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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