TEACHER:
CLASS: 7th Social Studies
DATE: November 16-18
M
T
W
TH
Topic 4, Lesson 6: Securing Victory and Independence
Student Expectations Bundled in Lesson
Resources:
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
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
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
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
3B: explain the roles played by significant individuals during the Texas Revolution,
including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio
López de Santa Anna, Juan N. Seguín, and William B. Travis
3C: explain the issues surrounding significant events of the Texas Revolution, including
the Battle of Gonzales, William B. Travis's letter "To the People of Texas and All
Americans in the World," the siege of the Alamo and all the heroic defenders who gave
their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad,
and the Battle of San Jacinto
3D: explain how the establishment of the Republic of Texas brought civil, political, and
religious freedom to Texas
4A: identify individuals, events, and issues during the administrations of Republic of
Texas Presidents Houston, Lamar, and Jones, including the Texas Navy, the Texas
Rangers, Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William Goyens, Mary
Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the
Santa Fe Expedition, public debt, and the roles of racial and ethnic groups
4B: analyze the causes of and events leading to Texas annexation
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
9A: locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal
Plains regions and places of importance in Texas during the 19th, 20th, and 21st
centuries such as major cities, rivers, natural and historic landmarks, political and
cultural regions, and local points of interest
11A: analyze why immigrant groups came to Texas and where they settled
11B: analyze how immigration and migration to Texas in the 19th, 20th, and 21st
centuries have influenced Texas
14B: compare the principles and concepts of the Texas Constitution to the U.S.
Constitution, including the Texas and U.S. Bill of Rights
18A: identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been president of the United States
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. (211-223)
Online Editable presentation (p.211)
Start Up Activity (p.211)
Reading and Note Taking Study Guide
(p. 211)
Analyze Maps, Tables, Visuals,
Information
(p.215, 216, 220, and 223)
Interactive Map: Battle of San Jacinto
(p.219)
Digital Activity: Houston’s Military
Leadership (p.222)
Digital Lesson Quiz (p.222)
F
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
21D: identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
22D: create written, oral, and visual presentations of social studies information
23B: 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
Objective/Key Understanding:




Compare and contrast the qualities that made Sam
Houston and Santa Anna significant players in the Texas
Revolution.
Describe the advantages Sam Houston had over Santa
Anna before the Battle of San Jacinto.
Explain the significance of the Texas victory at the
Battle of San Jacinto.
Identify the role of the United States in the Texas
Revolution.
Introduce Vocabulary Activity (p.211)
protégé
institutional loan
courier
Manifest Destiny
skirmish
negotiate
war council
renege
siesta
adjutant
Antonio Lopez de
Santa Anna
Informal Assessment Questions 1-5 (p.223)





How did Sam Houston’s background foreshadow that he would become a good leader who cared for his troops?
Contrast Santa Anna’s rise in the military with that of Sam Houston.
Explain the following statement: “Santa Anna’s actions at the Alamo gave Texans new reasons to fight.
How did Sam Houston use geographic knowledge to his advantage at San Jacinto.?
Describe the irony in the circumstances of Santa Anna’s capture after fleeing the battlefield at San Jacinto.
Stop & Check for Understanding—High Level Questions



What leadership qualities defined Sam Houston?
What was the purpose of Sam Houston’s war council?
What additional conditions were included in the secret treaty between Santa Anna and Burnet?
How did Americans aid the Texas Revolution?

