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7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 100—Texas Revolts
February 10, 2014
Focus: Clear everything off your desk except your focus, outline, and writing utensil.
1.
2.
3.
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Student Objectives:
1. I will define the following terms: Tejanos, empresarios, and reform.
2. I will analyze the conflict between American colonists and the Mexican government.
3. I will recognize the Battle of Gonzales as the “Lexington of Texas.”
Homework:
-Read and outline Chapter 11, Section 2 pgs. 352-353 (due 2/11)
-Read and outline Chapter 11, Section 3 pgs. 354-358 stop at Bear Flag Revolt (due 2/12)
-Read and outline Chapter 11, Section 3 pgs. 358-363 start at Bear Flag Revolt (due 2/13)
-Read and outline Chapter 11, Section 4 pgs. 364-369 (due 2/14)
-Current Events due 2/17
-Chapter 11 Test Tuesday 2/18
-Litany Competition 2/19
Handouts:
none
I. The people of Texas
II. Texans vs. Mexican government
III. “Lexington of Texas”
Key terms/ideas/ people/places:
Tejanos empresarios Same Houston Stephen Austin Gonzales
Lexington of Texas “Come and take it” Antonio López de Santa Anna
By the end of class today, I will be able to answer the following:
Why did the Mexican government open its borders to Americans?
Who were the leaders of the Texans?
Why was Gonzales considered the “Lexington of Texas?”
Notes
Class 100—Texas Revolts
February 10, 2014
People living in Texas:
• Tejanos-Mexicans living inTexas
• Empresarios- had been granted the right to settle on Mexican land in exchange for recruiting and taking responsibility for new settlers—agreed to live by the laws-Roman Catholic: Example-Moses Austin
• American Colonists-Protestant/slavery
Conflict between Mexican Government and Texas:
1. Settlers wanted the same voice in government that they enjoyed in the United States.
2. Thousands of settlers moved in without permission.
• Won’t learn language
• Won’t convert
• Slavery
3. What does the Mexican government do about all this?
• Limit immigration
• Tariffs
• Restrictions on the amount of land people can own
Leaders Emerge:
Texas:
• Sam Houston
• Stephen Austin
Mexico:
• Santa Anna
Battle of Gonzales:
• “Lexington of Texas”-battle that starts Texas Revolution
• Fight over a cannon-“Come and take it” flag
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7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 101— The Alamo, Goliad, & San Jacinto
February 11, 2014
Focus: Turn to page 353 in your textbook. Answer the question under the Texas flag.
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Student Objectives:
1. I will explain the impact of the Alamo and the Goliad Massacre on the fight for Texas
independence.
2. I will locate the following: the Alamo, Goliad, and San Jacinto.
Homework:
-Read and outline Chapter 11, Section 3 pgs. 354-358 stop at Bear Flag Revolt (due 2/12)
-Read and outline Chapter 11, Section 3 pgs. 358-363 start at Bear Flag Revolt (due 2/13)
-Read and outline Chapter 11, Section 4 pgs. 364-369 (due 2/14)
-Current Events due 2/17
-Chapter 11 Test Tuesday 2/18
-Litany Competition 2/19
Handouts:
I. The Alamo
II. Goliad Massacre
III. Santa Anna Defeated
Key terms/ideas/ people/places:
David Crockett Jim Bowie William Travis Santa Anna Alamo
San Antonio James Fannin San Jacinto
By the end of class today, I will be able to answer the following:
Who were the famous defenders of the Alamo?
What happened to James Fannim?
Where did the Texans defeat Santa Anna?
Notes
Class 101— The Alamo, Goliad, & San Jacinto
February 11, 2014
The Alamo:
• San Antonio
• Siege-12 days of shelling
• Famous defenders
o William B. Travis-Commander of the Alamo
o Davy Crockett-famous outdoorsman, sharpshooter
o Jim Bowie-frontiersman, famous for his knife
• Santa Ana no quarter for the defenders-all defenders killed
• Remember the Alamo
Battle of Goliad:
• Goliad Massacre
• About 350 Texans executed
• James Fannin shot in the face and burned
Battle of San Jacinto:
• 18 minutes
• Santa Ana defeated
• Texas gains independence when Santa Ana signs treaty about month after battle
Lone Star Republic created:
• 1st President-Sam Houston
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7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 102— The Mexican-American War Begins
February 12, 2014
Focus: What is a bluff? Have you ever bluffed somebody before? Was your bluff successful? What makes a person a good bluffer?
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Student Objectives:
1. I will identify the reasons for war with Mexico.
Homework:
-Read and outline Chapter 11, Section 3 pgs. 358-363 start at Bear Flag Revolt (due 2/13)
-Read and outline Chapter 11, Section 4 pgs. 364-369 (due 2/14)
-Current Events due 2/17
-Chapter 11 Test Tuesday 2/18
-Litany Competition 2/19
Handouts:
-Greenville Mountaineer March 29, 1844
I. The Bluff
A. Tyler vs. Houston
II. Beginning of the War with Mexico
Key terms/ideas/ people/places (24) :
John Tyler Abel Upshur Sam Houston Great Britain James K. Polk
Nueces River Zachary Taylor California Henry Clay John C. Calhoun
By the end of class today, I will be able to answer the following:
How did the war with Mexico start?
