Grade 4
Social Studies
Unit: 06
Lesson: 02
Suggested Duration: 5 days
Tomar de decisiones durante la Revolución de Texas
Lesson Synopsis:
Students examine major events of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of
Independence, the Runaway Scrape, and the Battle of San Jacinto.
TEKS:
4.3
History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the
annexation of Texas to the United States. The student is expected to:
4.3A
Analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas
Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto.
4.15
Government. The student understands important ideas in historical documents of Texas and the United States. The
student is expected to:
4.15A
Identify the purposes and explain the importance of the Texas Declaration of Independence, the Texas Constitution,
and other documents such as the Meusebach-Comanche Treaty.
14.16
Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is
expected to:
4.16D
Describe the origins and significance of state celebrations such as Texas Independence Day and Juneteenth
Social Studies Skills TEKS:
4.22
4.22A
4.23
4.23A
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Use social studies terminology correctly.
Social studies skills. The student uses problem-solving and decision-making skills, working independently and
with others, in a variety of settings. The student is expected to:
Use a problem-solving process to identify a problem, gather information, list and consider options, consider
advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):

Create a banner that symbolizes the fight for independence. Write a journal entry about the victory at San Jacinto
by the Texans. Write a song or create a poster explaining how Texas citizens helped Texas to be successful in
the Texas Revolution. (4.17D; 4.22A: 4.23A)
1C
Key Understandings and Guiding Questions:

La participación activa en el gobierno conduce al cambio.
— ¿Cuál es la importancia de la participación individual activa en el proceso democrático?
— ¿Qué personajes históricos fueron modelo de participación activa durante la Revolución de Texas?
Vocabulary of Instruction:

patriotismo

liberación

tratado
Materials:

Refer to Notes for Teacher section for materials.
Attachments:



Handout: Texas Revolution Flowchart (1 per student)
Handout: Runaway Scrape (1 per student)
Handout: Banner Pre-Write (1 per student)
©2012, TESCCC
04/24/13
page 1 of 4
Grade 4
Social Studies
Unit: 06 Lesson: 02

Handout: Texas Independence Banner (1 per student)
Resources and References:

