TEACHER:
CLASS: 7th Grade
DATE: October 19-20
M T W TH F
FROM THE LESSON
Cultural Differences in Colonial Texas
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Content Standards
1A: identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Natural Texas and
its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton,
Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas.
1B: apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
1C: explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821,
independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of
oil at Spindletop
2B: identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca and
his writings, the search for gold, and the conflicting territorial claims between France and Spain
2C: identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and
individuals such as Fray Damián Massanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo
2D: identify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on Texas, including Texas involvement in the fight
for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State
Colonization Law of 1825, and slavery
2E: identify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín De León, and Green DeWitt, during the
Mexican settlement of Texas
2F: contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas
3A: 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
8A: create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries
8B: analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries
11A: analyze why immigrant groups came to Texas and where they settled
Process Standards
21A: differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies,
interviews, and artifacts to acquire information about Texas
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
21C: organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
22A: use social studies terminology correctly
22D:create written, oral, and visual presentations of social studies information
Objective/Key Understanding:



Describe the relationship between Mexico and the United States in the
1820s.
Compare and contrast American and Mexican views on government
and slavery.
Determine whether settlers in Texas thought of themselves as part of
Mexico.
U.S. History Textbook
Colonization through
Reconstruction
pp. (149-153)
Online Editable
presentation (p. 149)
Start Up Activity:
Cultures Collide (p. 149)
Reading and Note Taking
Study Guide (p. 149)
Analyze Information
(p. 151)
Interactive Chart: The
Mexican Experience (p.
152)
Digital Activity: Return
to the Essential Question
(p. 153)
Digital Lesson Quiz:
(p. 153)
Introduce Vocabulary Activity (p. 149)
Minister
Civilians
Self-government
Informal Assessment Questions 1-5 (p. 153)





Why did Stephen F. Austin want to allow slavery in Texas?
What role did the Catholic Church play in the Mexican National era?
Compare Mexican and Texan attitudes about the role of the military.
Describe the three conditions settlers in Texas had to meet.
Why did Mexico believe that the United States was a threat to its independence?
Stop & Check for Understanding—High Level Questions



Why was there distrust between Mexico and the United States?
How did Mexican and American views over slavery differ?
Why did Texas settlers not think of themselves as Mexican?
Small Group Purposeful Talk Question Stems
Distrust Between Mexico and the United States (p.150)
 How did Mexico becoming an independent nation impact the relationship between Mexico and United States over Texas?
 What role did Joel Poinsett play in bringing the Mexican national era in Texas to a close?
Mexican and U.S. Founding Values (p.150-152)
 American settlers have different values and ideas about government than those that were widely held in Mexico. Explain these differences.
 Anglo empresarios brought Anglo settlers to Mexican Texas. How did this method of settlement characterize Texas during the Mexican national era?
Settler Practice “Independence” (p.152-153)
 Why did Americans want to move to Mexican Texas, even though they did not think of themselves as Mexican?
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 149)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: Cultures Collide (p. 149)
Project the Start Up Activity: Cultures Collide (p. 149). Ask the students to read the quote and answer the questions as they enter and get settled. Have students share
their answers with a partner.
 What do you think Ward meant by the phrase “inconvenient neighbors”?
Reading and Note Taking Study Guide (p. 149)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview of the lesson in the Reading and
Note taking Study Guide
Analyze Information (p.151)
Review the visual, U.S. and Mexico in 1830, on page 151.
 Why might Texas have been attractive to Americans seeking to expand the United States during the early 1800s?
Digital Activity: Return to the Essential Question (p. 153)
Project the Digital Activity: Return to the Essential Question (p. 153). Have students read the activity and answer the questions. Have students share their predictions
with a partner.
 How did the different purposes and methods of Mexican and Anglo settlement in Texas contributed to cultural differences in Texas.
 Why did these differences led to tensions between the United States and Mexico over Texas?
Digital Lesson Quiz: (p. 153)
Assign the Digital Lesson Quiz (p. 153). Pose these questions to the class: In a Cultural Difference in Colonial Texas, you learned about the Tejano and American
cultures that dominated in Mexcian Texas. Mexico distrusted America and assumed that the United States was vying for control of Mexican Texas. Mexico was not
wrong. Though American settlers became Mexican citizens and swore to convert to Catholicism, most only did so in word not in action. They formed their own colonies
that looked just like the United States they left.
 What issues related to Mexico becoming an independent nation, such as slavery, such as slavery, do you think had the greatest impact on Texas? Explain your
reasoning.
 How did Anglo purposes and methods of settlement in Texas lead to conflicts between the United States and Mexico?
.
Engage
~Have students preview the lesson objectives and the list of key terms (p.149). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 149).
Start Up Activity: Cultures Collide (p. 149)
Project the Start Up Activity: Cultures Collide (p. 149). Ask the students to read the quote and answer the questions as they enter and get settled. Have students share their answers with a
partner.

