Grade 7 Social Studies
Unit 5
Title
Suggested Time Frame
rd​
Texas Revolution
3​ Six Weeks
4 weeks
Big Ideas/Enduring Understandings
Guiding Questions
Texas Revolution: People, events, and issues
●
●
●
Who were the primary figures of the Texas Revolution?
Recount the events and issues that led to the Texas Revolution?
Explain the outcome of the Texas Revolution and how it affected Texas
independence?
TEKS
Readiness TEKS
Supporting TEKS
Process Skills
1A
3C
9C
1BC
3AB
17C
8A
21ABG
7.1A*
7.3C*
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Sample Assessment Question
CISD 2015, Updated 11/10/2016
Why is 1836 a significant year in Texas history?
What were the most defining characteristics of the Revolution and Republic?
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?
Why did “Remember the Alamo!” become the battle cry for the Texas Revolution?
At the time that the famous siege of the Alamo began, what were the Texans fighting for?
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
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
CISD 2015, Updated 11/10/2016
District Specificity/ Examples
Spirals
Vocabulary
Revolution
Republic
revolt
Instructional
Strategies
ELPS 1A
Students will
use a KWL
chart to
assess their
understandin
g of the
Texas
Revolution
2C Students
can use their
Suggested Resources
Resources listed and categorized to indicate suggested uses.
Any additional resources must be aligned with the TEKS.
Causes of the Revolution Lessons
Law of April 6 Lessons Learning StationsCauses of the Revolution Texas
Revolution Treaty of Velasco
http://timeline.knightlab.com/
http://www.txindependence.org/
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;
(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.
CISD 2015, Updated 11/10/2016
new
vocabulary in
a word sort
3H Students
can use
summarizati
on frames to
structure the
text 4F.
Students can
use
improvisatio
n to
understand
the events
leading to
the
revolution.
5F Students
can use RAFT
to write R: a
citizen of
Texas A :
Anson Jones
F: letter T:
annexation
ELPS: *1A
students will
assess their
knowledge
of the word
revolution,
its roots and
suffix
draw a comic
use
nonlinguistic
(3) History. The student
understands how individuals,
events, and issues related to the
Texas Revolution shaped the
history of Texas. The student is
expected to: (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;
Describe significance of events such
as:
Fredonioan Rebellion--182​6​ Haden and Benjamin Edwards led a
revolt of colonists in Nacogdoches
(in East Texas) and proclaimed the
Fredonia Republic by taking a stone
fort and raising a flag with the words
"Independence, Liberty, and Justice."
The revolt was mostly over land
disputes and was put down by
Mexican soldiers. Most "rebels"
escaped across the Sabine River into
the United States.
Mier y Teran Report--1828​ General Mier y Terán from Mexico
City made a tour of Texas and
reported to the government that there
was growing influence from the
United States in Texas.
Law of April 6, 1830 ​ - The Mexican
government issued the Decree of
April 6 which stopped all legal
immigration from the United States,
built forts along the Sabine, and
established customs duties on
imported goods (from the U. S. and
other foreign countries).
Turtle Bayou Resolution​--1831 - 33
- Growing unrest and fighting break
CISD 2015, Updated 11/10/2016
Decree
Customs
duties
Resolutions
Reforms
Delegates
Faction
Infantry
Cavalry
Provisional
Casualties
Noncombatant
s Legislative
branch
Executive
branch Judicial
branch Bill of
Rights Petition
Ad interim
representati
ons to
illustrate the
word
revolution
*3D students
will use their
new
vocabulary
to create
analogies
ELPS: 2E, 3B,
4G, 5G
Student
created
graphic
organizer
over the
political
events
leading up to
the Texas
Revolution.
ELPS: 4J, 4K,
5F, 5G
Student
created
letter to the
governor of
Coahuila y
Tejas
protesting
the Law of
April 6, 1830.
ELPS: 2G, 3G,
4K, 5G
Student
Write an essay comparing and contrasting the Mexican
Constitution of 1824 and the United States Constitution.
Use a Venn diagram or other graphic organizer to help
plan the writing. (See Appendix for Graphic Organizers,
essay outlines, and scoring rubrics.)
● Write an editorial for a Texas newspaper refuting the basic
ideas contained in the Mexican Constitution of 1824.
(Student writing should focus on the lack of freedoms
allowed in the Mexican Constitution.)
● Ask students to describe the cause and effect relationship
between each of the events leading to the Texas
Revolution and the growing conflict with Mexico. (See
Appendix for a graphic organizer on cause and effect.)
● Instruct students to construct an illustrated timeline for the
pre-revolution period between 1826 -1835.
