West Orange-Cove C.I.S.D.
Grade 7 – Texas History
Third Grading Period
Guiding Principles/Overall Understanding



Guiding Questions


Mexican independence was a significant shift
in the history of Texas.
Spanish, Mexican and Anglo purposes for
and methods of settlement in Texas were
similar and different, but they all gave Texas
some of their culture
The Texas Revolution came about as the
result of many conflicts and issues.





Knowledge & Skills with Student Expectations
7.1 History. The student understands traditional
historical points of reference in Texas history. The
student is expected to:
7.1(b) Apply absolute and relative chronology
through the sequencing of significant individuals,
events, and time
Periods.
7.1 History. The student understands traditional
historical points of reference in Texas history. The
student is expected to:
7.1(c) 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.
What was the impact of Mexico’s independence on Texas?
How were the Spanish, Mexican, and Anglo purposes and methods of
settlement in Texas similar and different?
Why did different immigrant groups come to Texas and where did they
settle?
What are the significant dates in Texas History?
What events develop into the Texas Revolution?
What was the significance of the roles played by significant individuals
during the Texas Revolution?
What were significant places during the Texas Revolution?
Specificity & Examples



Timelines.
Relative chronology – general time period or era
Examples of Sequencing
What was the significance of the following dates?
Suggested Resources
West Orange-Cove C.I.S.D.
Grade 7 – Texas History
Third Grading Period
Knowledge & Skills with Student
Expectations
7.2 History. The student understands how
individuals, events, and issues through the
Mexican National Era shaped the history of Texas.
The student is expected to:
7.2(d) 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
Gutierrez 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.
7.3 History. The student understands how
individuals, events, and issues related to the
Texas Revolution shaped the history of Texas.
The student is expected to:
7.3(a) 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.
Specificity & Examples
How are each of the following related to Mexico becoming
an independent nation?
Suggested Resources
Text: Texas & Texans Ch: 7
What was the impact of Mexico’s independence on Texas?







Texas involvement in the fight for Independence
Jose’ Gutierrez de Lara
The Battle of Medina (1813)
Mexican federal Constitution of 1824
The merger of Texas and Coahuila as a state
The state Colonization Law of 1825
Slavery
How did the following events develop into the Texas
Revolution?






Fredonian Rebellion
Mier y Teran Report
Law of April 6, 1830: no more US immigration, tax
on US imports, end unfilled empresarios contracts,
no new slaves coming in from US
Turtle Bayou Resolutions
Mexican Civil War (Santa Anna abolishes Mexican
Constitution)
Arrest of Stephen F. Austin
Text: Texas & Texans Ch: 8
West Orange-Cove C.I.S.D.
Grade 7 – Texas History
Third Grading Period
Knowledge & Skills with Student
Expectations
7.3 History. The student understands how
individuals, events, and issues related to the
Texas Revolution shaped the history of Texas.
The student is expected to:
7.3(b) Explain the roles played by significant
individuals during the Texas Revolution, including
George Childress, Lorenzo de Zavala, James
Fannin, Sam Houston, Antonio López de Santa
Anna, Juan N. Seguín, and William B. Travis.
Specificity & Examples
Suggested Resources
What was the significance of the roles played by the
following individuals during the Texas Revolution?
 George Childress: wrote Texas Declaration of
Independence
 Lorenzo de Zavala: established a colony in Texas
and helped write the Mexican Constitution of 1824;
he fled Mexico when Santa Anna became dictator
and became a supporter of Texas independence; he
participated in Convention of 1836 and served as
vice-president of interim govt. during Revolution
 James Fannin: commander at Goliad where his
troops were captured and executed by order of
Santa Anna; “RememberGoliad” became a Texas
battle cry
 Sam Houston: Texas hero; delegate to Convention
of 1833; attended Washington on the Brazos
convention; general of regular Texas army during
the Revolution; commander at San Jacinto; became
first president of the Republic of Texas
 Santa Anna: the dictator of Mexico who led the
Mexican army during the Texas Revolution;
commander of Mexican army at the Alamo; he was
captured at the Battle of San Jacinto and signed the
peace treaty at Velasco
 William B. Travis: colonel and hero at the Battle of
the Alamo; authored famous letter from Alamo
which rallied support for Texans
 Juan N. Seguin-was Territorial Governor of Texas
and was the first to organize opposition to Santa
Anna.
 Martin Perfecto de Cos: surrendered San Antonio to
Texans, which sparked Santa Anna’s entry into
Texas
Text: Texas & Texans Ch: 9,
10, 11
Others: James Bowie, David Crockett, Susanna Dickinson,
Ben Milam, Stephen F. Austin, Juan Seguin, James
Bonham
West Orange-Cove C.I.S.D.
Grade 7 – Texas History
Third Grading Period
Knowledge & Skills with Student
Expectations
7.11 Geography. The student understands the
characteristics, distribution, and migration of
population in Texas in the 19th, 20th, and 21st
centuries. The student is expected to:
7.11(c) Analyze the effects of the changing
population distribution and growth in Texas during
the 20th and 21st centuries and the additional
need for education, health care, & transportation.
7.11 Geography. The student understands the
characteristics, distribution, and migration of
population in Texas in the 19th, 20th, and 21st
centuries. The student is expected to:
Specificity & Examples
Suggested Resources
How does the changing population distribution and growth in
Texas during the 20th and 21st centuries create an additional
need for education, health care, and transportation?
“The Texas Immigrants” from
TEA’s Social
Studies Center Toolkit
Exemplary Curriculum
Units (Helps teach TEKS 7.2B,
11AB, 19ABC,
21AB)
TEACHER NOTE: Explain the strain on the resources of the
Mexican Government caused by Anglo immigration
What is the structure of the population of Texas?
Text: Texas & Texans Ch: 13
Use demographic concepts such as growth rate, size and
distribution of Anglo vs. Hispanic populations
7.11(d) Describe the structure of the population of
Texas using demographic concepts such as
growth rate and age distribution.
7.17 Citizenship. The student understands the
importance of the expression of different points of
view in a democratic society. The student is
expected to:
7.17(a) Identify different points of view of political
parties and interest groups on important Texas
issues, past and present.
7.19 Culture. The student understands the
concept of diversity within unity in Texas. The
student is expected to:
7.19(b) describe how people from various racial,
ethnic, and religious groups attempt to maintain
their cultural heritage while adapting to the larger
Texas culture.
What are different points of view of political parties and
interest groups on important Texas issues in the past and
present?




Explain the positions of Federalists vs. Centralists
Early colonists vs. Later arrivals
Those in favor of Independence vs. those opposed
The positions of Governor Smith vs. the Council
What modern stores, locations, and events show Texans
maintaining their cultural heritage?

How did Texans from the US and Texans from
Mexico resolve their cultural and political differences
Text: Texas & Texans Ch: 14
West Orange-Cove C.I.S.D.
Grade 7 – Texas History
Third Grading Period