Why did Polk push for war?
Why did Tyler Annex Texas?
Greenville Mountaineer, (Greenville, SC) March 29, 1844; Issue 46; col B
The N. Y. Courier & Enquirer, in an article on the annexation of Texas to the Union, gives the following reasons for the measure
Category: News
The N. Y. Courier & Enquirer, in an article on the annexation of Texas to the Union, gives the following reasons for the measure:
First. The annexation of Texas would of necessity exclude the further introduction of slaves from abroad into that beautiful country, because the law of the Union would be extended over it, and those laws make the slave trade Piracy.
Second. It would not increase the number of slaves in the country, but merely increase the territory occupied by them.
Third. It is a well known fact, that whenever slave labor is most valuable, it is the interest of the master to treat the slave most kindly. Where this labor produces the largest return, the master can afford, and finds his interest in providing for him better food, clothing, and shelter; and consequently, every person who has at heart the welfare of the slave, should zealously advocate any and every measure, which is calculated to compel the slave holders in the Northern slave States, to send him further South.
Fourth. With the rich lands of Texas in habited by our own people, and constituting a portion of our Union, no slave holder in Delaware, Maryland, Virginia, Kentucky or Missouri, could afford to retain their slaves, but would find it their interest to send them further South.
Fifth. The annexation of Texas would greatly increase the wealth and rapidly extend the commerce of the country.
Sixth. Texas in twenty years will grow all the cotton that Great Britain will require. She will admit British goods free of duty, and in return, Great Britain will exclude the Cotton of the U. States from her ports, unless we too receive her goods free; and if we refuse, as we doubtless will, they will be smuggled into the country through Texas!
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Notes
Class 102— The Mexican-American War Begins
February 12, 2014
John Tyler:
• “His Accidency”
• Elected as a Whig, acts more like his own party-alienates the Whig and Democrats
• Texas
o Sam Houston bluffs a relationship with the British
▪ Secretary of State Abel Upshur for Tyler
• Paints doomsday picture if TX doesn’t become a state
• Texas Annexed at the end of Tyler’s Presidency
• John C. Calhoun supports Annexation
Election of 1844:
• Henry Clay (Whig) vs. James K. Polk (D) “Dark horse candidate”
• Polk wins
• Issues of the day-expansion
Polk and Oregon:
• Establishes the border at the 49 degree parallel line
• Avoids war with British
Polk and Mexico:
• Tries to buy New Mexico Territory and California for $30 million-Mexico declines
• Border dispute in Texas
o Nueces vs. Rio Grande River
• Sends Zachary Taylor into disputed Territory
• Americans killed on the “American side” of the river
• Polk asks Congress for declaration of war
Opposition to War:
• Henry Clay
• John C. Calhoun
• Ulysses S. Grant
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7th Grade Social Studies
Mexico & U.S. History from the Revolution to Reconstruction
Class 103— The Mexican-American War
February 13, 2014
Focus: What impact did the Mexican-American War have on Mexico?
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Student Objectives:
1. I will identify the Mexican War as the training ground for Civil War leaders.
2. I will recognize the tremendous amount of land gained by fighting a war with Mexico.
3. I will analyze the problem with the Wilmot Proviso.
4. I will review the Treaty of Guadalupe Hidalgo.
Homework:
-Read and outline Chapter 11, Section 4 pgs. 364-369 (due 2/14)
-Current Events due 2/17
-Chapter 11 Test Tuesday 2/18
-Litany Competition 2/19
Handouts:
None
I. Winfield Scott and Zachary Taylor assault
A. los niños
II. California
A. Stephen Kearney and John C. Fremont
Key terms/ideas/ people/places:
Zachary Taylor Winfield Scott Vera Cruz Mexico City
California Bear Flag Republic Stephen Kearney John C. Fremont
Robert E. Lee Thomas Jackson Ulysses S. Grant
By the end of class today, I will be able to answer the following:
Who attacked California?
What was the result of the war?
Notes
Class 103— The Mexican-American War
February 13, 2014
The Generals:
• Winfield Scott
o Captures Mexico City and defeats Santa Ana
• Stephen Kearny
o Captures Santa Fe
• John C. Fremont
o Leads the Bear Flag Revolt
o Bear Flag Republic
Treaty of Guadalupe Hidalgo:
• U.S. gains the Mexican Cession
• Mexico gets $15 million
Wilmot Proviso:
• Proposed by David Wilmot
• No slavery in any territory gained from Mexico
• Causes major tension in the Congress, but will never be passed
Mexican-American War-Training ground for Civil War Leaders:
• Ulysses S. Grant
o "I was bitterly opposed to the measure, and to this day, regard the war, which resulted, as one of the most unjust ever waged by a stronger against a weaker nation."
• Robert E. Lee
• Thomas Jackson
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