Small Group Purposeful Talk Question Stems
Sam Houston and Santa Anna (p. 212-215)
Lead discussion to compare and contrast the leadership experiences of Sam Houston and General Santa Anna.
 What qualities from his upbringing do you think made Sam Houston a strong leader during the Texas Revolution?
 Describe the role that Santa Anna played in the outcome of the Texas Revolution.
 What role do you think Houston will play in determining the outcome of the Texas Revolution?
The Battle of San Jacinto (p. 215-217)
With the class, review the chronology of events that took place in the Battle of San Jacinto. Be sure students understand the issues
surrounding the battle and its significance to the Texas Revolution.
 Compare and contrast the decisions made by Santa Anna and Houston in the Battle of San Jacinto.
 What factors allowed the Texans to win?
The Attack and Its Consequences (p. 218-221)
 Cite evidence that the Texas army benefits from its surprise attack.
 Describe the benefits and drawbacks of the Treaty of Velasco in making the transition from the era of the revolution to the
era of the republic.
The United States and Texas (p. 221-223)
As students to consider how the Texas Revolution affected Texas’s relationship with the United States.
 Why did Jackson not offer statehood to Texas immediately following the revolution?
 Give examples of how Americans supported the Texas Revolution.
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 211)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: Cooking for the General(p. 211)
Project the Start Up Activity: Cooking for the General (p. 211). Ask students to read the quote and answer the questions as they get
settled. Have students share their answers with a partner.
 What does this story reveal about Sam Houston’s character?
 What kind of leader do you think Sam Houston was?
Reading and Note Taking Study Guide (p. 211)
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 Tables (p. 215)
Review the Houston v. Santa Anna table on page 215.
 What were the key differences between Houston and Santa Anna?
Analyze Maps (p. 216)
Review the graph on page 216.
 How do you think the difference in traveling distances might have affected the Mexican and Texas armies?
 How did this contribute to the outcome?
Analyze Information (p. 220)
Review the table, The Battle of San Jacinto, on page 220.
 Why does the infographic call the battle “a one-sided victory”?
Digital Activity: Cultural Connections (p. 222)
Project the Digital Activity: Houston’s Military Leadership (p. 222). Have students read the questions and answer the questions. Have
students compare their graphic organizers with a partner.
 Have students discuss how Houston’s military leadership contributed to the Texas victory in the Battle of San Jacinto.
 How did Houston’s role in the Texas Revolution help the new republic become a reality?
Digital Lesson Quiz: (p. 222)
Assign the Digital Lesson Quiz (p. 222). Discuss with the class: In Securing Victory and Independence, you learned about the Sam
Houston and Santa Anna, two vital military leaders in the Texas Revolution. You read about the events that led up to the Battle of
San Jacinto, the battle itself, and its outcome. You also learned how this affected the relationship between Texas and the United
States.
 Consider the outcome of the Battle of San Jacinto. Why were the casualties so much higher for Mexico than Texas?
 What other factors made this such a critical battle in the revolution?
 Explain how the roles of Santa Anna and Houston led to a Texas Victory in the Texas Revolution.
Lesson Plan
*Have students preview the lesson objectives and the list of key terms (p.211). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p. 211).
Engage
Explore
Start Up Activity: Cooking for the General(p. 211)
Project the Start Up Activity: Cooking for the General (p. 211). Ask students to read the quote and answer the
questions as they get settled. Have students share their answers with a partner.
 What does this story reveal about Sam Houston’s character?
 What kind of leader do you think Sam Houston was?
*Tell students that in this lesson they will be learning about the role played by Sam Houston during the Texas
Revolution.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 Sam Houston and Santa Anna (p. 212-215)
 The Battle of San Jacinto (p. 215-217)
 The Attack and Its Consequences (p. 218-221)
 The United States and Texas (p. 221-223)
*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 role played by Sam Houston during the Texas
Revolution.
Sam Houston and Santa Anna (p. 212-215)
 Even as they pinned their hopes in Houston, their fears were centered on their enemy force led by Santa
Anna. He had ordered his soldiers to burn any buildings, towns, and farms in their path. Santa Anna
wanted to drive the Anglo settlers out of Texas once and for all. It seemed that nothing could stop him.
The Battle of San Jacinto (p. 215-217)
 Santa Anna’s troops had burned a path of destruction through the countryside. Thousands of Texans fled
from the Mexican army. Houston’s army was of little concern to Santa Anna. He believed that Houston’s
Explain
Elaborate
Evaluate
TEACHER:
army would retreat to safety.
The Attack and Its Consequences (p. 218-221)
