Wichita falls ISD
[4th Grade Texas History]
Lesson Planner
Unit #2C: Colonization of Texas
Time Frame: 10 days
Objectives
Skills: The student will be able to…
 Identify accomplishments and explain economic motivations and impact of significant
empresarios on the settlement of Texas
 Identify and explain clusters and patterns of settlement in Texas at different time periods
 Identify reasons why people have adapted to and modified their environment in Texas, past and
present
 Identify Texas’ role in Mexican War of Independence and war’s impact on development of Texas
 Describe and explain location and distribution of various towns and cities in Texas, past and
present; identify and compare characteristics of Spanish colonial gov’t and early Mexican gov’ts
and influence on inhabitants of Texas; explain economic activities early immigrants to Texas used
to meet their needs and wants
 Apply geographic tools; analyze information; use social studies terminology and standard
grammar, sentence structure and punctuation correctly; use problem-solving and decisionmaking processes
Lesson Information
Activities
Once per week, the Texas Studies Weekly is
planned for as a lesson, for a total of two
additional lessons in Unit 2C.
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Lesson 1 (corresponds with Unit 2 Chapter 5,
Lesson 1 in textbook)
Review vocabulary; identify Stephen F. Austin,
Father Miguel Hidalgo, Jane Long and Gail
Borden
Review video (approx 5 minutes) Texas
Colonization to Independence
Review video (approx 13 minutes) Fathers of
Texas, part one
Lesson 2 (corresponds with Unit 2 Chapter 5,
Lesson 2 in textbook)
Continue vocabulary review if needed
Discuss reasons why Mexican laws might have
caused problems for Anglo American settlers in
Texas (compare/contrast graphic organizer p.
150)
Possible activity: divide class into two groups;
one group wants to remain part of Mexico and
Wichita Falls ISD (2013-2014)
Vocabulary
 Texican
 constitution
 colonists
 debt
 colony
 land grant
 militia
 immigrant
 cash crop
 line graph
 siege
 treaty
 Old Three Hundred
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TEKS
Readiness:
4.2E; 4.8A; 4.9B
Supporting:4.2D;
4.8B; 4.10B;
4.14B
Skills:4.6A;
4.21B; 4.22A, E;
4.23A-B
Tejano
representative
government
colonization
empresario
revolution
vaquero
cash crop
convention
bar graph
republic
congress
Law of April 6
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one group wants to become independent from
Texas; host a short debate between groups
Student Workbook p. 34 – compare Line and Bar
Graphs
Foldable of Empresarios and Pre-Revolution
(Dinah Zike’s Notebook Foldables Texas History
pp. 14-15)
Reader’s Theatre To Texas or Bust! pp 32-33 in
Social Studies Plus! Hands-On Approach
Workbook
Activity- Borrowed Words p. 47 in Social Studies
Plus! Workbook
Chapter 5 Review (p 155 in textbook); Do Facts
and Main Ideas and Apply Skills
Additional Information
Materials/Resources
Weekly resource: Texas Studies Weekly
Map of Texas (can be wall map or individual,)
Scott-Foresman textbook and student workbook;
Scott-Foresman Social Studies Plus! Hands-On
Approach workbook;
www.sfsocialstudies.com
Dinah Zike’s Notebook Foldables Texas History (pp.
14-15)
Notes from Council
Texas Studies Weekly is a weekly resource which should be used
by the teacher as a lesson once each week.
Parent Resources
 www.sfsocialstudies.com
 Have your child tell you who we know as the “Father of Texas” and the “Mother of Texas” and how they got
their nicknames
 Ask your child to tell you about the Mexican government’s Law of April 6 and some of the problems it might
have caused Texas families and their businesses
Wichita Falls ISD (2013-2014)