● Have students analyze the Mier y Terán report on Texas
(1828) and give supporting details from their study of
Texas in this period to justify the findings of this report.
http://www.pbs.org/weta/thewest/resources/archives/two/txaust
in.htm
● Copy of speech given by Stephen F. Austin in Kentucky
on March 7, 1836. Explains reason for the Revolution on
events that have taken place
http://www.txindependence.org/
●
out in Texas in Anahuac and
Velasco.
1832​ - Turtle Bayou Resolutions
were passed declaring Texans'
support for the Mexican Constitution
of 1824 and for ​José Antonio López
de Santa Anna​ who was elected
President of Mexico and became
more and more dictatorial. By 1835
there was not much political freedom
in Mexico.
Arrest of Steven F. Austin--1834 35​ - Stephen Austin was arrested and
held in prison in Mexico. Texans got
angry at his treatment and demanded
justice. Austin returned to Texas in
September of 1835 and now
supported "revolution" to achieve
independence from the dictatorial
rule of Santa Anna and the Mexican
government.
(3) History. The student
understands how individuals,
events, and issues related to the
Texas Revolution shaped the
history of Texas. The student is
expected to: (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
Identify:
● Stephen Austin​ - "Father of
Texas" went as an ambassador to
the United States during the
Revolution to try and borrow
money to supply the army and
help the provisional government.
● Sam Houston​ - the commander
of the Texas Army.
● William Barrett Travis​ commander of the Texas troops
at the Alamo.
● James Bowie​ - folk hero and
Texas frontiersman who fought
at the Alamo.
● Davy Crockett​ - a Tennesseean
frontiersman who came to Texas
CISD 2015, Updated 11/10/2016
created diary
reflecting
the point of
view of the
Texans or
Mexicans
about the
events
leading up to
the Texas
Revolution
ELPS 1C, 2E,
3D, 4J, 5E
Student
created
wanted
poster of
Santa Anna
1H, 2E, 3G,
4K, 5F
Advertiseme
nt
encouraging
Texans to
fight for
independenc
e from
Mexico.
ELPS: 1E, 2I,
3A, 4G,
Student
directed skit
depicting
settlers’
flight during
the Runaway
Scrape. ELPS:
●
●
●
●
●
Write an essay comparing and contrasting the Mexican
Constitution of 1824 and the United States Constitution.
Use a Venn diagram or other graphic organizer to help
plan the writing. (See Appendix for Graphic Organizers,
essay outlines, and scoring rubrics.)
Write an editorial for a Texas newspaper refuting the basic
ideas contained in the Mexican Constitution of 1824.
(Student writing should focus on the lack of freedoms
allowed in the Mexican Constitution.)
Ask students to describe the cause and effect relationship
between each of the events leading to the Texas
Revolution and the growing conflict with Mexico. (See
Appendix for a graphic organizer on cause and effect.)
Instruct students to construct an illustrated timeline for the
pre-revolution period between 1826 -1835.
Have students analyze the Mier y Terán report on Texas
(1828) and give supporting details from their study of
Texas in this period to justify the findings of this report.
●
●
●
●
(3) History. The student
understands how individuals,
events, and issues related to the
Texas Revolution shaped the
to fight in the Revolution and
died at the Alamo.
James Fannin​ - commander of
the Texas troops defeated at the
Battle of Coleto Creek and
massacred at Goliad.
George Childress​ - author of the
Texas Declaration of
Independence passed on March
2, 1836, at Washington - on - the
- Brazos.
Lorenzo de Zavala​ - a former
Mexican politician, this Tejano
was named vice-president of the
interim independent government
of Texas.
José Antonio López de Santa
Anna​ - President of Mexico and
Commander of the Mexican
Army
Battle of Gonzales
October 2, 1835​ - The "Come and
Take It" battle at Gonzalez, the first
battle of the Texas Revolution.
Before this, several hundred regular
CISD 2015, Updated 11/10/2016
1G, 2G, 3E,
4G, 5F
Student
created
newspaper
article
detailing the
events at the
Battle of San
Jacinto.
ELPS: 1E, 2I,
3A, 4G,
Experiential
exercise
where
students
recreate the
Texas
Convention
of 1836
ELPS: 1F, 3H,
4K, 5G
Student
created
translations
of the Texas
Declaration
of
Independenc
e into
student
friendly
language.
http://www.pbs.org/weta/thewest/resources/archives/two/txaust
in.htm
● Copy of speech given by Stephen F. Austin in Kentucky
on March 7, 1836. Explains reason for the Revolution on
events that have taken place
http://www.txindependence.org/
Primary Source Document
Travis’ letter “To the People of Texas and All Americans in the
World”
Lessons:
history of Texas. The student is
expected to:;
(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 Jacinto; and
Mexican Army had been stationed at
San Antonio de Bexar to "keep
order." The Texans won this battle.
