FRAME THE LESSON
TEACHER: 4th grade
CLASS: Texas History
DATE: November 2-6
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Mexican Texas- 2 days
Resources/Materials:
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2d identify Texas’ role in the Mexican War of Independence and the war’s impact on the development of Texas.
2e identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and
Martin de Leon, on the settlement of Texas.
12a Explain how people in different regions of Texas earn their living, past and present, through a subsistence economy and providing goods and
services
12c analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas
14b identify and compare characteristics of the Spanish colonial government and the early Mexican governments and their influence on inhabitants
of Texas
17d identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam
Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. Gonzalez, James A Baker III, Wallace Jefferson, and other
local individuals
Objectives/Key Understanding:
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:
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Identify the reason behind yearly September 16 celebrations in Mexico and the
United States.
Summarize the role of Texas in the Mexican War of Independence.
Compare and contrast Spanish colonial government with Mexican government.
Identify Martin de Leon, Lorenzo de Zavala, and Erasmo Seguin and explain what
they did and why.
Explain how Tejanos in Mexican Texas earned a living.
Small Group Purposeful Talk Questions:
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What do you think happened when the rebels met Spanish soldiers in battle?
What happened to the revolution
Why do you think the settlers would pay an empresario and follow him to the Texas
frontier?
What else would you like to know about Tejano ranch life?
Closing product/question/informal assessment:
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What impact did empresarios have on Texas?
“Got it” activity pg. 165
Vocabulary:


My World Social
Studies consumable
textbook
My World Social
Studies Online
Texas Studies Weekly
magazine
Critical Writing Prompt:
Viceroy
Frontier
Revolution
Empresario
Stop & Check for Understanding—High Level Question:
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What was one reason that peasants and farmers were angry with Spanish
officials?
What was the capitol of Texas under Spanish rule?
Why did Tejanos appoint groups of local citizens to make laws, collect
money, and arrange celebrations?
Why do you think the Mexican government helped empresarios bring settlers
to Texas?
Rigor and Relevance (Real World Connection): We live in a global society, it’s
important that students grasp the geographical and societal peculiarities to a particular
region so that they can relate to the people around them. Discuss the big question for
the chapter “Why do some people leave their homelands?”
Teaching points and activities:
Big Question for chapter 4: Why do some people leave their homeland?
Engage:
Utilize the online resources for the Big Question activity, MyStory spark video and activity, vocabulary practice, interactive digital lessons for the chapter, etc.
There are purposeful talk questions throughout the chapter to engage students with questions.
Explore:
Explain:
Introduce the key idea to lesson 3:” I will know how big changes in the government affected Texans” as well as vocabulary.
Subtopics to be covered:
 Mexico’s Independence from Spain
 Tejanos and Tejanas
 Empresarios
 Ranchos and Vaqueros
Elaborate:
Complete the “Got it” activity on pg. 165 to check for understanding.
Evaluate:
FRAME THE LESSON
TEACHER: 4th grade
CLASS: Texas History
LESSON DATE: Nov 2-6
Empresarios and New Settlers- 3 days
Teaching Points & Activities
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
Resources:
2e identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on the
settlement of Texas.
8a identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and
following World War I.I
8b describe and explain the location and distribution of various towns and cities in Texas, past and present.
8c explain the geographic factors such as landforms and climate that influence patterns of settlement and the distribution of population in Texas, past and present.
12b explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas.
12c analyze the effects of exploration, immigration, migration, and limited resources on the economic development and growth of Texas.
20a identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions.
22d create written and visual materials such as journal entries, reports, graphic organizers, outlines, and bibliographies.
Objectives/ Key Understanding:
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Identify Stephen F. Austin and his impact on Texas settlements.
Identify and explain settlement patterns in Texas.
Explain why Texas towns are located where they are.
Explain the geographical factors that have influenced settlement patterns and the
location of economic activities in Texas.
Analyze how immigration and limited resources have shaped the growth of Texas.
Identify and describe the accomplishments of Jane Long and Gail Borden.
Small Group Purposeful Talk Questions:
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Why did Stephen F. Austin choose land along the Colorado and Brazos rivers for
his colony when he could have settled anywhere?
Why did American planters bring African American slaves to Mexican Texas?
What difference would an English-language newspaper, such as the one started by
Gail Borden, make to American settlers in Mexican Texas?
Why don’t most Texans make candles anymore?
Why do you think schools grew so quickly in the Austin colony?
Closing Product/Question/Informal Assessment:
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Why did Americans leave the United States and move to Mexican Texas?
“Got it” activity pg. 171
Vocabulary:



My World Social
Studies
consumable
textbook
My World Social
Studies online
Texas Studies
Weekly magazine
Critical Writing Prompt:
Militia
Immigrant
Cash crop
Stop & Check for Understanding—High Level Questions:
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
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Why did the Mexican government agree to allow settlers from the United
States into Texas?
Why do you think Jane Long stayed so long st the fort?
Why did Karankawas attack settlers?
How are the chores you do at home similar or different from the chores that
settler children did?
Rigor and Relevance (Real World Connection) We live in a global society, it’s
important that students grasp the geographical and societal peculiarities to a particular
region so that they can relate to the people around them. Discuss the question big
question for the chapter “Why do some people leave their homelands?”
Teaching points and activities:
Engage:
Big Question for chapter 4: Why do some people leave their homelands?
Utilize the online resources for the Big Question activity, MyStory spark video and activity, vocabulary practice, interactive digital lessons for the chapter, etc.
There are purposeful talk questions throughout the chapter to engage students with questions.
Explore:
Introduce the key idea to lesson 4:”I will know why people moved to Texas and what life was like for them when they got here”.
Explain:
Subtopics to be covered:
 The Austin Colony
 The First Colonists
 Settlers Get to Texas
 Daily Life in Austin Colony
Complete the “Got it” activity on pg. 171 to check for understanding.
Elaborate:
Evaluate: