The Drawing of the Black Beans: A Simulation
Pam Franke
Adrianne Charlton
Kristi Fleming
Murchison Middle School
Simulation and Letter Writing Activity to be used with Ch. 12-3, pp. 282-284.
1. Discuss with students the events surrounding the failed Mier expedition of 1842.
2. Have students define the word decimation. Explain that it literally means to kill every 10th
person.
3. Tell students that they will be decimated in a simulation of the drawing of the black beans. Do
the math with students to decide how many black beans and how many white beans will be
needed to be placed in a jar to add up to the number of students in the classroom. Count out the
beans and place them in the jar.
4. Describe this scene for students. It’s February, 1843-- you have been captured by the Mexican
army and Santa Anna has just ordered the decimation of your group of prisoners. You are being
allowed to write a letter home to let your family know what has happened over the last several
months that has led to today, when you will learn of your fate by drawing beans.
5. Give students 10 minutes or so to write a letter home in which they will give a detailed account
of what has happened over the last several months leading up to today and the drawing of the
black beans. After students have had time to explain the situation in their letters, announce that
it’s time for the decimation.
6. Have students line up in front of you while you hold the jar containing the beans. Each student
will draw a bean in turn and return to their seats to finish their letters. I tell students not to reveal
their fate to anyone in the room, but to finish their letters by letting their families know their fate.
(Note: I turn off the lights and ask for total silence as students draw and as they finish their letters.
This seems to heighten the suspense and create a more serious tone for the simulation.)
7. Ask for volunteers to read their letters. This is how the class will find out who has drawn the
black beans. (Note: You may want to watch as students draw so that you will know who has
which beans. This way you can be sure to call on those who drew the black ones to read their
letters.)
8. Debrief this activity by having students discuss how they felt leading up to the drawing and how
they felt after discovering their fate. Lead students into a discussion of why they think Santa Anna
decided to use decimation this time rather than executing the whole group.
TEKS Addressed:
7.4 History
The student understands how individuals, events, and issues shaped the history of the Republic
of Texas and early Texas statehood. The student is expected to:
(A) Identify individuals, events, and issues during the Republic of Texas and early statehood…
7.21 Social Studies Skills
The student applies critical-thinking skills and uses information acquired from a variety of
sources…. The student is expected to:
(B) 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.
(D) Identify points of view from the historical context surrounding an event and the frame of
reference that influenced the participants.
(E) Support a point of view on a social studies issue or event.
7.22 Social Studies Skills
The student communicates in written, oral, and visual forms. The student is expected to:
(A) Use social studies terminology correctly.
(B) Use standard grammar, spelling, sentence structure and punctuation.
(D) Create written, oral, and visual presentations of
social studies information.