7th Grade Texas History Unit 5 Title Texas Revolution Suggested Dates 4 Weeks Big Idea/Enduring Understanding 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? 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 research­based 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. Knowledge and Skills with Student Expectations (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 Rebellion­­182​
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­ 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 Report­­1828​
­ 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 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. Austin­­1834 ­ 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 CISD 2015
Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. District Specificity/Examples 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 pre­revolution 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/txaustin.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/ ●
(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; (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:; (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 and now supported "revolution" to achieve independence from the dictatorial rule of Santa Anna and the Mexican government. ●
Short video over causes of the Revolution, a timeline and an interactive game where students experience a 3D role­play game that takes place in Washington­on­the­Brazos. 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 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 vice­president 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 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. ●
Have groups of students "interview" key personalities in the Texas Revolution in a TV talk show format. On a written test, have students match key personalities with the events in which they participated. Have students play "Who Am I?" by taping a name to the back of each student and having them ask questions of others to determine "Who they are." The students should be able to identify key dates significant in the Texas Revolution. In written test or oral "game" format, the students should be able to match the date with the battle which occurred at that time. Have students create a chart in which they detail the Battle or event, the date, the location, the major leaders involved, a summary of the battle, and the results (who won?). CISD 2015
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Declaration of Independence http://education.texashistory.unt.edu/lessons/notebook/Declaration/ Lesson recreates the situations in which the declaration was written. http://www.texasalmanac.com/sites/default/files/doc/guide/Tx_Almanac_TG_
L27_declaration.pdf This is PDF with 3 lesson ideas http://www.txindependence.org/pdfs/Convention%20of%201836­Grievances
%20LESSON.pdf This is from the txindependence. Org site Primary Source Document Travis’ letter “To the People of Texas and All Americans in the World” Lessons: Texas LRE lessons ​
American/Texas Revolution Jumble 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. 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. (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. (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 CISD 2015
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 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 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 during the 19th, 20th, and 21st centuries; period; physical factors contributed to the desire to annex Texas and and led to the Mexican War and Mexican Cession. (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; Reoccurring TEKS (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;​
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Revolution and Republic;​
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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; (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 Travis’ letter De la Pena’s diary entry 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. Skills (21) Social studies skills. The student applies critical­thinking 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 ​
computer software, databases, media and news services,​
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biographies, ​
interviews, and ​
artifacts ​
to acquire information about Texas; (21) Social studies skills. The student applies critical­thinking 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 cause­and­effect relationships, CISD 2015
comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions​
; (21) Social studies skills. The student applies critical­thinking 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 VOCABULARY Federalists Centralists Rebellion CISD 2015
Resolution Committee of Correspondence Massacre Bombard Decree Siege Dictator Provisional government Militia Custom duty Grievance Treaty