What do you think Ward meant by the phrase “inconvenient neighbors”?
Explore
Explain
Elaborate
Evaluate
Tell students that in this lesson they will be learning about how differences in the methods and purposes for Mexican and Anglo settlement in Texas led to tensions
between Mexico and the United States.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 Distrust Between Mexico and the United States (p.150)
 Mexican and U.S. Founding Values (p.150-152)
 Settlers Practice “Independence” (p.152-153)
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Tell students that in this lesson they will be learning about how differences in the methods and purposes for Mexican and Anglo settlement in Texas led to tensions
between Mexico and the United States.
Distrust Between Mexico and the United States (p.150)
 Why was Mexico worried about its neighbor? The population of the United States was growing, and people looked to the West for more land. The United
States had bought the huge Louisiana Territory in 1803. Land claims in the West were one reason that led the United States into the War of 1812 against the
British. These dame pressures for land also forced Spain to five up Florida in 1819. Clearly, the U.S. was a power on the rise.
Mexican and U.S. Founding Values (p.150-152)
 U.S. and Mexico had their differences. Each country also had its own ideas about how nations should work together. These differences came to a head.
Settlers Practice “Independence” (p.152-153)
 During this period of early Mexican independence. Texas was a mix of Tejanos, American Indians, and settlers from the U.S. Each group had their own culture
and history. Settlers from the U.S. held on to their American culture.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 153). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 Why did Stephen F. Austin want to allow slavery in Texas?
 What role did the Catholic Church play in the Mexican National era?
 Compare Mexican and Texan attitudes about the role of the military.
 Describe the three conditions settlers in Texas had to meet.
 Why did Mexico believe that the United States was a threat to its independence?
FRAME THE LESSON
TEACHER:
CLASS: 7th Grade
DATE: October 21-23
M T W TH F
Lesson Title
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Content Standards
1A: identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Natural
Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and
Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and
Contemporary Texas
1B: apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
1C: explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio;
1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and
1901, discovery of oil at Spindletop
2B: identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de
Vaca and his writings, the search for gold, and the conflicting territorial claims between France and Spain
2C: identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches,
and individuals such as Fray Damián Massanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo
2D: identify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on Texas, including Texas involvement in
the fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a
state, the State Colonization Law of 1825, and slavery
2E: identify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín De León, and Green DeWitt,
during the Mexican settlement of Texas
2F: contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas
3A: 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
8A: create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries
8B: analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries
11A: analyze why immigrant groups came to Texas and where they settled
21A: differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services,
biographies, interviews, and artifacts to acquire information about Texas
Process Standards
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
21C: organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
22A: use social studies terminology correctly
22D: create written, oral, and visual presentations of social studies information
Objective/Key Understanding:
In this topic, students learned about the eras in which Texas was ruled by Spain and Mexico.
 U.S. History Textbook Colonization through Reconstruction pp. (149-153)
Resources/Materials:
U.S. History Textbook
Colonization through
Reconstruction
pp. (154-161)