How Did Davy Die?
Weighing the Evidence
Developed by: Fran O’Malley
Professional Development Center for Educators
University of Delaware
1 NOTE: the original (pre Title II work) version of this lesson did not contain lesson procedures. The lesson was explained by the author in a PowerPoint for a Teaching American History grant workshops (access at http://www.tahfp.udel.edu/westward‐expansion‐workshop/ ). The details provided below were written for teachers in the 2015‐2016 PDCE Title II grant). Lesson study field test revisions and notes appear in blue below. Abstract In this lesson, students will analyze a range of sources in preparation for creating an argument around the question how did Davy Crockett die? In the process, students develop or deepen their understanding of how and why historians might arrive at different conclusions about the past. Lesson study field test note: students found the mystery aspect of the lesson very engaging. Standard Addressed: History 3 [Interpretation] Essential Questions:  Why might there be different accounts of the same event?  Which account is most convincing? Enduring Understanding Students will understand that a researcher’s choice and use of sources may cause them to arrive at different conclusions or interpretations. Time to Complete: 2‐3 class periods. Procedures 1. Administer Pre Assessment 2. Share Learning Objective: historian’s may arrive at different conclusions because they asked different questions, chose different sources to work with, or used sources differently. 3. Describe Instructional Activity: today we are going to analyze a range of sources to see if we can come up with an explanation for a real mystery in American history. 4. Provide Context: students read “The Alamo: Background Information.” Common Core/Smarter Balanced questions provided. 5. Reveal Inquiry Question: Tell students that today’s mystery centers around the question “How did Davy Crockett die?” 6. Distribute copies of Cold Case 1836: How did Davy Die notetaking handout. Tell students that they are to briefly explain how each source suggests Davy Crockett died. They will be asked to synthesize the information they gather to create an outline for an argument that addresses the question…how did Davy die? Lesson study field test note: some students experienced document fatigue – a problem not observed in classes where the documents were presented in smaller groups at learning stations. 7. Review the concepts of sourcing and corroborating. Historical thinking asks us to ask questions about who or what produced the historical materials being examined (sourcing) and to check other evidence 2 to determine whether a conclusion or interpretation is supported or refuted (corroboration). Remind students to source and corroborate the historical materials they will be examining. 8. History Goes to Hollywood: Show clip from United Artist’s “The Alamo” starring John Wayne. Ask students to write down the movie’s explanation of how Davy died on their notetaking handout. Lesson study field test note: field testing and research (see Wineburg) suggests that what many students observed in videos trumped any other type of evidence that they examined. It may be best to postpone showing video accounts of Dave Crockett’s death until after students have examined the documentary evidence. The alternative video task would be to evaluate the credibility of the video accounts based on the documentary/primary source evidence. 9. Image Analysis: Place students in groups of three. Distribute copies of the following images to each group and have students analyze the images to explain how each one suggests Davy died. Tell them to record their answers on the notetaking handout.  Fall of the Alamo – Death of Crockett  The Fall of the Alamo (Onderdonk)  Dawn at the Alamo (McArdle) 10. Document Analysis: distribute copies of the handout with Documents 1‐11. Have students work with a partner to read each document and explain how each suggests Davy died. 11. Synthesize and Write: distribute pieces of Post‐It Paper and a marker to each group. Tell groups that their assignment is to create an outline for an argument around the question – based on the evidence that they examined, How Did Davy Die? Their outlines must contain 5 sentences or bullet points (see below):  Your claim (how did Davy die?)  Most compelling piece of evidence  Next most compelling piece of evidence  3rd most compelling piece of evidence  Counterclaim – what is the best supported alternative explanation for how Davy died? 12. Stay or stray: have students post their outlines around the room or in the hallway then use the Stay or Stray strategy described at http://www.udel.edu/dssep/teaching_strategies/stay%20or%20stray.htm 13. Davy on TV: show the death scene clip from ABC Disneyland’s Davy Crockett: King of the Wild Frontier. 14. Debrief: ask students…  Did you all arrive at the same conclusion?  Why? (focus in on their choice and use of sources) 15. Administer Post‐Assessment 3 Lesson: How Did Davy Die? Pre Assessment Interpretations of Witchcraft in Salem 1690s Historian A Historian B Witchcraft did exist and was widely practiced by New Englanders during the seventeenth century. The young girls living in Salem did not "fake" their afflictions, but rather they suffered from mental illness. Social and economic tensions motivated the witch trials that took place in Salem, Massachusetts during the 1690s. Why might historians arrive at different conclusions about the Salem witch trials? Support you answer with details about the event. __________________________________________________________________________________________________
