Grade 7
Social Studies
Unit: 05
Lesson: 01
Suggested Duration: 4 days
The Point of View About Mexican Independence
Lesson Synopsis:
The content of this lesson is the involvement of Americans in the independence of Mexico. The lesson is focused on
identifying and supporting one’s point of view. Students examine the point of view of those early filibusters that were part
of the Mexican independence movement.
TEKS:
7.1
History. The student understands traditional historical points of reference in Texas history. The student is expected
to:
7.1A
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
7.1B
Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
7.1C
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
7.2
History. The student understands how individuals, events, and issues through the Mexican National Era shaped the
history of Texas. The student is expected to:
7.2D
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
7.2F
Contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas
Social Studies Skills TEKS:
7.21
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:
7.21D
Identify points of view from the historical context surrounding an event and the frame of reference that influenced
the participants
7.21E
Support a point of view on a social studies issue or event
GETTING READY FOR INSTRUCTION
Performance Indicator(s)
•
Write an editorial explaining why Mexico should be independent from Spain and include what type of government
they want for Mexico. (7.1ABC; 7.2DF; 7.21E)
1G; 5B
Key Understandings and Guiding Questions:
•
Representation is important to a democratic government.
— How did the ideas of representation and democracy impact the movement for Mexican independence and
help shape the history of Texas?
— What were the individuals, issues, and events related to Mexico becoming an independent nation?
Vocabulary of Instruction:
•
•
•
•
expedition
filibuster
©2012, TESCCC
04/22/13
empresario
expedition
page 1 of 7
Grade 7
Social Studies
Unit: 05 Lesson: 01
•
constitutional republic
Materials:
•
Refer to the Notes for Teacher section for materials.
Attachments:
•
•
•
•
•
•
Handout: Individuals and Events Cards
Handout: Mexican National Era Point of View (1 per student)
Handout: Method of Settlement in Texas (1 per student)
Handout: Methods of Settlement in Texas Graphic Organizer (1 per student)
Handout: Pre-write Editorial (1 per student)
Teacher Resource: Pre-write Editorial KEY
Resources and References:
• Texas Beyond History: http://www.texasbeyondhistory.net/stlouis/index.html
• TSHA – Texas Online Handbook: http://www.tshaonline.org/handbook/online
• Portals to Texas History: http://texashistory.unt.edu/ark:/67531/metapth6103/
• Teaching Texas: www.teachingtexas.org
• The Texas Almanac: http://www.texasalmanac.com
• Resources 4 Educators: http://education.texashistory.unt.edu/index.html
•
Law-Related Education: http://www.texaslre.org/lessonplans/lessonplans.php
Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this
lesson.
4. Preview available resources and websites according to district guidelines.
5. Choose a non-political current event issue with which students are familiar and prepare to present it to the class,
providing an opportunity for students to state and support an opinion. (Use editorials or letters to the editor from
newspapers.)
6. Prepare materials and handouts as needed.
Background Information:
The content is the involvement of Americans in the independence of Mexico.
Mexican National Era: With Mexican independence from Spain, governance of Texas shifted to Mexico. American
colonists continued to come to Texas in large numbers, both as part of the empresario grants and as individuals. Although
they agreed to be Mexican citizens, the period is defined by constant changes in the officials who claimed to be the
leaders of Mexico. Often decisions were made and rescinded before they could be implemented. This instability led to
unrest among the new colonists and eventually to revolution.
The Mexican Revolution lasted from 1810 until 1821. In 1821, Mexico gained independence from Spain. This revolution
was a part of a series of revolutions for independence sparked by the American Revolution. Mexican citizens had little or
no experience governing, and the drive for power by many individuals led to a chaotic era.
An understanding of point of view is central to this lesson. In the Engage portion, teachers introduce point of view and
offer students an opportunity to support a point of view by providing evidence in the form of factual information.
