Unit 3: Colonies and Independence
Chapter 5 – Settlers in North America and Texas
Independence in the Western Hemisphere – Mexican Independence – The Austin’s in TX – TX colonies
Chapter 6 – The Texas Revolution
The Revolution Begins – Independence Declared – The Fight for Independence – Independence Won
Inside this Unit
Pre-Test
GT Differentiation Chart with activities and strategies for students
Extension Menu for students who test out
Literature Connections
Unit 3: Colonies and Independence - Pre-Test
Name: ____________________________________
Answer each question below including all the details you know.
1. Who is the father of Texas?
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2. Why was the American Revolution fought?
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3. How did Mexico convince new settlers to come to Texas?
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4. What would it take to make a new settlement successful?
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5. Why do we celebrate the 4th of July?
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6. What is a democratic government?
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7. Why did Anglo colonists in Texas begin the Texas Revolution against Mexico?
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8. Who was the leader of Mexico when they were defeated?
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9. Tell about the Battle of the Alamo.
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10. What battle did Texas win to gain their independence?
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Unit 3: Colonies and Independence – GT Differentiation Chart
Lesson
Chapter 5 Lesson 1
Independence in the
Western Hemisphere
Chapter 5 Lesson 2
Auditory/Analytic
The Austins in Texas
Chapter 5 Lesson 4
Texas Colonies
Chapter 6 Lesson 1
The Revolution Begins
Chapter 6 Lesson 2
Independence Declared
Chapter 6 Lesson 3
Draw a map and label the
original 13 colonies
Calculate how much money
each square mile cost in the
Louisiana purchase.
Compare that cost to
today’s values
Create a diagram
comparing a dictator,
president, and a king.
Find pictures of things you
would bring when you
started a new settlement.
Since Stephen F. Austin was
bilingual create a SpanishEnglish dictionary.
Create a Father’s day card
for Stephen F. Austin.
Write a rap about the “Old
300”
Write a journal entry about
being in Martin de Leon’s
colony and the neighboring
Native Americans.
Create a brochure to
convince someone to move
to the new Texas colonies.
Vacationers visit Enchanted
Rock every year. Create an
activity plan for the area.
Choose a side of the debate
and write a letter to
convince your fellow
Texans.
Compare pictures of the
uniforms from the Mexican
Army and Texas Army.
“Come & Take It” is a
famous flag – what are
other flags and slogan from
history.
What laws did the new
Texas constitution include?
Do these laws still exist?
Create a chart of the
reasons Texas wanted to
declare its independence.
Recreate the Texas
Declaration of
Independence making it
look as authentic as
possible.
Write an acrostic poem
about the ALAMO.
Pick whether you would be
a part of the cavalry or a
scout and tell why.
Write and perform a speech
that Susanna Dickinson may
have told to Sam Houston
about the Alamo.
Interview Santa Anna about
his surrender after San
Jacinto.
Compare the death toll for
Texas and Mexico
throughout the entire
revolution.
San Jacinto lasted only 18
minutes. Find other battles
in history that lasted a short
time.
The Fight for
Independence
Chapter 6 Lesson 4
Independence Won
Tactile Kinesthetic /
Global
Read the 2nd sentence of
the Declaration of
Independence. What three
things are promised to all
people, why are these
important?
Write a grant giving land to
a new settler
Mexican Independence
Chapter 5 Lesson 3
Visual / Global
Unit 3: Colonies and Independence – Extension Menu
Chapter 5 Lesson 4
Chapter 5 Lesson 1
Create a presentation
explaining how July 4
celebrations began and have
changed over the years.
th
Make a “Then & Now”
poster with pictures to show
the difference between items
from the past and now. Use
page 177 to help jumpstart
your research.
Chapter 6 Lesson 2
Write and perform a song
and presentation honoring
the new constitution and
Texas flag.
Chapter 5 Lesson 2
Chapter 6 Lesson 1
Compare and Contrast
America’s Declaration of
Independence with Mexico’s
Plan de Iguala in 1821.
Recreate the mosaic on
page190 with an essay to its
importance and where it is
now.
Chapter 6 Lesson 5
Chapter 6 Lesson 3
Create a game board to
depict the battles, people,
and events of the Texas
Revolution.
Create a 3D model of a
mission you design. Be sure
to research all the different
sections of a mission.
Chapter 5 Lesson 3
Research the Austin Family
and create an A-Z Book.
Daily Log of Extension Work
Name: ___________________________________
Project: __________________________________
* Adapted from Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner ©2001. Free Spirit Publishing Company Inc. Minneapolis, MN 866/703-7322.*
Today’s
Date
What I accomplished today
What I plan to accomplish during
tomorrow’s work period.
