Americans Colonize Texas



|Lesson Synopsis: |

|Students explain the role Texas played in the Mexican War for Independence and how this war impacted the development of Texas. The lesson will begin by examining |

|the Mexican War through the eyes of Jane Long and continuing with the reasons the Old Three Hundred settled Texas. |

| |

|TEKS: |

| |4.2 |History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The |

| | |student is expected to: |

| |4.2D |Identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas. |

| |4.8 |Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live.|

| | |The student is expected to: |

| |4.8A |Identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, |

| | |after the building of the railroads, and following World War II. |

| |4.10 |Economics. The student understands the basic economic activities of early societies in Texas and North America. The student is expected|

| | |to: |

| |4.10B |Explain the economic activities early immigrants to Texas used to meet their needs and wants. |

| |

| |Social Studies Skills TEKS: |

| |4.21 |Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid |

| | |sources, including electronic technology. The student is expected to: |

| |4.21B |Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main |

| | |idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. |

| |

|Getting Ready for Instruction |

|Performance Indicator(s): |

|Create a poster to recruit new settlers to Texas in the early 1800s and highlight the economic benefits and possible effects of the relocation. (4.2D; 4.10B; |

|4.21B) [pic] 1C; 2F; 4I |

| |

|Key Understandings and Guiding Questions: |

|Las personas exploran y colonizan nuevas regiones geográficas, frecuentemente en respuesta a necesidades económicas y deseos. |

|¿Cuáles fueron las causas y efectos de la colonización en Texas? |

|¿Cómo influyó la independencia de México de España en el asentamiento de Texas por colonos norteamericanos? |

|¿Qué papel jugó la colonización de Texas en la Guerra de México por la independencia? |

|¿Qué factores geográficos influyeron la colonización en Texas? |

|¿Dónde estuvieron las actividades económicas de los primeros colonos de Texas? |

| |

|Vocabulary of Instruction: |

|colonización |constitución |deuda |

| |

|Materials: |

|Refer to Notes for Teacher section for materials. |

| |

|Attachments: |

|Handout: What Would I Do? (1 set per group) |

|Handout: Research Notes: American Colonization (1 per student) |

|Handout: Austin’s Colony: Was Austin’s Colony a good place to settle? (1 per student) |

| |

|Resources and References: |

|The Handbook of Texas Online TSHA: |

|Teaching Texas: |

|Texas Almanac: |

|Women in Texas History: |

|Texas State Library and Archives – Stephen F. Austin: |

| |

|Advance Preparation: |

|Become familiar with content and procedures for the lesson. |

|Refer to the Instructional Focus Document for specific content to include in the lesson. |

|Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. |

|Preview available resources and websites according to district guidelines. |

|Prepare materials and handouts as needed. |

| |

|Background Information: |

|Mexico Independence and its influence on Texas are new to the 4th Grade Texas History. This information is important in understanding why Americans were willing to|

|fight for Mexican independence from Spain and why they felt comfortable in migrating to Texas. Americans wanted Mexico to be free of Spain which would possibly |

|allow the United States to acquire Texas. Americans felt comfortable migrating to Texas under Mexican rule because of the democratic federal system of government |

|that was created. This was a government much like the United States. |

| |

|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 |

|ENGAGE – Students explain the role of Texas in the Mexican War for Independence from Spain. |NOTE: 1 Day = 50 minutes |

| |Suggested Day 1 – 50 minutes |

|Organize students into groups of three. |Materials: |

| |Information on James Long and the Long Expedition |

|Distribute to each group a set of the Handout: What Would I Do?. |Information on Jean Lafitte |

| |Information on Jane Long |

|Groups discuss and answer the question on each card (or each student answers the questions on one card and | |

|then the group discusses). |Attachments: |

| |Handout: What Would I Do? (1 set per group) |

|Students discuss their answers and be prepared to defend them. | |

| | |

|Student groups share their answers in a class discussion. | |

| | |

|Provide “the rest of the story” after students have shared their answers. | |

|Mexico - Mexico becomes independent from Spain in 1821 and forms a constitutional republican government much| |

|like the United States. Mexico will write a constitution which will include three branches of government and| |

|citizens will vote for representatives to lead the government. | |

|Dr. James Long – While James Long was awaiting trial in Mexico City, he was shot and killed by a prison | |

|guard on April 1822. Officials claimed that it was an accident but Long’s friends called it murder. | |

|Jean Lafitte – From 1817 – 1820, Lafitte raided Spanish ships and gathered a large fortune. When he began | |

|raiding American ships, he left Galveston Island and went to Louisiana where he became a rancher and cattle | |

|buyer. | |

|Jane Long – Jane Long gave birth to a daughter on Galveston Island and they all survived the winter. Her | |

