TEACHER:
CLASS: 7th Grade
DATE: October 5-7
M T W TH F
FRAME THE LESSON
Mexico Wins Independence
Resources/Materials:
Student Expectations Bundled in Lesson
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
1B: apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
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
2B:identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca and his
writings, the search for gold, and the conflicting territorial claims between France and Spain
2C: identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and individuals such
as Fray Damián Massanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo
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
2E: 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
2F: contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas
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
8A: create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries
8B: analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries
11A: analyze why immigrant groups came to Texas and where they settled
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 Te
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
22A: use social studies terminology correctly
22D: create written, oral, and visual presentations of social studies information
Objective/Key Understanding:



Describe the impact Father Morelos bas on keeping the dream of the
Mexican independence alive.
Explain how events in Spain led to Mexican independence.
Identify the significance of the Treaty of Cordoba in 1821.
Texas History Textbook
Colonization through
Reconstruction (p.123126)
Online Editable
Presentation
Interactive Reading
Notepad
Reading and Note Taking
Study Guide
Online Start Up Activity
Interactive Timeline:
Moving Towards
Independence from Spain
(p. 125)
Digital Activity: A plan
for Independence (p.126)
Digital Lesson Quiz
(p.126)
Introduce Vocabulary Activity (p. 123 )
Republic
occupied
monarchist
Achieve
Agustin de Iturbide
anti-monarchist
Plan of Iguala
Treaty of Cordoba
Informal Assessment Questions (p. 126 )
 What was the significance of Jose Morelos y Pavons declaration of independence in 1814?
 How did events in Spain help lead to Mexican independence?
 Why were the upper classes in New Spain afraid of the democratic changes in Spain?
 What was the purpose of the Plan of Iguala?
 How did the Treaty of Cardabo affect Texas?
Stop & Check for Understanding—High Level Questions