Unit 3: Colonies and Independence – Literature Connections
Author
Boyette, Pat
Title
TEXAS DAYS OF GLORY
Year
ISBN
Summary
1998
57168-228-7
Large size pictures trace the history of Texas using
a comic book format. The book begins with
coverage of the arrival and exploration of the first
Spanish soldiers, priests, and colonists and
continues through the coming of Anglo settlers and
the Texas Revolution. The story gained inspiration
from the work of K. R. Wood, author and
performer of FATHERS OF TEXAS, a compilation of
songs and stories about Texas history.
This book offers another perspective to the events
in the Alamo. Students can compare it to Jakes’
SUSANNA OF THE ALAMO, Matthews’ DAVY’S DAWG,
or Matthews’ GREGORIO ESPARZA: ALAMO HERO.
Cousins,
Margaret
THE BOY IN THE ALAMO
1983
0-931722-26-8
Crawford, Anne
F
SAM HOUSTON: AMERICAN
HERO
1993
0-937460-88-5.
This book introduces students to Sam Houston and
summarizes his political activities in Texas.
Freedman,
Russell
BUFFALO HUNT
1988
0-8234-0702-0
The text provides an illustrated history of the
buffalo that ranged from the Mississippi River
westward to the Rocky Mountains and from
Canada to the Rio Grande 150 years ago. The
illustrations reproduce paintings created by artists
such as George Catlin and Karl Bodmer who
traveled the West in the 1800s.
INDIAN CHIEFS
1987
0-8234-0625-3
Garland, Sherry
A LINE IN THE SAND: THE
ALAMO DIARY OF
LUCINDA LAWRENCE,
GONZALES, TEXAS, 1835
1998
0-59039466-5
Garland, Sherry
VOICES OF THE ALAMO
2000
0-590-98833-6
This book includes a biography of Quanah Parker,
one of the Comanche war chiefs who influenced
Texas history. The text includes a map of “The
West in 1840.” The map includes the Republic of
Texas as well as topographical borders, territorial
borders, and trails. The index includes 11
references to Texas, five references to the Texas
Panhandle, and several pages devoted to the Texas
Rangers
In the journal she receives for her twelfth birthday
in 1835, Lucinda Lawrence describes the hardships
her family and other residents of the Texas
Colonies endure when they decide to face the
Mexicans.
Individuals representing sixteen different point of
view discuss the Alamo and its role in history.
Hoff, Carol
JOHNNY TEXAS
1992
0-937460-81-8
The story focuses on a pioneer German family.
The author includes information about early Texas
history.
Kerr, Rita
TEXAS FOOTPRINTS
1988
0-89015-676-X
The author tells the story of her great-greatgrandparents’ move to Texas in 1823.
Freedman,
Russell
Hoff, Carol
STEPHEN F. AUSTIN:
WILDERNESS PIONEER
1987
1-885-777-16-7
Jakes, John
SUSANNA OF THE ALAMO: A
TRUE STORY
1986
0-15-200592-7
Jones, Martha
Tannery
THE GREAT TEXAS SCARE:
THE STORY OF RUNAWAY
SCRAPE
1988
0-937460-31-1
Love, Anne D
I REMEMBER THE ALAMO
1999
08-234-1426-4
The McCanns have scarcely moved into their new
home in San Antonio when they are caught up in
the Texas Revolution and the siege of the Alamo.
THE LITTLEST VAQUERO: A
STORY OF THE FIRST TEXAS
COWBOYS, LONGHORNS, &
THE AMERICAN REVOLUTION
ONE OF FANNIN’S MEN: A
SURVIVOR AT
GOLIAD
1996
1-57168-103-5
1997
1-885777-06X
DAVY’S DAWG
1989
1-885-777-02-7
Liles explains the importance of cattle and
ranching in Texas before Anglo settlement.
Students can compare the information in this book
to that in Munson’s LOS VAQUEROS.
A boy who hates Texas history changes his attitude
after a trip to La Bahia near Goliad, Texas. There
he learns the story of the experiences of a Mexican
family living in Texas in 1836. The grandfather
and grandson save a wounded Texan following the
battle at Goliad.
The story of the Alamo is told through the
viewpoint of Davy Crockett’s dog Rip.
Matthews,
Candice
GREGORIO ESPARZA:
ALAMO HERO
1996
1-57168-061-6
Rice, James
TEXAS JACK AT THE ALAMO
1989
0-88289-725-X
Spellman, Paul N
RACE TO VELASCO
1995
1-885777-01-9
Tolliver, Ruby C
SANTA ANNA: PATRIOT OR
SCOUNDREL
1993
0-937-460-82-6
Liles, Maureen
W
Marvin, Isabel R
Matthews, Billie
and Hurlburt,
Virginia
This biography presents the history of Texas
during Austin’s time in the state, from 1821 to
1836. During the period, the territory’s status
changes from being a part of New Spain to an
independent republic.
