Sources of the Texas Revolution, Conventions of 1832 and 1833, early battles, Battle of the Alamo, the Republic of Texas years.
Revolution and the Texas Republic unit contains 23 learning experiences.
Learning Experiences (Lessons) in Revolution and the Texas Republic Each learning experience takes about 45 minutes to teach in the device-enabled classroom.
The Mexican Government Asserts Control over Anglo Texas
Students learn about the Mexican Constitution of 1824. They describe three events that were precursors to the Texas Revolution—the Fredonia Rebellion, the Mier y Terán Report, and the Law of April 6, 1830. They identify how these events led to the Mexican government's fear of a rebellion and the Anglos' frustration with the government.
Sources of the Texas Revolution
Students learn about continued settler disgruntlement with the central Mexican government and they summarize the message of the Turtle Bayou Resolutions. Next they identify reasons why the settlers became disenchanted with President Santa Anna and his government. Finally, they consider the role of the United States in instigating the Texas Revolution.
The Conventions of 1832 and 1833
Students learn about the Conventions of 1832 and 1833 and the resolutions passed by each group. Then, they explore the arrest of Stephen F. Austin by the Mexican government and write a letter in his defense.
The Early Battles
Students learn about the early battles of the Texas Revolution: the Battle of Gonzales, the Goliad Campaign of 1835, and the Siege of San Antonio. They explain the significance of these early Texas victories. Then they describe the San Antonio siege from the point of view of a Texan or a Mexican soldier.
The First Texas Government
Students learn about the opposing groups at the Consultation and the compromise resolution, the Declaration of November 7, 1835. Then, the students explain the collapse of the provisional government. Finally, they write a speech from the point of view of one of the delegates to the Consultation.
The Battle of the Alamo
Students learn key facts about the Battle of the Alamo. Then they research some of the famous defenders, and examine both historical and legendary stories about them. Finally, they analyze Travis's letter "To the People of Texas and All Americans in the World."
The Surrender of Goliad
Students learn about James Fannin's surrender at Goliad. First they learn about the events leading up to the surrender and the massacre that followed it, identifying causes and effects of the events. Then they identify similarities and differences between the Battle of the Alamo and the surrender at Goliad. Finally, they write a letter about the fate of the captured Texans from the view point of General Urrea (requested clemency for them) or Santa Anna (ordered them executed).
John C. Logan: Unsung Hero of the Texas Revolution
Students read two letters written by John C. Logan, a volunteer soldier from Kentucky who lost his life fighting for Texas during the revolution. They read a letter from December 1835 and infer a short portrait of Logan. Then they read a letter from February 1836 and take a stand whether or not Logan should be termed a hero.
The Constitutional Convention of 1836
Students learn about the accomplishments of the Constitutional Convention of 1836 and they describe the grievances that led to it. Then they examine the structure of the Texas Declaration of Independence and translate a section of the document into their own words.
The Constitution of the Republic of Texas
Students learn about the Constitution adopted at the Constitutional Convention of 1836. First, they compare the Republic of Texas Constitution with the U.S. Constitution. Then they examine the responsibilities of the different political branches of the government as defined by the Constitution. Finally, they rewrite the preamble in their own words and analyze a right in the Declaration of Rights.
The Ad Interim Texas Government
Students learn about the Republic of Texas's ad interim government and how it was formed. First, they identify President David Burnet and Vice President Lorenzo de Zavala. Then they analyze the impact of the Runaway Scrape. Finally, they write a letter to their families describing the situation in the area around Washington-on-the-Brazos.
The Battle of San Jacinto and Treaties of Velasco
Students learn about the Battle of San Jacinto and how the Texas army achieved victory. They identify similarities and differences between General Sam Houston and General Antonio López de Santa Anna. They analyze the Treaties of Velasco and identify that there was a public and secret treaty, both of which were broken by the parties.
Two Revolutions: Texan and American
Students review basic information about the Texan and American Revolutions. Then, they compare and contrast the two. Next, they explore the life of Tejano officer Juan Seguín. Finally, they write a letter from a veteran of the Revolutionary War to his grandson who is considering volunteering for the Texan Army.
Sam Houston: Republic of Texas President
Students examine Sam Houston's two terms as president of the Republic of Texas. They examine key issues and evaluate them as successes or failures. Then they write an essay about an issue that was a disappointment for President Houston.
Mirabeau Lamar: Political Changes
Students describe President Lamar's policies, including his position on relations with the American Indians and with Mexico. Then they analyze his vision for a greater Texas and how his actions relating to the Texas Rangers, the Texas Navy, and the Santa Fe Expedition supported this vision. Finally, they evaluate his contributions to education in Texas.
Continuing Texas-Mexico Conflict
Students learn about the relationship between Texas and Mexico after the Texas Revolution. They analyze the policies of Presidents Houston and Lamar toward the Mexican government and the Treaties of Velasco. Then they examine how other countries viewed the Republic of Texas and its relationship with Mexico.
Native American Relations in the Republic of Texas
Students learn about the relationship between the Republic of Texas and the American Indian tribes in Texas. They examine Chief Bowles's role and compare Presidents Houston and Lamar's policies towards the American Indians living in Texas. Next, they examine the San Antonio Council House Fight between the Comanche and the Texans. Finally, they analyze a speech by President Houston concerning the settler's interactions with the American Indians.
Anson Jones and Annexation
Students learn about the final president of the Republic of Texas, Anson Jones. They describe his tenure as Secretary of State under Sam Houston. Then they explain how Jones wrestled between the options for Texas to be annexed to the United States or to gain Mexican recognition as an independent country. Finally, students write a recommendation to President Jones about the preferred option.
The United States Annexes the Republic of Texas
Students learn about the question of Texas annexation from the point of view of the United States. They examine a political cartoon showing the two sides to the issue. Then they describe the issues leading up to annexation and why some people from the United States and other countries were against it. Finally they write a speech for or against the annexation.
Notable Texans in the Republic
Students examine the lives of four notable Texans from the period of the Republic: José Antonio Navarro, prominent Tejano; William Goyens, free African American; John Coffee Hays, commander of the Texas Rangers; and Mary Maverick, pioneer and diarist. Students explain some of the problems faced by Tejanos and African Americans in Texas. Then they analyze a short passage to determine if it is fact or legend. Finally, they elaborate on the value of primary source material to our knowledge of life in Texas.
Life in the Republic of Texas
Students learn about daily life in the Republic of Texas. They describe how people received land grants as payment for their army service or as immigrants to Texas and how many people became farmers or ranchers. They explore how towns developed across the state and identify changes in education and religion during this time period. Then they analyze the Ashworth Act and the status of free African Americans in the Republic of Texas. Finally, they write a letter from a teen newly arrived in Texas to family "back home," describing their daily lives.