Why was Morelo’s support from the lower classes not enough ti achieve an independence in Mexico?
How was the revolt in Spain in 1820 against King Ferdinand VII similar to Jose Morelos’ earlier revolt in New Spain?
How did the Plan of Iguala unite the Mexican nation?
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 123)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: A Plan for Independence (p. 123)
Project the Start Up Activity: A Plan for Independence. Ask students to read the selection from the Plan of Iguala and answer the questions as they enter and get settled.
 Would you have supported an independent Mexico if you and your family were peninsulares?
 Would you have supported an independent Mexico is you and your family were criollos?
Reading and Note Taking Study Guide (p. 123)
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 Illustrations (p. 123)
Review the illustration of Agustin de Iturbide marches triumphantly into Mexico City at the head of his army.
 Hypothesize: How did the Tejano residents of Texas likely respond to this event?
Interactive Timeline: Moving Toward Independence from Spain (p. 125)
Project the Interactive Timeline: Moving Towards Independence from Spain (p. 125) With students, place each tile in its appropriate location on the timeline.
Digital Activity: A Plan for Independence (p. 126)
Project the Digital Activity: A Plan for Independence (p.126). Have student partners answer the questions in the activity. Then ask them to recall their responses to the Start Up Activity
questions. Have students discuss if they would change any of their responses based on what they have learned.
Digital Lesson Quiz: (p. 126)
Assign the Digital Lesson Quiz (p. 126). Pose these questions to the class: In Mexico Wins Independence, you read about the unsuccessful rebellion of Jose Morelos y Pavon and the
difficulties face by King Ferdinand VII in Spain. As a result of previous rebellions and changes in the home country, the government of New Spain was overthrown and Mexico became
an independent nation in 1821.
 Why do you think it took so long for Mexico to gain its independence?
 How do you think Mexican independence will influence the lives of Mexican citizens in the new country?
.
Small Group Purposeful Talk Question Stems
Mexico Works for Independence (p. 124)
 What idea in Morelos’s declaration of independence would have angered the Spanish government in New Spain, as well as leading members of society?
 What does the failure of Morelos and other revolutionaries suggest about the class structure and government in Mexico at the time?
Events in Spain Affect Mexico (p. 124-125)
 Summarize how events influenced those in New Spain.
Mexico Gains Independence (p.125-126 )
 Make sure students can identify as his major era in Texas history as the Mexican national era.
 Identify the significance of the Treaty of Cordabo and the date of 1821.
 What united the opposing forces in Mexico?
 Why were many Tejanos conflicted once Mexico gained its independence from Spain?
 Differentiate: Pair students to review text and the interactive activity. Ask them to write the reasons that led to Mexico’s independence. Have pairs fo
through their lists and discuss why each was factor.
Engage
~Have students preview the lesson objectives and the list of key terms (p. 123 ). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 123).
Start Up Activity: A Plan for Independence (p. 123)
Project the Start Up Activity: A Plan for Independence. Ask students to read the selection from the Plan of Iguala and answer the questions as they enter and get settled.
 Would you have supported an independent Mexico if you and your family were peninsulares?
 Would you have supported an independent Mexico is you and your family were criollos?
Explore
Explain
Elaborate
Evaluate
Tell students that in this lesson they will be learning about how the dream of an independent Mexico and the beginning of the Mexican national era.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 Mexico Works for Independence (p.124)
 Events in Spain Affect Mexico (p. 124-125)
 Mexico Gains Independence (p. 125-126
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 how the dream of an independent Mexico and the beginning of the Mexican national era.
Mexico Works for Independence (p.124)
 Among these were Jose Francisco Ruiz and his nephew Hose Antonio Navarro. Forced to flee to Louisiana when Arrendondo and his forces overran Texas,
both would return to sign the Texas Declaration of Independence in 1836. In the meantime, both closely followed the mounting rebellion in other regions of
New Spain and the unrest in Spain itself that would eventually lead to the birth of an independent Mexico.
Events in Spain Affect Mexico (p. 124-125)
 While Napoleon’s army had occupied Spain, the people of Spain resisted French rule. They rose up against the French troops from Spain. Napoleon Bonaparte
was defeated in 1815.
Mexico Gains Independence (p. 125-126
 The leader of the monarchies was Agustin de Iturbide. For ten years he had fought against Hidalgo, Morelos, and their followers, Iturbide now saw his chance.
Instead of crushing those forces, he asked them to work with him. As one, they could achieve an independent Mexico.
~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.
~Assign the Digital Lesson Quiz for this lesson (p. 126 ). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 What was the significance of Jose Morelos y Pavons declaration of independence in 1814?
 How did events in Spain help lead to Mexican independence?
 Why were the upper classes in New Spain afraid of the democratic changes in Spain?
 What was the purpose of the Plan of Iguala?
 How did the Treaty of Cardabo affect Texas?
TEACHER:
CLASS: 7th Grade
DATE: October 8-9
M T W TH F
FRAME THE LESSON
A New Wave of Settlement
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
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
1B: apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
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
Spindleto
2B: identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca and his
writings, the search for gold, and the conflicting territorial claims between France and Spain
2C: identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and individuals such
as Fray Damián Massanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo
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
2E: 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
2F: contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas
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
8A: create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries
8B: analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries
11A: analyze why immigrant groups came to Texas and where they settled
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 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
22A: use social studies terminology correctly
22D: create written, oral, and visual presentations of social studies information
U.S. History Textbook
Colonization through
Reconstruction
pp. (127-132)
Objective/Key Understanding:



Analyze why people migrated to Texas and where they settled.
Discuss how Mexico’s independence from Spain affected the population
in Texas.
Identify how colonization laws impacted Texas.
Online Editable
presentation (p. 114)
Start Up Activity: The
Cry of Delores (p. 114)
Reading and Note Taking
Study Guide (p. 114)
Analyze Maps
Information
(p. 115, 116, 117, 118,
120, 121)
Interactive Chart:
Proposed Texas
Constitution of 1813 (p.
119)
Digital Activity: Turmoil
in Texas
(p. 122)
Digital Lesson Quiz:
(p. 122)
Introduce Vocabulary Activity (p. 127)
San Antonio
La Bahia
Nacogdoches
Abdicate
Erasmo Seguin
empresario
Title
Coahuila and Texas
Pecan Point
Informal Assessment Questions 1-5 (p. 132)





What advantage did Pecan Point provide to the early settlers there?
How did Mexican independence impact American Indians in Texas?
Why would shallow rivers in East Texas be a problem for potential settlers?
What impact did the Mexican federal Constitution of 1824 have on Texas?
What impact did the Stat Colonization Law of 1825 have on settlement to Texas?
Stop & Check for Understanding—High Level Questions