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__________________________________________________________________________________________________ 4 The Alamo Background Information Mexico broke away from Spain and became an independent country in 1821. At that time, Texas was part of Mexico just like Delaware is now part of the United States. Mexico wanted Texas to be profitable and for this to happen, there needed to be lots of people living in Texas – people who would build up the economy and pay taxes. At the time, only about 2,000 Tejanos (people whose culture was Spanish) lived in Texas. So, the Mexican government put together a plan that encouraged people of the United States to move to Texas, Mexico. They offered Americans an opportunity to purchase cheap Texas land. One American named Stephen Austin inherited a large land grant from his father, broke it up into smaller pieces, and began selling Texas land to Americans for $.12 per acre. By 1830, the population of Americans living in Texas grew to about 7,000. Americans greatly outnumbered Tejanos. Mexican officials worried that their control over Texas was weakening. Americans were being Americans and seemed to be taking over. And, they were ignoring Mexican laws such as the one that prohibited slavery. In 1830, Mexico began passing and enforcing laws designed to strengthen their authority. They also made it illegal for Americans to migrate to Texas in the future. Rumors spread that Mexico would start enforcing anti‐
slavery laws and require the Americans to practice Catholicism. Mexico’s ruler, General Santa Anna, sent his army into Texas in 1835 to let the people in Texas know who was in charge. This act sparked a revolt in Texas. Americans formed a rebel army and demanded Texas’ independence from Mexico. One group of American rebels turned a mission in San Antonio called The Alamo into a fort. On March 13, 1836, Santa Anna and his army of nearly 3,000 men stormed the Alamo. One hundred and eighty seven of the approximately 207 Americans inside the Alamo died as a result of the conflict. Approximately 20 women, children and slaves were spared and allowed to return to their homes. Among the dead was Davy Crockett – a man who fought valiantly and would become an American hero. Until recently, everyone thought they knew exactly how he died. 5 Alamo Text Questions Common Core Aligned 1. (a) What is the central idea of the article? (b) Which sentences in the reading support your conclusion? 2. The word mission has multiple meanings. What does the word mission most likely refer to in paragraph #5? 3. (a) How do the relations between Mexicans and Texas‐Americans develop over the course of the text? (b) Which sentence from the text best support(s) your answer in part A? 4. (a) Which text structure is used by the author? (b) Why do you think he chose that structure? 5. The author of the article included a photograph. Why do you think he chose to include this photograph? 6. Why does the author most likely use the phrase “Americans were being Americans” in the 3rd paragraph? 7. The author develops the story in a way that makes the reader believe that the Americans were to blame for the conflict. What would have been a good counterargument to those who believe this? 6 Document 1 “The end of David Crockett of Tennessee, the great hunter of the west, was as glorious as his career…had been useful. He and his companions were found surrounded by piles of assailants, whom they had immolate on the alter of Texas liberties.” “I recognized Col. Crockett lying dead and mutilated between the church and two story barrack building, and even remember seeing his peculiar cap lying by his side. Mrs. Almeron Dickenson p 40 Widowed but survived after hiding with her baby at the Alamo The Telegraph and Texas Register, March 24, 1836 Document 2 “Crockett, the kind hearted, brave David Crockett, and a few of the devoted friends who entered the Fort with him, were found lying together, with 24 of the slain enemy around him” “Joe” (21 year old slave of Col. Travis) p 41 Survived hiding at the Alamo Harrisburg Reporter and State Journal May 20, 1836 Document 3 “…not one soldier showed signs of desiring to surrender, and with fierceness and valor, they died fighting.” Autobiography Santa Anna Document 4 “…five men…hid themselves, and when the action was over, General Castrillon found them and brought them into the presence of Santa Anna, who, for a moment angrily reprimanded the said general, and then turned his back; at which act the soldiers already lined up, charged the prisoners and killed them.” Ramon Martinez Caro (17) Santa Anna’s personal secretary Document 5 “After the fort was carried, seven men surrendered and called for Santa Anna and quarter…They were murdered by his order.” Letter from American General Sam Houston to James W. Fannin (17) (March 11, 1836) Based on information gathered by two ranchers in San Antonio on the day the Alamo fell Document 6 “A desperate contest ensued in which prodigies of valor were brought by this Spartan band.” Crockett and six others “cried for quarter, but were told there was no mercy for them…When their demand for quarter was refused, they continued fighting until all were butchered.” Texas [a book] p 18 7 Mary Austin Holley, author (July 1836) Document 7 Not one Texan “escaped or surrendered, or tried to do so; but every man of them died fighting.” Letter written by W.P. Zuber (1904) p 34 Recounting an eyewitness account by Dr. George M. Patrick in 1836. Published by Texas Folklore Society in 1939 Document 8 “Shortly before Santa Anna’s speech, an unpleasant episode had taken place, which…was looked upon as base murder. Some seven me had survived the general carnage and, under the protection of General Castrillon, they were brought before Santa Anna. Among them…was the naturalist David Crockett, well known in North America for his unusual adventures…Santa Anna answered Castrillon’s intervention in Crockett’s behalf with a gesture of indignation and., addressing himself to the troops closest…to him, ordered his execution. The commanders and officers were outraged at this action and did not support the order…; but several officers who were around the president and who, perhaps, had not been present during the moment of danger…thrust themselves forward,…and with swords in hand, fell upon these unfortunate, defenseless men just as a tiger leaps upon his prey. Though tortured before they were killed, these unfortunate died without complaining and without humiliating themselves before