The Fight for Texas: A Letter Home
Topic/subject: A Texas Tale
Grade: 7th
Broad Objective: The student will understand the events that lead to Texas’ independence from Mexico.
Behavioral objective(s):
Students are asked to study the events of the Texas Revolution and identify key events and people involved.
Students will gain an understanding of the tensions between Texas and Mexico that lead to the revolution.
In a written play format, students will synthesize the information they have researched and share it with the
class. TEKS:
(1) History. The student understands traditional historical points of reference in Texas history. The student
is expected to:
(A) identify the major eras in Texas history and describe their defining characteristics;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and
time periods; and
(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:
(A) explain the roles played by significant individuals during the Texas Revolution, including Sam Houston
and William B. Travis;
(B) explain the issues surrounding significant events of the Texas Revolution, including the battle of
Gonzales, the siege of the Alamo, the convention of 1836, and the battle of San Jacinto
(21) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of sources including electronic technology. The student is expected to:
(A) differentiate between, locate, and use primary and secondary sources such as computer software,
databases, media and news services, biographies, interviews, and artifacts to acquire information about
Texas;
(B) 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;
(C) organize and interpret information from outlines, reports, databases, and visuals including graphs,
charts, timelines, and maps;
(D) identify points of view from the historical context surrounding an event and the frame of reference that
influenced the participants;
(E) support a point of view on a social studies issue or event;
(F) identify bias in written, oral, and visual material;
(G) evaluate the validity of a source based on language, corroboration with other sources, and information
about the author; and
(H) use appropriate mathematical skills to interpret social studies information such as maps and graphs.
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is
expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure, and punctuation;
(C) transfer information from one medium to another, including written to visual and statistical to written
or visual, using computer software as appropriate; and
(D) create written, oral, and visual presentations of social studies information.
(23) 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:
(A) 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; and
(B) use a decision-making process to identify a situation that requires a decision, gather information,
identify options, predict consequences, and take action to implement a decision.
Materials needed:
The Web Quest ‘A Texas Tale, handouts, text book if needed, power point, materials for writing
A. INTRODUCTION OF THE LESSON
Focus:
Texas fought many battles throughout its history. Some of the most memorable battles were those fought
when Texas was seeking independence from Mexico. Why did Mexico have control over Texas? Why did
the people of Texas want to be independent? How did Texas become independent from Mexico?
Objective and its purpose:
The students are challenged to identify the tensions between Texas and Mexico that lead to the Texas
Revolution. They are asked to describe the events of the revolution as a play.
B. LESSON PROCEDURE
4. Input:
On March 1st and 2nd, 1836, a Constitutional Convention was held at Washington-on-the-Brazos. The
convention was attended by Texians who wanted to end Mexico's rule over Texas. The Texians had been
fighting with Mexico since October of 1835. On March 2, 1836 the delegates to the convention adopted the
Texas Declaration of Independence.
However, one of the most famous battles in Texas History, The Battle of the Alamo, was not fought until
March 6, 1836. Also, the last battle for Texas Independence did not end until April 21, 1836. If the Texas
Declaration of Independence was already signed, why did the battle for Texas Independence continue for
another month?
Your job is to become a historian and research the fight for Texas Independence. Once you have completed
your research, you will tell the story about Texas' fight for independence.
Task:
Your task is to work with a group to study the fight for Texas' independence. Your class will write a play
that includes:
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A description of tension between Texas and Mexico that lead to the fight for independence or the
Texas Revolution
Stories of the three major battles for Texas Independence, including the people who were involved
in each and why each battle was fought
An explanation of the why the Texas Declaration of Independence was signed before the end of the
revolution
5. Modeling/guided practice:
Pre-reading activities can also be useful for reading electronic text. Consider having students use the title,
subtitles, and divisions within the text to predict content. Look at pictures, maps, diagrams, or graphs and
their captions to enhance understanding. Skim to find the theme or main idea.
6. Independent practice:
Step 1: (1-2 days)
The first task you and your group need to complete is to write a hypothesis about why you think that the
Texas Declaration of independence was signed before the fighting was over between Texas and Mexico.
Use this format for your hypothesis.
Next, you and your group will research the events that took place in Texas and Mexico prior to the
Revolution beginning. Write a one page story describing the tensions that existed between Texas and
Mexico. Include the event that lead to the beginning of the Texas Revolution.
For learners who are struggling: The teacher may want to provide some example sentences written in story
format. For example, a lead in sentence might be “There have been some major conflicts between Texas and
Mexico such as…..”; “As the Texians tried to guard the canon, the Mexican troops…..”
Use the following resources to find information for your story.
Handbook of Texas
Insurgents vs. Centralists
The Republic of Texas
Step 2: (1 day)
Next your group will create a timeline that details major events of the Revolution. You should begin your
timeline with the event you identified in step 1 that lead to the beginning of the Texas Revolution. The
following resources will help you create your timeline.


Texas Settlement History
Timeline -be sure to click the arrow at the bottom of the page to find more information
For learners who are struggling: The teacher may want to provide a traditional timeline for students
to use. Depending on the levels of learners, specific dates could be listed so that students are guided
to specific events in this period.
Step 3: (2-3 days)
Now summarize the three major battles that were fought between Texas and Mexico. Be sure to include
information about the people involved in each battle, the events of the battle, and the outcome of the battle.
After you finish the summaries, practice reading them as if you were telling the stories of the battles to an
audience.
After you complete your stories about each battle, look at the hypothesis you wrote in step 1. Was your
hypothesis correct?
Battles
Battle of Gonzales
Battle of the Alamo
Battle of San Jacinto
People
Santa Anna
Davy Crockett
William Travis
Stephen F. Austin
Sam Houston
James Bowie
For learners who are struggling: The teacher can offer several modifications at this point depending on the
needs of the learners. For example, the teacher could provide a sample summary of one on the battles. Or,
the teacher could create a template that included lead in sentences, a place for events that lead to the battle,
events during the battle, and the outcome of the battle.
Step 4: (1-2 days)
Your group will tell part of the story of the Texas Revolution by writing a play. Your teacher will assign
you a specific event that took place during the revolution and give you more directions about your
assignment. Teachers: See mini lessons for assistance with the play activity.
Evaluation:
Students will be evaluated on:
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Identification and stories of the battles of the Texas Revolution
A timeline of events for the revolution
A written script about an event during the revolution
Individual participation and contribution
Your grade for this assignment will dependent on the completion of all written activities and the oral
presentation. See the rubric for more details.
The teacher may want to provide learners who are struggling the opportunity to rehearse their part of the
play.
Conclusion:
Congratulations! You told a great story about the Texas Revolution. You have learned a lot about how
Texas was able to win its independence from Mexico. The play you have written can be shared with others
who are interested in the history of Texas.