|name was Mary James. This was the first known Anglo American birth in Texas. Many people have called Jane | |

|Long the Mother of Texas because of Mary James’ birth. Jane returns to her home in Mississippi. When she | |

|returns to Mexico to try to get her husband’s military pension, Mary James dies. After that Jane Long | |

|applies and is approved to be part of Stephen F. Austin’s Old Three Hundred Colony. In 1837, Jane and Kian | |

|moved to Fort Bend County, opened a boarding house, developed a plantation, raised cattle, bought and sold | |

|land, and grew cotton. Jane is said to have known Ben Milam, Sam Houston, and Mirabeau B. Lamar. | |

|EXPLORE – Stephen F. Austin and the Old Three Hundred, Anglo settlement |Suggested Day 2 – 40 minutes |

|Organize students into pairs to gather information about Stephen F. Austin and the Old Three Hundred. |Materials: |

| |Information on Stephen F. Austin |

|Students use their textbook and other resources to gather information about Stephen F. Austin and the Old |Information on the Old Three Hundred |

|Three Hundred and record it on the Handout: Research Notes: American Colonization. |Information on American colonization of Texas |

| |Information on impact of American migration to Texas |

|Facilitate a discussion where students discuss what they have learned about |and Mexican independence |

|Reasons people settled in Texas (push and pull factors, economic opportunity) | |

|Patterns of settlement, including geographic factors |Attachments: |

|Economic activities early immigrants to Texas used to meet their needs and wants |Handout: Research Notes: American Colonization (1 per |

|Texas settlers and the Spanish colonial and Mexican governments |student) |

| | |

| |Resources: |

| |The Texas Handbook Online: |

| |

| |01 |

|EXPLAIN – How Mexico’s independence from Spain influenced the settlement of Texas by American colonists |Suggested Day 2 (cont’d) – 10 minutes |

|On the back of the Handout: Research Notes: American Colonization, students answer the following questions. |Attachments: |

|What are 3 reasons people came to Texas to settle? |Handout: Research Notes: American Colonization |

|What are 2 economic activities early immigrants to Texas used to meet their needs and wants? | |

|What was 1 issue Anglo settlers from America faced when moving to Texas? |Instructional Note |

| |If students are able to answer this question, they |

| |have a good grasp of why and how Americans colonized |

| |Texas. |

|EXPLORE – Students explain the economic and geographic characteristics of Austin’s Colony |Suggested Day 3 – 40 minutes |

|Distribute to each student the Handout: Austin’s Colony: Was Austin’s Colony a good place to settle? |Materials: |

| |Map of Austin’s colony |

|Students, working in groups of 2 or 3, gather information about Austin’s Colony, using notes and information|Primary source map of Austin’s colony |

|learned in Unit 1 about the geography of Texas, the textbook, and other classroom resources. |Information on Austin’s Colony |

| |Notes and information learned in Unit 1 about the |

|Students use the map of the Austin’s Colony to infer geographic, economic, and social characteristics of the|geography of Texas |

|colony. | |

| |Attachments: |

| |Handout: Austin’s Colony: Was Austin’s Colony a good |

| |place to settle? (1 per student) |

|EXPLAIN – Students explain the economic and geographic characteristics of Austin’s Colony. |Suggested Day 3 – 10 minutes |

|On the back of the Handout: Research Notes: American Colonization, students answer the following question. |Attachments: |

|How did Mexico’s independence from Spain influence the settlement of Texas by American colonists? |Handout: Research Notes: American Colonization |

| | |

| |Instructional Note: |

| |If students are able to answer this question, they |

| |have a good grasp of why and how Americans colonized |

| |Texas. |

|ELABORATE – Causes and effects of colonization in Texas |Suggested Day 4 – 10 minutes |

|To summarize learning, facilitate a discussion where students use what they have learned to answer the | |

|guiding questions and support the Key Understanding. | |

|People explore and colonize new geographic regions, often in response to economic needs and wants. | |

|What were the causes and effects of colonization in Texas? | |

|How did Mexico’s independence from Spain influence the settlement of Texas by American colonists? | |

|What role did colonization of Texas play in the Mexican War for Independence? | |

|What geographic factors influenced colonization in Texas? | |

|Where were the economic activities of early colonists in Texas? | |

|EVALUATE – Students explain why Texas was settled by Americans. |Suggested Day 4 – 40 minutes |

|Create a poster to recruit new settlers to Texas in the early 1800s and highlight the economic benefits and |Materials: |

|possible effects of the relocation. (4.2D; 4.10B; 4.21B) [pic] 1C; 2F; 4I |unlined paper |

| | |

|Distribute unlined paper for students to use to create their poster. | |

| | |

|Students create a poster to recruit new settlers to Texas in the early 1800s and highlight the economic | |

|benefits and possible effects of the relocation. | |

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