Subject area |
History |
Geography |
TEKS & objectives |
§113.19. Social Studies, Grade 7, School Year 2011-2012 (b) (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; (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; (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 (D) explain how the establishment of the Republic of Texas brought civil, political, and religious freedom to Texas. |
§113.19. Social Studies, Grade 7, School Year 2011-2012 (b) (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 (B) analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries. |
Essential
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1. How did the Fredonian Rebellion (1827), the Mier y Terán Report (1827), the Law of April 6, 1830, the Turtle Bayou Resolutions (1832), and the arrest of Stephen F. Austin (1834) contribute to pre-revolution tensions between Mexico and Anglo-American settlers during the early 1800s?
2. What important documents did George Childress and Lorenzo de Zavala write? What roles did these documents play in shaping the Republic of Texas? 3. What military roles did James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis fill during the Texas Revolution? In which battles did they participate? What was the fate of each figure after the war? 4. Why are 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, the Constitutional Convention of 1836, the Goliad Massacre, and the Battle of San Jacinto all considered significant events of the Texas Revolution? 5. How the establishment of the Republic of Texas bring about civil, political, and religious freedom to Texas? |
1. How did a legacy of constantly shifting borders and territorial claims contribute to resentment and tension between Mexico and Anglo-American settlers during the early 1800s?
2. What kind of natural resources initially attracted empresarios to Texas? How did Anglo-American settlement affect the distribution and availability of these resources? 3. Where did Stephen F. Austin establish the boundaries of his new colony? What physical features of Austin's colony would later benefit settlement? 4. What are the approximate distances between San Antonio, Gonzales, Goliad, and San Jacinto? 5. Where was the final battle of the Texas Revolution fought? Why did Sam Houston chose this location? |
activities |
1. The learner will view the "Road to Independence" TEASe presentation.
2. The learner will review the "Timeline of the Texas Revolution" infographic. 3. The learner will visit and explore the Texas Revolution Digital History Project. 4. The learner will visit and complete the Subject Sampler activity, "People Who Shaped the Conflict." 5. The learner will visit the University of Richmond Writing Center and review the online article, "Principles of Historical Writing: Thinking Like an Historian." TEASe Video:
"The Road to Independence" |
1. The learner will review the YouTube videos, "The Spanish Empire" and "Feature History - Texas Revolution."
2. The learner will visit and complete the Subject Sampler activity, "Geography is Destiny." 3. The learner will visit Annenberg Learner's Interactives: United States History Map and complete "The Nation Expands" activity. 4. The learner will complete the TAKS Skillbuilder interactive/online textbook activity, "Reading a Diagram" (p. 251). The Spanish Empire
Feature History - The Texas Revolution
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assessment
As a group assessment, teams of 2-3 students shall create and present a comprehensive overview of the Texas Revolution, starting with pre-war issues and figures that precipitated the conflict and concluding with the founding of the Republic of Texas. Important geographic and historic elements relative to the Texas Revolution, per the above learning objectives and grading rubric, must be included in the PowerPoint presentation to receive full points for this assignment. Team members will be assigned to the following positions within their respective groups:
(1) Researcher
(2) Compiler
(3) Presenter
NOTE: Per the grading rubric, students will be evaluated on demonstrating a subject mastery of all applicable material, the quality of their PowerPoint presentation, and their ability to work as a team.
(1) Researcher
(2) Compiler
(3) Presenter
NOTE: Per the grading rubric, students will be evaluated on demonstrating a subject mastery of all applicable material, the quality of their PowerPoint presentation, and their ability to work as a team.
References:
Anderson, A. N., Wooster, R. A., De León, A., Hardt, W. C., & Winegarten, R. (2003). Texas and texans [Teacher wraparound edition]. New York, NY: Glencoe McGraw-Hill.
Texas Education Agency. (2019). Chapter 113: Texas essential knowledge and skills for social studies: Subchapter B: Middle school [Web page]. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.html
Anderson, A. N., Wooster, R. A., De León, A., Hardt, W. C., & Winegarten, R. (2003). Texas and texans [Teacher wraparound edition]. New York, NY: Glencoe McGraw-Hill.
Texas Education Agency. (2019). Chapter 113: Texas essential knowledge and skills for social studies: Subchapter B: Middle school [Web page]. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.html
| Texas Revolution Presentation Grading Rubric |
