TEACHER:
CLASS: 7th Grade
DATE:
October 12
M T W TH F
FRAME THE LESSON
Lesson Title
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
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
Spindleto
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
U.S. History Textbook
Colonization through
Reconstruction
pp. (127-132)
Objective/Key Understanding:



Analyze why people migrated to Texas and where they settled.
Discuss how Mexico’s independence from Spain affected the population
in Texas.
Identify how colonization laws impacted Texas.
Online Editable
presentation (p. 114)
Start Up Activity: The
Cry of Delores (p. 114)
Reading and Note Taking
Study Guide (p. 114)
Analyze Maps
Information
(p. 115, 116, 117, 118,
120, 121)
Interactive Chart:
Proposed Texas
Constitution of 1813 (p.
119)
Digital Activity: Turmoil
in Texas
(p. 122)
Digital Lesson Quiz:
(p. 122)
Introduce Vocabulary Activity (p. 127)
San Antonio
La Bahia
Nacogdoches
Abdicate
Erasmo Seguin
empresario
Title
Coahuila and Texas
Pecan Point
Informal Assessment Questions 1-5 (p. 132)





What advantage did Pecan Point provide to the early settlers there?
How did Mexican independence impact American Indians in Texas?
Why would shallow rivers in East Texas be a problem for potential settlers?
What impact did the Mexican federal Constitution of 1824 have on Texas?
What impact did the Stat Colonization Law of 1825 have on settlement to Texas?
Stop & Check for Understanding—High Level Questions



Why did settlers move to Texas in the early 1800s?
What motivated settlers to move to East Texas in the early 1800s?
How did Mexican independence impact immigration to Texas?
Small Group Purposeful Talk Question Stems
Early Settlers (p. 128)
 How do you think the first trading post in Pecan Point impacted Texas settlement?
Texas at the End of Spanish Rule (p.129-130)
 Compare and contrast the reasons immigrant and migrant groups came to South and East Texas and why they chose to settle in these regions.
 Describe the relationship between settlers and American Indians. How do you think this dynamic will influence Texas in the nineteenth century?
Impact of Mexican Independence on Immigration (p. 130-131)
 How did the Mexican federal constitution of 1824 impact Texas?
 Explain the State Colonization Laws of 1823 and of 1825.
 What factors caused Mexican leaders to pass these laws? What were their effects?
 Identify contributions of Erasmo Seguin during the Mexican settlement of Texas.
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 127)

Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: A Settler’s Life (p. 127)
Project the Start Up Activity: A Settler’s Life (p. 127). Ask students to examine the picture and answer the question as they enter and get settled. Have students share their responses with a partner.

What would you do with the land to support yourself and your family.
Reading and Note Taking Study Guide (p. 127)
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 Data (p. 128)
Review the data on page 128.

What factors likely drew settlers to Texas during this time?

What factors caused them to leave?
Analyze Data (p. 129)
Review the data on page 129.

What were some of the reasons for the changing population in these two cities?
Analyze Maps (p.130)
Review the map on page 130.

What geographic factors likely made Texas appealing to some settlers?

What factors likely made it unappealing to other settlers?
Analyze Timelines (p.131)
Review the timeline on page 131.

What does this timeline suggest about Mexico’s views on colonization and immigration during this period?
Digital Activity: Document Based Question (p. 132)
Project the Digital Activity: Document Based Question (p. 132). Have students read primary sources and use the documents to answer the question in a short essay.

What do you think life was like for settlers in Texas, based on the lesson and on the primary sources?

Why did immigrant groups come to Texas, despite the difficulties?

How did the arrival of these immigrants shape the development of the region in the early nineteenth century?
Digital Lesson Quiz: (p. 132)
Assign the Digital Lesson Quiz (p. 132). Pose these questions to the class: In a New Wave of Settlement, you read about why people immigrated to Texas and where they settled. You learned how Mexico’s
independence from Spain affected Texas and how the colonization laws impacted those living in Texas.

How did Mexico becoming an independent nation impact Texas and the United States?
.
Engage
~Have students preview the lesson objectives and the list of key terms (p.127). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 127).
Start Up Activity: A Settler’s Life (p. 127)
Project the Start Up Activity: A Settler’s Life (p. 127). Ask students to examine the picture and answer the question as they enter and get settled. Have students share their responses with
a partner.