None identified
Advance Preparation:
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information:
The Texas Revolution, through multiple battles, led to independence from Mexico.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Decisions
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
1. Recall the learning from the previous lesson regarding the events
of the Texas Revolution.
2. Identify the problem (grievances against the Mexican government
that impact Tejas settlers’ lives)and discuss the decision processes
that led to the war.
EXPLORE – Events of the Texas Revolution
1. Students add information from their Handout: Causes and Events
Storyboard from Lesson 1 (students’ illustrated timelines or
produced as the Performance Indicator in lesson 1 could be used
instead.)
2. Divide the class into four groups (or 8 if smaller groups are
desired).
3. Assign each group one of the major events of the Texas
Revolution (Battle of the Alamo, the Texas Declaration of
Independence, the Runaway Scrape, and the Battle of San
Jacinto).
4. Student groups research the events in more detail than they did in
Lesson 1, including accessing primary and secondary sources.
The groups add information to their Handout: Causes and Events
Storyboard (or timelines) and work to create a poster to help them
tell the story of their event. The poster should include:
 At least one visual
 Information on who, what, when, where, and why.
 Information on “so what” –the significance of the event
 At least one quote or excerpt from a (primary or secondary)
source about the event
©2012, TESCCC
04/24/13
Suggested Day 1 continued and 2 – 85 minutes
Materials:
 chart/butcher paper for each group
 Completed Handout: Causes and Events
Storyboard from lesson 1 (or completed
illustrated timelines from lesson 1)
 Information on the Battle of Gonzales
 Information on the Texas Declaration of
Independence
 Information about the Runaway Scrape
 Information on the Battle of San Jacinto
 Eyewitness accounts of battles of the Texas
Revolution independence
Instructional Note
Note that other events can certainly be added.
(Add other research groups.) Adjust the required
time as needed. Also adjust the Flowchart.
Note that students studying the Declaration of
Independence should make sure to include
Lorenzo de Zavala as an important individual
who modeled active participation in the
democratic process.
page 2 of 4
Grade 4
Social Studies
Unit: 06 Lesson: 02
Instructional Procedures
Notes for Teacher
5. Monitor groups and clarify information. Provide additional
background information as needed.
EXPLAIN – Present
1. Student groups prepare to present information about their event to
the class.
Suggested Day 3 – 15 minutes
Materials:
 Completed Handout: Causes and Events
Storyboard from lesson 1
EXPLORE – Present
Suggested Day 3 continued– 25 minutes
Materials:
 Posters about the event created in the
Explore section
2. The rest of the class gathers information about events of the Texas  Completed Handout: Causes and Events
Revolution as they listen to the presentations. They add
Storyboard from Lesson 1
information to their Handout: Causes and Events Storyboard (or
timelines) from Lesson 1.
1. In chronological order, student groups present their posters and
information to the class.
EXPLAIN – Flowchart
1. Students complete the Handout: Texas Revolution Flowchart to
place events in order and see the relationship between the events.
At the bottom of the flowchart, students write a sentence that tells
the story and connects the events.
Suggested Day 3 continued– 10 minutes
Attachments:
 Handout: Texas Revolution Flowchart (1
per student)
Answer:
Events of the Texas Revolution that might be included:
Battle of
Gonzales
Goliad
Dec. of
Ind.
Runaway
Scrape
Battle of
San
Jacinto
Alamo
2. Add a box to the end of the flowchart as shown below:
Result of the Texas Revolution
Texas
Independence
from Mexico
EXPLORE – Primary and Secondary Source Documents
1. Students gather information about the Runaway Scrape from a
variety of secondary sources including their textbook, other
classroom materials, and online sources.
Suggested Day 4 – 30 minutes
Materials:
 Information about the Runaway Scrape
 Eyewitness accounts of battles of the Texas
Revolution independence
2. Provide students access to primary source information about the
Runaway Scrape, such as eyewitness accounts.
3. Facilitate a discussion about the events of the Runaway Scrape.
Include a discussion about the value of primary and secondary
sources in learning about a historical event.
EXPLAIN – Runaway Scrape
Suggested Day 4 – 20 minutes
Attachment:
 Handout: Runaway Scrape (1 per student)
1. Distribute the Handout: Runaway Scrape.
2. Student pairs discuss what they learned about the Runaway
©2012, TESCCC
04/24/13
page 3 of 4
Grade 4
Social Studies
Unit: 06 Lesson: 02
Instructional Procedures
Notes for Teacher
Scrape and complete the handout.
ELABORATE – Discuss and Summarize
Suggested Day 5 – 25 minutes
1. Facilitate a discussion where students summarize their learning
about the causes and major events of the Texas Revolution.
Include the Battle of the Alamo, the Texas Declaration of
Independence, the Runaway Scrape, and the Battle of San
Jacinto. Also include discussion of Lorenzo de Zavala.
2. Guide the discussion to help students connect the importance of
the opportunity to participate in government as students consider
the causes and events of the Texas Revolution.
3. Students answer the guiding questions and provide supporting
statements for the Key Understanding, citing evidence from
information they have gathered.
 Active participation in government drives change.
— What is the importance of active individual
participation in the democratic process?
— Who are historical figures that modeled active
participation during the Texas Revolution?
EVALUATE – Decide about participating in the TX Revolution

Create a banner that symbolizes the fight for independence. Write
a journal entry about the victory at San Jacinto by the Texans.
Write a song or create a poster explaining how Texas citizens
helped Texas to be successful in the Texas Revolution. (4.17D;
4.22A: 4.23A)
1C
Suggested Day 4 continued – 25 minutes
Attachments:
 Handout: Banner Pre-Write (1 per student)
 Handout: Texas Independence Banner (1
per student)
1. Students use the Handout: Banner Pre-Write to prepare the
information needed to create a banner that symbolizes the fight for
independence and write a journal entry about the victory at San
Jacinto by the Texans.
2. If desired, provide each student the Handout: Texas
Independence Banner template to create their banner and journal
entry.
©2012, TESCCC
04/24/13
page 4 of 4