©2012, TESCCC
04/22/13
page 2 of 7
Grade 7
Social Studies
Unit: 05 Lesson: 01
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
1. Choose a non-political current event issue with which students are Materials:
familiar. Present to students the issue. Present the issue to
• Editorials (or letters to the editor, etc.) about a
students as a yes/no question.
non-political current event issue with which
students are familiar
2. Students consider the issue and prepare to state their opinion and • colored dots or tape (2 per student in 2
provide support for that opinion.
different colors)
ENGAGE – Support a point of view
3. Organize students into groups of four.
TEKS: 7.21D
4. Draw a line on the board like the one below.
Instructional Note:
Possible non-political issues could include those
similar to the following:
• Is joining the SEC good for Texas A&M?
• Should cities outlaw the use of plastic bags?
• Does technology in the classroom help
students to learn?
• Should school districts do away with their
dress code?
NO
NOT SURE
YES
5. Provide each student a colored dot or piece of tape.
6. Students place their dot/tape on the line where their point of view
falls along the spectrum.
7. Groups discuss their points of views.
8. Offer students an opportunity to share their points of view and
provide the reason for their points of view.
9. Students place their second dot/tape on the line, changing their
positions if they like.
10. Facilitate a discussion about their points of view, about their group
discussions, etc. In their discussions, students may have
discovered that people can have the same point of view but have
arrived at that opinion in different ways and with different
emphasis. When discussing points of view, include the idea that
points of view are personal and there are many reasons for one’s
point of view.
11. In this lesson students learn about events in Texas history about
which there are differing points of view.
EXPLORE – Mexican Independence
1. Provide background information regarding events leading to the
revolution for Mexican independence from Spain.
2. Students gather information about events leading to Mexican
independence using primary source documents such as Father
Hidalgo’s El Grito, The Cry of Dolores (Sept. 16, 1810) and
secondary sources such as the textbook and other classroom
materials.
©2012, TESCCC
04/22/13
Suggested Day 1 continued – 15 minutes
Materials:
• Information about Mexican independence
from Spain
• Information on Texas in the age of Mexican
independence
http://www.tshaonline.org/handbook/online/art
icles/qdmcg
• Primary source documents related to Mexican
page 3 of 7
Grade 7
Social Studies
Unit: 05 Lesson: 01
Instructional Procedures
Notes for Teacher
•
independence
http://www.loc.gov/wiseguide/sept09/indepen
dence.html
Filibuster: 1) an irregular military adventurer;
specifically: an American engaged in
fomenting insurrections in Latin America in
the mid-19th century 2) the use of delaying
tactics (as long speeches) to put off or
prevent action especially in a legislative
assembly
TEKS: 7.1A, 7.1B, 7.1C, 7.2D, 7.2E
Instructional Note:
With the influx of large numbers of Americans to
the northern parts of New Spain (now Mexico and
Texas), unrest among the peasants and miners,
an idealistic quest for republicanism and
independence, and inspiration from the American
and French revolutions, rebels demanded an
independent constitutional monarchy.
EXPLAIN
1. Students draw a visual representation of the historical context of
the struggle for Mexican independence from Spain.
Suggested Day 1 continued – 20 minutes
Materials:
• paper, drawing paper
2. Students share their drawings with a partner, using academic
language to describe events, individuals, and issues of
importance and making cause-effect connections.
EXPLORE – Points of View Related to Mexican Independence
1. Introduce the idea of filibusters and help students make the
connection to events leading to Mexican independence from
Spain that were discussed in the Explore for Day 1, above.
2. Divide students into small groups of 4 or fewer.
3. Distribute the Handout: Mexican National Era: Point of View
and the Handout: Individuals and Events Cards. Students use
information from these and other sources (textbook and other
classroom resources) to explore the filibuster events and record
the information regarding the different points of view of Philip
Nolan, the Gutiérrez-Magee Expedition, the Long Expedition, and
the Spanish government.
EXPLAIN – Students Identify Points of View
1. Students use the information they gathered to answer the
following question on the Handout: Mexican National Era: Point
of View. (The last row of the Handout: Mexican National Era:
Point of View is the explain part of this lesson.)
• YOUR POINT OF VIEW: How do you think these events
will impact Texas?