What would you do with the land to support yourself and your family.
Explore
Explain
Elaborate
Evaluate
Tell students that in this lesson they will be learning about how immigration, migration, and Mexico’s independence impacted Texas in the nineteenth century.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 Early Settlers (p.128-129)
 Texas at the End of Spanish Rule (p. 129-130)
 Impact of Mexican Independence on Immigration (130-132)
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 immigration, migration, and Mexico’s independence impacted Texas in the nineteenth century.
Early Settlers (p.128-129)
 Spanish Settlers began to arrive in Texas in the early 1700s. By the early 1800s, most Spanish Texans made their homes in San Antonio, La Bahia, or
Nacogdoches. Groups of American Indians lived all across the land.
Texas at the End of Spanish Rule (p. 129-130)
 The freedom of Mexico won in 1821 had not come easily Bloody battles with Spanish armies had taken a heavy toll on the population.
Impact of Mexican Independence on Immigration (130-132)
 Texas was not the only are of Mexico that faced problems after the end of Spanish rule. After the Mexican revolution, many Mexican farms, ranches, and
businesses lay in ruins. In some areas, most of the people have moved away to avoid the fighting or to find work.
~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. 132). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 What advantage did Pecan Point provide to the early settlers there?
 How did Mexican independence impact American Indians in Texas?
 Why would shallow rivers in East Texas be a problem for potential settlers?
 What impact did the Mexican federal Constitution of 1824 have on Texas?
 What impact did the Stat Colonization Law of 1825 have on settlement to Texas?
TEACHER:
CLASS: 7th Grade
DATE: October 13-15
M T W TH F
FRAME THE LESSON
Moses and Stephen F. Austin
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources/Materials:
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
U.S. History Textbook
Colonization through
Reconstruction
pp. (133-148)
Online Editable
presentation (p. 133)
Start Up Activity (p. 133)
Reading and Note Taking
Study Guide (p. 133)
Analyze Maps, Tables,
Visuals, Information
(p. 135, 137, 139, 140,
141, 146, 147, and 148)
Digital Activity: Cultural
Connections (p. 148)
Digital Lesson Quiz:
(p. 148)
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:





Identify the contributions of Moses Austin to the settlement of Texas.
Explain how Stephen F. Austin attracted migrant to Texas.
Identify the challenges that Austin’s colony faced in the early years.
Identify the contributions that empresarios such as Martin De Leon and
Green DeWitt had on the Mexican settlement of Texas.
Explain troubles encountered by the new settlements in Texas.
Introduce Vocabulary Activity (p. 133 )
Moses Austin
Sitio
Speculator
Collapse
Militia
Grant
Conduct
Conduct
Temporarily
Department
Tejano
Stephen F. Austin
San Felipe de Austin
Martin De Leon
Republic of Fredonia
Agriculture
Partnership
Census
Green DeWitt
Informal Assessment Questions 1-5 (p. 148)
 Summarize the reasons the first year at Stephen F. Austin’s colony was difficult.
 What role did the Mexican and Spanish governments hope Anglo settlers would play in relations with American Indians?
 How did Anglo settlers view themselves in relation to the Mexican government?
 How did the Mexican government officials encourage Mexicans to settle in Texas?
 What event prompted Haden Edwards to declare the Republic of Fredonia an independent nation?
Stop & Check for Understanding—High Level Questions





Why did Moses Austin decide to build a settlement in Texas?
What made Austin’s site for his colony appealing to Anglo settlers from the United States?
What problems arose as more empresarios brought settlers to Texas?
Why did Haden Edwards and the other Fredonian Rebels try to break away from Mexico?
What led the end of the empresario systems?
Small Group Purposeful Talk Question Stems
Moses Austin (p. 134-136)
 What was Austin’s purpose for creating an Anglo settlement in Texas?
 How did the Panic of 1819 impact immigration to and migration within Texas?
Stephen F. Austin Takes Control (p. 136-140)
 How would Austin’s decision to allow immigrants to bring enslaved African Americans to his settlement influence Texas in the nineteenth century?
 Identify three ways in which Stephen F. Austin helped his colony succeed.
Problems in Austin’s Colony (p.140-143)
 Cite evidence that San Felipe de Austin was an important place and major political center in Texas in the nineteenth century.
 What geographic pattern explains some of the difficulties settlers faced in the early years of the colony?
The Empresarios (p. 143-145)
 Identify the contributions of Martin De Leon and Green DeWitt to the settlement of Texas.
 Compare and contrast De Leon’s method of settlement with that of other empresarios.
 Provide evidence that empresarios were important to the settlement of Texas.
Other Immigrants to Texas (p. 145-146)
The Empresario Era Winds Down (p. 146-148)
 Compare and contrast the mission-presidio method of settlement with the empresario system.
 Locate and describe the major cultural regions that developed in Texas by the end of the empresario era.
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 133)

Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p. 133)
Project the Start Up Activity (p. 133). Ask students to look at the picture of Stephen F. Austin and answer the following questions as they enter and get settled. Have students share their answers with a
partner.

What kind of qualities would you expect to find in someone nicknamed the “Father of Texas”?
Reading and Note Taking Study Guide (p. 133)
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 Graphs (p. 135)
Review the graph on page 135.

Based on these teo graphs, what patterns existed between banking and public land sales?
Analyze Maps (p. 137)
Review the graph on page 137.

How did the location of Austin’s first colony contribute to its success?
Analyze Information (p. 139)
Review the table, Moving to Texas, on page 139.

What How were the experiences of Texan settlers who became ranchers and farmers similar?

How were they different?
Analyze Visuals (p. 140)
Review the visual, The Impact of Mexican Independence on Austin’s Plan, on page 140.

How were the actions of the Spanish and Mexican governments toward Stephen F. Austin similar?
Analyze Maps (p. 141)
Review the map on page 141.