their torturers.” Diary of Mexican Lieutenant Jose Enrique de la Pena (15) Participant in the storming of the Alamo written during Mexican Army’s Texas campaign 1836 published in Mexico 1955 Document 9 “…on the morning the Alamo was captured, between the hours of five and six o’clock, General Castrillon, who fell at the battle of San Jacinto, entered the back room of the Alamo, and there found Crockett and five other American, who had defended it until defence was useless …Colonel Crockett was in the rear, had his arms folded, and appeared bold as the lion as he passed my informant. Almonte, Santa Anna’s interpreter, knew Colonel Crockett and said to my informant, ‘the one behind is the famous Crockett.” Santa Anna then reprimanded Castrillon and commanded his soldiers to shoot the prisoners. Unidentified Mexican officer captured at San Jacinto p 36 In a letter from Sergeant George M. Dolson to his brother July 19, 1836 Document 10 As dawn approached, only six Alamo defenders were found alive. Crockett stood along, a frightful gash across his forehead, in an angle of the fort, with the barrel of his shattered rifle in his rights hand and with a Bowie knife, dripping blood, in his left. Some twenty dead or dying Mexicans lay around him. “[The defenders] were instantly surrounded and ordered, by General Castrillon, to surrender, which they did, under a promise of his protection, finding that resistance any longer would be madness… 8 General Castrillon was brave and not cruel, and disposed to save the prisoners. He marched up to that part of the fort where stood Santa Anna and his murderous crew. The steady, fearless step, and undaunted tread of Colonel Crockett in this occasion, together with the bold demeanor of the hardy veteran, had a powerful effect on al present. Nothing daunted, he marched up boldly in front of Santa Anna, and looked him sternly in the face, while Castrillon addressed ‘his excellency,’ – ‘Sir, here are six prisoners I have taken alive; how shall I dispose of them?’ Santa Anna looked at Castrillon fiercely, flew into a violent rage, and replied, ‘Have I not told you before how to dispose of them? Why to you bring them to me?’ At the same time his brave officers plunged their swords into the bosoms of their defenceless prisoners. Colonel Crockett, seeing the act of treachery, instantly sprang like a tiger at the ruffian chief, but before he could reach him a dozen swords were sheathed in his indomitable heart and he fell, and died without a groan, frown on his brow, and a smile of scorn and defiance on his lips. Castrillon rushed from the scene, apparently horror‐struck, sought his quarters, and did not leave them for several days, and hardly spoke to Santa Anna after.” Col. Crockett’s Exploits and Adventures in Texas, Written by Himself p 19 Published in Philadelphia, summer 1836 Document 11 “By six thirty in the morning not a single enemy existed…some cruelties horrified me, among them the death of and oldster (anciano) whom they called Cocran…” [Note: There was a Robert Cochran who fought at the Alamo. He was age 26. Davy Crockett was 50 years old.] Memoirs of Mexican Lieutenant Colonel Jose Juan Sanchez Navarro p 38 Navarro led the assault on the Alamo Published in Mexico 1966 Source: Kilgore, Dan and Crisp, James E (2010). How did Davey Die? And Why Do We Care So Much? Texas A & M University Press, College Station. 9 Notetaking Handout 10 Post Assessment Interpretations of How Davy Died Historian A Davy Crockett died a brave hero, fighting off an army of Mexican soldiers inside the Alamo. Historian B Davy was found in a small room inside of the Alamo and executed on the orders of Santa Anna. Why might historians arrive at different conclusions about how Davy Crockett died? Support you answer with details about the event. __________________________________________________________________________________________________
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__________________________________________________________________________________________________ 11 Activity Analyzing and Synthesizing Information Students were asked to write a conclusion for The Alamo Background Information text that you read earlier. Read the three conclusions presented below then discuss:  Which of the following conclusions should historians or history teachers find acceptable? Why?  Which, if any, should historians and history teachers find unacceptable? Why? Conclusion 1 For years, Davy Crockett was held up as a hero of mythical proportions especially in Texas due largely to the manner in which people believed that he died. Generations of students learned that Davy Crockett fought valiantly up to the end, fighting off Mexican after Mexican before he fell short of ammunition and was killed during the battle by an enemy that vastly outnumbered him. But Davy did not die that way. He actually disguised himself as a woman and when discovered, was hung for desertion. Conclusion 2 For years, Davy Crockett was held up as a hero of mythical proportions especially in Texas due largely to the manner in which people believed that he died. Generations of students learned that Davy Crockett fought valiantly up to the end, fighting off Mexican after Mexican before he fell short of ammunition and was killed during the battle by an enemy that vastly outnumbered him. Evidence recently discovered in Mexican archives, however, suggests that Davy Crockett was not killed in the field of battle. Rather, he surrendered then ordered shot by Santa Anna. Conclusion 3 For years, Davy Crockett was held up as a hero of mythical proportions especially in Texas due largely to the manner in which people believed that he died. Generations of students learned that Davy Crockett fought valiantly up to the end, fighting off Mexican after Mexican before he fell short of ammunition and was killed during the battle by an enemy that vastly outnumbered him. We now know that this is not true. Davy Crockett escaped along with approximately twenty other women and children and died of natural causes two months after the battle of the Alamo. 12