October 9, 1835​ - The battle at
Goliad (mission) which the Texans
also won.
December 5 -6, 1835​ - The Texans
captured San Antonio from the
Mexican troops stationed there (at the
Alamo) and forced General Cós to
surrender and return to Mexico with
about 1,300 troops. It appeared that
the Texans had won the war and
many troops went home for
Christmas.
January - February, 1836​ - Sam
Houston was trying to raise and train
an army. Fannin and Bowie were at
the Alamo and disobeyed Houston's
orders to abandon the mission and
blow it up. They did not expect
Santa Anna and the Mexican army to
return to Texas until late spring or
summer when the traveling
conditions were better.
February 23, 1836​ - Santa Anna's
vanguard arrived at the outskirts of
San Antonio and began to besiege the
Alamo.
William B.Travis letter “To the
People of Texas and All Americans
in the World”
February 23 - March 6, 1836​ - The
siege of the Alamo.
March 2, 1836​ - Texas declares
independence from Mexico.
March 6, 1836​ - The final battle and
fall of the Alamo. All Texas
defenders were killed. The Mexican
losses were high.
March, 1836​ - The Runaway Scrape,
a period in which Sam Houston, part
of the Texas army, and many
civilians were retreating eastward.
Small skirmishes were fought with
the Mexicans, but no major battles.
CISD 2015, Updated 11/10/2016
Texas LRE lessons ​American/Texas Revolution Jumbl
Fannin’s Surrender at Goliad
March 19, 1836​ - Battle of Coleto
Creek in which Fannin surrendered
his troops after an ill planned battle.
March 27, 1836​ - Massacre of
Fannin and his troops at Goliad. The
Mexican army, under orders from
Santa Anna, killed all of the Texas
army prisoners (about 300). Sam
Houston had about 600 troops left in
his part of the army.
Battle of San Jacinto.
April 21, 1836​ - The Battle of San
Jacinto, in which Texas won her
independence with the rout and
capture of the Mexican army under
Santa Anna. He was captured and
eventually returned to Mexico.
May 14, 1836​ - The Treaty of
Velasco - the peace treaty which
ended the Revolution and declared
Texas independent from Mexico.
There were two treaties, a public
treaty and a private treaty
.
(9) Geography. The student
understands the location and
characteristics of places and
regions of Texas. The student is
expected to: (C) analyze the
effects of physical and human
factors such as climate, weather,
landforms, irrigation,
transportation, and
communication on major events
in Texas
Possible events to review:
Settlement - people settled in East
Texas mostly because of favorable
physical factors, they developed
improved human factors as
population increased.
Revolution/Republic - the physical
factors positively impacted the ability
of Texans to win the Revolution they used the physical factors to their
advantage during the Runaway
Scrape and San Jacinto; the lure of
large amounts of arable land was an
important factor in the settlement and
growth of Texas during the Republic
period; physical factors contributed to
the desire to annex Texas and led to
CISD 2015, Updated 11/10/2016
(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, models,
and databases representing
various aspects of Texas during
the 19th, 20th, and 21st
centuries; and
(17) Citizenship. The student
understands the importance of
the expression of different points
of view in a democratic society.
The student is expected to:
(A) identify different points of
view of political parties and
interest groups on important
Texas issues, past and present;
(21) Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired through
established research
methodologies 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
the Mexican War and Mexican
Cession.
Revolution/Republic - the physical
factors positively impacted the ability
of Texans to win the Revolution they used the physical factors to their
advantage during the Runaway
Scrape and San Jacinto; the lure of
large amounts of arable land was an
important factor in the settlement and
growth of Texas during the Republic
period; physical factors contributed to
the desire to annex Texas and led to
the Mexican War and Mexican
Cession.
Travis’ letter
De la Pena’s diary entry
computer software, databases, media
and news services, ​biographies,
interviews, and ​artifacts to acquire
information about Texas;
CISD 2015, Updated 11/10/2016
​(21) Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired through
established research
methodologies from a variety of
valid sources, including
electronic technology. The
student is expected to:
(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​;
(21) Social studies skills. The
student applies critical-thinking
skills to organize and use
information acquired through
established research
methodologies from a variety of
valid sources, including
electronic technology. The
student is expected to:
(G) evaluate the validity of a
source based on language,
corroboration with other sources,
and information about the
author; and
CISD 2015, Updated 11/10/2016