What geographic factors help explain why most of the Old Three Hundred came from the southern United States?
Analyze Maps (p. 146)
Review the map on page 146.

About how many square miles did Haden Edward’s grant cover?
Analyze Information (p. 147)
Review the table, Texas in 1834, on page 147.

What key differences existed among Texas’s three most populated areas?
Analyze Tables (p. 148)
Review the table, Spanish, Mexican, and Anglo Purposes and Methods of Settlement, on page pg. 148.

What was one main similarity among the outside who settled Texas during this time period?
Digital Activity: Cultural Connections (p. 148)
Project the Digital Activity: Cultural Connections (p. 148). Have students read the questions and use their answers to build a graphic organizer. Have students compare their graphic organizers with a
partner.

How did significant individuals attracted settlers to Texas and why they wanted to draw more people to the region.
Digital Lesson Quiz: (p. 148)
Assign the Digital Lesson Quiz (p. 148). Discuss with the class: In Moses and Stephen F. Austin, you learned about key founding figures of Texas. Stephen F. Austin’s settlement was successful because
of the site he chose, which offered water, timber, wildlife, and grazing areas, and his diplomatic dealings with the Mexican government, Austin’s and others’ colonies formed under the empresario system
played a large role in the settlement of Texas.

Create a timeline using relative chronology to sequence the following individuals: Stepehen F. Austin, Green DeWitt, Martin De Leon, and Moses Austin. Identify any important contribution of
each individual during the Mexican settlement of Texas.

Consider how the empresario system impacted the demographics of Texas. Make a prediction about how the arrival of Anglo settlers form the United States would influence Texas.
.
Engage
~Have students preview the lesson objectives and the list of key terms (p.133). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 133).
Start Up Activity (p. 133)
Project the Start Up Activity (p. 133). Ask students to look at the picture of Stephen F. Austin and answer the following questions as they enter and get settled. Have students share their
answers with a partner.

What kind of qualities would you expect to find in someone nicknamed the “Father of Texas”?
Explore
Explain
Elaborate
Evaluate
Tell students that in this lesson they will be learning about the contributions of significant individuals, including Stephen F. Austin, Moses Austin, Martin De Leon, and
Green DeWitt to the settlement of Texas.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 Moses Austin (p. 134-135)
 Stephen F. Austin Takes Control (p. 136-40)
 Problems in Austin’s Colony (p. 140-143)
 The Empresarios (p. 143-146)
 Other Immigrants to Texas (p. 145-146)
 The Empresario Era Winds Down (p. 146-148)
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 the contributions of significant individuals, including Stephen F. Austin, Moses Austin, Martin De Leon, and
Green DeWitt to the settlement of Texas.
Moses Austin (p. 134-135)
 Moses Austin was born in 1761 in Connecticut. He set out on his own 1783 into the new nation. Few settlers lived west of the 13 states that lined the Atlantic
coast. Austin moved to Philadelphia, Pennsylvania, where he ran a store that sold dry goods, such as cloth and thread. This business grew, and Austin moved to
Richmond, Virginia. He opened a new store there the following year.
Stephen F. Austin Takes Control (p. 136-40)
 When Moses Austin died, his 27-year-old son. Stephen was on his way to meet him at Natchitoches, Louisiana. The younger Austin learned of his father’s
death when he arrived.
Problems in Austin’s Colony (p. 140-145)
 Stephen F. Austin spent a full year away from his tiny colony. It had been a frustrating time for him, but for the colonists it was disaster. Some settlers had
planted seeds, but no rain fell. At the worst possible time, drought gripped the region.
The Empresarios (p. 143-146)
 Stephen F. Austin’s colony was booming. His settlers were thriving. He enjoyed good relations with the Mexican government and with Tejanos across the
region. He was on good terms with nearby American Indians. Austin served as a model for other empresarios to follow.
Other Immigrants to Texas (p. 145-146)
 In 1828 two grants brought Irish settlers to Texas. One went to the team of James Power and James Hewetson. Both men were born in Ireland. They named
their capital Refugio. The Irish colony faced many problems. As many as 150 immigrants dies from cholera on their journey to Texas. Border disputes with the
De Leon colony upset their plans . Fewer than 200 families settled there.
The Empresario Era Winds Down (p. 146-148)
 Mexico had established the empresario system to bring people to Texas. The system worked. In 1820, fewer than 3,000 Spanish or American people lived in
Texas. By 1835, the population had grown to almost 25,000. Thousands of settlers has built thriving colonies in Texas.
~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. 148). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 Summarize the reasons the first year at Stephen F. Austin’s colony was difficult.
 What role did the Mexican and Spanish governments hope Anglo settlers would play in relations with American Indians?
 How did Anglo settlers view themselves in relation to the Mexican government?
 How did the Mexican government officials encourage Mexicans to settle in Texas?
 What event prompted Haden Edwards to declare the Republic of Fredonia an independent nation?
TEACHER:
CLASS: 7th Grade
DATE: October 16
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. (1149-153)
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?