Suggested Day 2 – 30 minutes
Materials:
• Information about filibusters and the Spanish
government during the quest for Mexican
independence
Attachments:
• Handout: Individuals and Events Cards
• Handout: Mexican National Era Point of
View (1 per student)
TEKS: 7.21D, 7.21E
Suggested Day 2 continued – 20 minutes
Attachments:
• Handout: Mexican National Era: Point of
View (1 per student)
TEKS: 7.21D
2. Students explore “what happens next.”
• Now that Mexico is independent from Spain what will be
©2012, TESCCC
04/22/13
page 4 of 7
Grade 7
Social Studies
Unit: 05 Lesson: 01
Instructional Procedures
Notes for Teacher
the impact on Texas?
EXPLORE –compare the purpose and method of settlement
1. In Texas at this time, people were migrating to Texas. They were
heading west from the new United States (many thought Texas
should have been part of the Louisiana Purchase) and coming
from the south, from Mexico.
2. Distribute the Handout: Methods of Settlement in Texas.
3. Students, in small groups, explore information about groups
settling Texas. Use information from the textbook and other
classroom resources gather information and build an
understanding of how the settlement of Texas differed between
the earlier Spanish groups and the Mexican and Anglo groups
following Mexican independence.
Suggested Day 3 – 15 minutes
Materials:
• Information on Anglo-American colonization
of Texas
http://www.tshaonline.org/handbook/online/art
icles/uma01
• Information on Mexican colonization laws
http://www.tshaonline.org/handbook/online/art
icles/ugm01
Attachments:
• Handout: Methods of Settlement in Texas
(1 per student)
TEKS: 7.2D, 7.2F
Instructional Note
• Spanish: Originally, to establish claim to land
in Texas, and because of the threat of French
occupation of that land, the Spanish build
missions and presidios and encouraged civil
settlements.
• Mexicans: To populate the northern portions
of Mexico to cement their claim, Mexico
distributed empresario grants as enticements
for colonists to move to Texas
• Anglos (from America): Many people were
looking for an opportunity to start over and to
own land. They moved to Texas individually
or as part of an empresario grant so they
could purchase land inexpensively. Most
settled between the Brazos and Colorado
rivers. They brought their cultures with them.
EXPLAIN – Settling Texas
1. Distribute the Handout: Methods of Settlement in Texas
Graphic Organizer
2. Students use the information gathered in the Explore section,
above, to create a compare/contrast graphic organizer to explain
the similarities and differences regarding the purpose for and
methods of settlement in Texas.
Suggested Day 3 continued – 20 minutes
Attachments:
• Handout: Methods of Settlement in Texas
Graphic Organizer (1 per student)
TEKS: 7.2F
3. Facilitate a discussion where students share their learning,
adjusting their graphic organizers as required.
ELABORATE
Suggested Day 3 continued – 15 minutes
1. Facilitate a discussion where students bring together their
learning from this lesson to answer the guiding questions and
support the key understanding.
• Representation is important to a democratic government.
 How did the ideas of representation and democracy
©2012, TESCCC
04/22/13
page 5 of 7
Grade 7
Social Studies
Unit: 05 Lesson: 01
Instructional Procedures
Notes for Teacher
impact the movement for Mexican independence and
help shape the history of Texas?
 What were the individuals, issues, and events related
to Mexico becoming an independent nation?
2. Students, independently or in small groups, draw a cause/effect
chart to illustrate the individuals, events, and issues through the
Mexican National Era shaped the history of Texas.
3. Teacher circulates, probing with questions, clarifying and
correcting information, and providing additional information as
needed.
4. Close the discussion by leading the class to write 1-3 summary
sentences regarding important points of the lesson.
EVALUATE –Mexican Independence and Its Impact on Texas.
• Write an editorial explaining why Mexico should be independent
from Spain and include what type of government they want for
Mexico. (7.1ABC; 7.2DF; 7.21E)
1G; 5B
1. Write an editorial explaining why Mexico should be independent
from Spain and include what type of government they want for
Mexico.
Suggested Day 4 – 50 minutes
Attachments:
• Handout: Mexican National Era Point of
View
• Handout: Method of Settlement in Texas
• Handout: Pre-write Editorial (1 per student)
• Teacher Resource: Pre-write Editorial KEY
2. If desired, distribute the Handout: Pre-Write Editorial for students
to use to organize their thoughts before writing their editorial.
©2012, TESCCC
04/22/13
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