This story relates the experiences of the Texas
woman who, along with her baby, survived the
1836 battle at the Alamo. Students can compare
Susanna’s perspective to that of other Alamo
participants as presented in GREGORIO ESPARZA or
THE BOY IN THE ALAMO.
This book tells the story of the flight of settlers in
the face of Santa Anna’s advancing forces during
the Texas Revolution.
José María Esparza, also known as Gregorio, was
born in San Antonio de Béxar in 1802 and lived
there with his family. This book tells the story of
his support of Texas independence, his service in
the company of Juan N. Seguín in 1835, and his
decision to take refuge in and then defend the
Alamo at the time of Gen. Antonio López de Santa
Anna’s occupation in 1836. Esparza died in the
battle. Three of his brothers recovered his body
and buried it in the Campo Santo near San Pedro
Creek.
Rice, a prolific author of children’s stories about
Texas history, shares the tale of Texas Jack, a
jackrabbit, and his perspective of the Battle of the
Alamo. Students can compare his experiences to
that of Matthews’ DAVY’S DAWG.
This is the story of the events leading up to the
signing of the Treaties of Velasco in which Santa
Anna acknowledged Texas independence
Tolliver presents the story of the man who was a
political influence in both Mexico and the
Republic of Texas. The text discusses the battle of
San Jacinto where Texas gained freedom from
Mexico. It also emphasizes that Santa Anna was
not defeated personally after this experience.
Instead, he had considerable influence in Mexico
for many years following the battle.
Wade, Mary
Dodson
JANE LONG’S JOURNEY
1998
1-882539-23-0
Venable, Fay
NORTH TO THE RIO
GRANDE: LORENZO DE
ZAVALA, FIRST VICE
PRESIDENT OF THE REPUBLIC
OF TEXAS
MAKE WAY FOR SAM
HOUSTON
1988
1-57168-080-2
1986
0-399-21303-1
I AM HOUSTON
1993
1-882539-05-2
Fritz, Jean
Wade, Mary D
This story describes the journey of Jane Long, born
in Maryland, to Mississippi and eventually to
Texas. She claimed to be the first English-speaking
woman to bear a child in Texas. She came to
Texas in 1819 with her husband James Long.
They lived in and around Galveston and the
Bolivar Peninsula until her husband’s death in
1822. She acquired land in Fort Bend and Waller
counties but often lived with family elsewhere.
Students can compare this story of Jane Long’s
journey with other treatments including Elizabeth
Dearing Morgan’s JANE LONG—A CHILD’S
PICTORIAL HISTORY. Eakin Press, 1992. ISBN 089015-861-4, and Anne F. Crawford. JANE LONG:
FRONTIER WOMAN. Illustrated by Rosario Baxter.
Benson, 1990. ISBN 0-87443-090-9.
De Zavala established a Mexican colony in Texas
early in the 1800s. He supported an independent
government in the territory and participated in that
government prior to his death in 1836.
This biography of the 19th-century hero captures
his fascinating life. Fritz uses Houston’s belief in
destiny to explain his interactions with other
characters and responses to events. For example,
Houston accepted Andrew Jackson’s vision of
America because “now he had a picture and words
for what he’d call Destiny” (p. 20). Houston
considered the eagle a sign and allowed its
presence to influence major decisions in his life.
A biography of one of Texas’s biggest heroes
Reading Response Sheet
Name: ____________________________________ Date: _______________________________
Title of Book: ___________________________________________________________________
Author’s Name: ___________________________________ Pages read today: ________________
My reactions/feelings to today’s reading: _________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What’s really great about this book so far: ________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
How does the information in the book relate to the textbook or research you have done (check accuracy): ______
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
New words from this book: ___________________________________________________________________
__________________________________________________________________________________________
Lasting thought: ____________________________________________________________________________
* Adapted from Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner ©2001. Free Spirit Publishing Company Inc. Minneapolis, MN 866/703-7322.*
Reading Response Sheet
Name: ____________________________________ Date: _______________________________
Title of Book: ___________________________________________________________________
Author’s Name: ___________________________________ Pages read today: ________________
My reactions/feelings to today’s reading: _________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
What’s really great about this book so far: ________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
How does the information in the book relate to the textbook or research you have done (check accuracy): ______
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
New words from this book: ___________________________________________________________________
__________________________________________________________________________________________
Lasting thought: ____________________________________________________________________________
* Adapted from Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner ©2001. Free Spirit Publishing Company Inc. Minneapolis, MN 866/703-7322.*