in the 19th, 20th and 21st centuries.
(19) Culture. The student understands the concept of diversity within unity in Texas.
What happened in
List and describe
Revolution
ELPS 1A Students will use
1 (A) identify the major eras
Harcourt Chapter 10-11
Texas between 1836
the defining
Republic
a KWL chart to assess their
in Texas history, describe
Google Drive 3rd Grading
and 1845?
characteristics of
revolt
understanding of the Texas
their defining characteristics,
Period Folder
What is the
the Revolution
Revolution
and explain why historians
significance
of
1836?
and
Republic.
2C
Students
can
use
their
Causes of the Revolution
divide the past into eras,
new vocabulary in a word
Lessons
including Natural Texas and
Third Grading Period
sort
Why is 1836 a
its People; Age of Contact;
Law of April 6 Lessons
Specificity
3H Students can use
significant year in
Spanish Colonial; Mexican
summarization
frames
to
Texas history?
Learning Stations- Causes
National; Revolution and
structure the text
of the Revolution
Republic;
4F. Students can use
improvisation to understand Texas Revolution
1(C) explain the significance
the events leading to the
Treaty of Velasco
of the following dates: 1519,
revolution.
Texas Independence
mapping of the Texas coast
5F Students can use RAFT
website
and first mainland Spanish
to write
settlement; 1718, founding of
R: a citizen of Texas
San Antonio; 1821,
A : Anson Jones
Create your own Timeline
independence from Spain;
F: letter
1836, Texas independence;
T: annexation
ELPS:
*1A
students will assess their
knowledge of the word
revolution, its roots and
suffix
*2E.
students will draw a comic
use nonlinguistic
representations to illustrate
the word revolution
Revised May 2016
Social Studies
Course: Texas History
Unit: Revolution and Republic
TEKS
3(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;
3(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
3(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
Revised May 2016
Guiding Questions &
Specificity
Explain how the
Fredonian Rebellion,
Mier y Teran Report ,
Law of April 6, 1830,
Turtle Bayou
Resolutions and the
arrest of Stephen F.
Austin led to the
Texas Revolution.
Explain the
significance of George
Childress,
Lorenzo de Zavala ,
James Fannin ,
Sam Houston ,
Antonio Lopez de
Santa Anna,
Juan N. Seguin, and
William B. Travis.
Explain the
significance of the
Battle of Gonzales,
Travis’ letter to the
People, Fannin's
surrender at Goliad,
and the Battle of San
Jacinto during the
Texas Revolution.
Assessment
Most Texans
favored the
Mexican
Constitution of
1824. However,
there was one
section which
they felt was not
in the best interest
of Texas. To
which sections of
the Constitution
did many Texans
object?
How did the
Texans react to
Santa Anna’s
actions?
Who is the
individual given
credit for writing
the Texas
Declaration of
Independence?
At the time that
the famous siege
of the Alamo
began, what were
the Texans
Designated Instructional Unit: 3rd Grading Period
Days to teach: 20 Days
Vocabulary
Instructional Strategies
Decree
Customs duties
Resolutions
Reforms
Delegates
Faction
Infantry
Cavalry
Provisional
Casualties
Noncombatants
Legislative branch
Executive branch
Judicial branch
Bill of Rights
Petition
Ad interim
*3D students will use their
new vocabulary to create
analogies
Pre AP Extension
Alamo- Mini Q
Explorers to Revolution
Timeline
ELPS: 2E, 3B, 4G, 5G
Student created graphic
organizer over the political
events leading up to the
Texas Revolution.
Resources
Harcourt Chapter 10-11
Google Drive 3rd Grading
Period Folder
Causes of the Revolution
Lessons
Law of April 6 Lessons
Learning Stations- Causes
of the Revolution
ELPS: 4J, 4K, 5F, 5G
Student created letter to the
governor of Coahuila y
Tejas protesting the Law of
April 6, 1830.
Juan Seguin
ELPS: 2G, 3G, 4K, 5G
Student created dialogue
reflecting the point of view
of the Texans and Mexicans
about the events leading up
to the Texas Revolution
ELPS 1C, 2E, 3D, 4J, 5E
Student created wanted
poster of Santa Anna
Law of April 6, 1830
lesson
1H, 2E, 3G, 4K, 5F
Advertisement encouraging
Texans to fight for
independence from Mexico.
Law of April 6, 1830
Lesson
Texas Revolution
Treaty of Velasco
Google Drive: Republic of
Texas Folder
Causes of the Revolution
Mexican/Texan Talk it Out
Fredonian Rebellion
Mier y Teran report
Turtle Bayou Resolutions
Social Studies
Course: Texas History
Unit: Revolution and Republic
TEKS
Jacinto 3(D) Explain how the
establishment of the Republic
of Texas brought civil,
political, and religious
freedom to Texas.
Guiding Questions &
Specificity
How did the
establishment of the
Republic of Texas
lead to civil freedom,
political freedom, and
religious freedom?
What was significant
about the Battle of
Gonzales?
Assessment
Designated Instructional Unit: 3rd Grading Period
Days to teach: 20 Days
Vocabulary
Instructional Strategies
Resources
fighting for?
Why did
“Remember the
Alamo!” become
the battle cry for
the Texas
Revolution?
What were the
arguments for and
against annexation?
How were the
Texas and US
Revolutions
similar and
different?
Identify the grievances
listed in the Texas
Declaration of
Independence.
What were the
arguments for and
against
annexation?
What challenges did
the Republic face?
What decisions
did the Texans
make about the
structure and
purpose of their
government as a
republic?
ELPS: 1E, 2I, 3A, 4G,
Student directed skit
depicting settlers’ flight
during the Runaway Scrape.
Texas Declaration Lesson
Lorenzo de Zavala PSA
George Childress
ELPS: 1G, 2G, 3E, 4G, 5F
Student created newspaper
article detailing the events
at the Battle of San Jacinto.
Lorenzo de Zavala
James Fannin
ELPS: 1E, 2I, 3A, 4G,
Experiential exercise where
students re-create the Texas
Convention of 1836
Sam Houston
ELPS: 1F, 3H, 4K, 5G
Student created translations
of the Texas Declaration of
Independence into student
friendly language.
Juan Seguin
Antonio Lopez de Santa
Anna
William B. Travis
Safari Montage
Davy Crockett: American
Frontier Legend
Take a Stand lesson
Battle of San Jacinto PSA
Remember the Alamo PSA
Comparing the Texas and
American Revolution
lesson
A Cry for Help
Revised May 2016