Why did settlers move to Texas in the early 1800s?
What motivated settlers to move to East Texas in the early 1800s?
How did Mexican independence impact immigration to Texas?
Small Group Purposeful Talk Question Stems
Early Settlers (p. 128)
 How do you think the first trading post in Pecan Point impacted Texas settlement?
Texas at the End of Spanish Rule (p.129-130)
 Compare and contrast the reasons immigrant and migrant groups came to South and East Texas and why they chose to settle in these regions.
 Describe the relationship between settlers and American Indians. How do you think this dynamic will influence Texas in the nineteenth century?
Impact of Mexican Independence on Immigration (p. 130-131)
 How did the Mexican federal constitution of 1824 impact Texas?
 Explain the State Colonization Laws of 1823 and of 1825.
 What factors caused Mexican leaders to pass these laws? What were their effects?
 Identify contributions of Erasmo Seguin during the Mexican settlement of Texas.
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 127)

Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: A Settler’s Life (p. 127)
Project the Start Up Activity: A Settler’s Life (p. 127). Ask students to examine the picture and answer the question as they enter and get settled. Have students share their responses with a partner.

What would you do with the land to support yourself and your family.
Reading and Note Taking Study Guide (p. 127)
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 Data (p. 128)
Review the data on page 128.

What factors likely drew settlers to Texas during this time?

What factors caused them to leave?
Analyze Data (p. 129)
Review the data on page 129.

What were some of the reasons for the changing population in these two cities?
Analyze Maps (p.130)
Review the map on page 130.

What geographic factors likely made Texas appealing to some settlers?

What factors likely made it unappealing to other settlers?
Analyze Timelines (p.131)
Review the timeline on page 131.

What does this timeline suggest about Mexico’s views on colonization and immigration during this period?
Digital Activity: Document Based Question (p. 132)
Project the Digital Activity: Document Based Question (p. 132). Have students read primary sources and use the documents to answer the question in a short essay.

What do you think life was like for settlers in Texas, based on the lesson and on the primary sources?

Why did immigrant groups come to Texas, despite the difficulties?

How did the arrival of these immigrants shape the development of the region in the early nineteenth century?
Digital Lesson Quiz: (p. 132)
Assign the Digital Lesson Quiz (p. 132). Pose these questions to the class: In a New Wave of Settlement, you read about why people immigrated to Texas and where they settled. You learned how
Mexico’s independence from Spain affected Texas and how the colonization laws impacted those living in Texas.

How did Mexico becoming an independent nation impact Texas and the United States?
Engage
~Have students preview the lesson objectives and the list of key terms (p.127). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 127).
Start Up Activity: A Settler’s Life (p. 127)
Project the Start Up Activity: A Settler’s Life (p. 127). Ask students to examine the picture and answer the question as they enter and get settled. Have students share their responses with
a partner.

What would you do with the land to support yourself and your family.
Explore
Explain
Elaborate
Evaluate
Tell students that in this lesson they will be learning about how immigration, migration, and Mexico’s independence impacted Texas in the nineteenth century.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 Early Settlers (p.128-129)
 Texas at the End of Spanish Rule (p. 129-130)
 Impact of Mexican Independence on Immigration (130-132)
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 how immigration, migration, and Mexico’s independence impacted Texas in the nineteenth century.
Early Settlers (p.128-129)
 Spanish Settlers began to arrive in Texas in the early 1700s. By the early 1800s, most Spanish Texans made their homes in San Antonio, La Bahia, or
Nacogdoches. Groups of American Indians lived all across the land.
Texas at the End of Spanish Rule (p. 129-130)
 The freedom of Mexico won in 1821 had not come easily Bloody battles with Spanish armies had taken a heavy toll on the population.
Impact of Mexican Independence on Immigration (130-132)
 Texas was not the only are of Mexico that faced problems after the end of Spanish rule. After the Mexican revolution, many Mexican farms, ranches, and
businesses lay in ruins. In some areas, most of the people have moved away to avoid the fighting or to find work.
~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.
~Assign the Digital Lesson Quiz for this lesson (p. 132). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 What advantage did Pecan Point provide to the early settlers there?
 How did Mexican independence impact American Indians in Texas?
 Why would shallow rivers in East Texas be a problem for potential settlers?
 What impact did the Mexican federal Constitution of 1824 have on Texas?
 What impact did the Stat Colonization Law of 1825 have on settlement to Texas?