 Houston took his place at the center if the battle line on his white stallion. Saracen. Two days earlier
Houston had told his men to remember the Alamo and Goliad. Today, he gave no speech before the
attack. The time for speeches has passed.
The United States and Texas (p. 221-223)
 Even before the fall of the Alamo, many Texans believed that they needed help to win the war. Texas
agents then increased their efforts to secure American aid.
*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.
*Active Classroom
Break students into groups and have them use the Circle Write Strategy to answer the question:
 Why did the Texans win the Battle of San Jacinto?
Have students write as much as they can for 1 minute and then switch with the person on their right.
The next person will try to improve or elaborate the response where the other person left off.
Have students continue to switch until the paper comes back to the first person.
Ask the group to decide which is the best response and shares that with the larger group.
*Topic of Inquiry
Examine primary source documents to answer the following questions.
 How did Anglo and Tejano Texans justify revolution and set up their new government?
Examining why Texans went to war will contribute to students understanding the Essential Question
 When is war justified?
*Assign the Digital Lesson Quiz for this lesson (p. 222). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 How did Sam Houston’s background foreshadow that he would become a good leader who cared for his
troops?
 Contrast Santa Anna’s rise in the military with that of Sam Houston.
 Explain the following statement: “Santa Anna’s actions at the Alamo gave Texans new reasons to fight.
 How did Sam Houston use geographic knowledge to his advantage at San Jacinto.?
 Describe the irony in the circumstances of Santa Anna’s capture after fleeing the battlefield at San Jacinto.
CLASS: 7th Social Studies
DATE: November 19-20
M T W TH F
Topic 4, Lesson 7: The Republic of Texas
Student Expectations Bundled in Lesson
Resources:
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
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,
U.S. History Textbook Colonization
through Reconstruction
pp. (224-237)
Online Editable presentation (p.224)
Start Up Activity (p.224)
Reading and Note Taking Study Guide
(p. 224)
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
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
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
3B: explain the roles played by significant individuals during the Texas Revolution,
including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio
López de Santa Anna, Juan N. Seguín, and William B. Travis
3C: explain the issues surrounding significant events of the Texas Revolution, including
the Battle of Gonzales, William B. Travis's letter "To the People of Texas and All
Americans in the World," the siege of the Alamo and all the heroic defenders who gave
their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad,
and the Battle of San Jacinto
3D: explain how the establishment of the Republic of Texas brought civil, political, and
religious freedom to Texas
4A: identify individuals, events, and issues during the administrations of Republic of
Texas Presidents Houston, Lamar, and Jones, including the Texas Navy, the Texas
Rangers, Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William Goyens, Mary
Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the
Santa Fe Expedition, public debt, and the roles of racial and ethnic groups
4B: analyze the causes of and events leading to Texas annexation
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
9A: locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal
Plains regions and places of importance in Texas during the 19th, 20th, and 21st
centuries such as major cities, rivers, natural and historic landmarks, political and
cultural regions, and local points of interest
11A: analyze why immigrant groups came to Texas and where they settled
11B: analyze how immigration and migration to Texas in the 19th, 20th, and 21st
centuries have influenced Texas
14B: compare the principles and concepts of the Texas Constitution to the U.S.
Constitution, including the Texas and U.S. Bill of Rights
18A: identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been president of the United States
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
Process Standards
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
21D: identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
22D: create written, oral, and visual presentations of social studies information
23B: 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
Objective/Key Understanding:
Analyze Maps, Tables, Visuals,
Information
(p.225, 226, 227, 230, and 234)
Digital Activity: What Do You Think?
(p.237)
Digital Lesson Quiz (p.236)
Introduce Vocabulary Activity (p.224)




Describe the structure of the government of the
Republic of Texas.
Explain the issues faced by President Houston during
his first term in office, including the public debt,
relations with other nations and ethnic groups, and the
armed forces.
Identify the problems President Houston faced during
his second term.
Describe how conflict continued between Mexico and
the Republic of Texas.
cabinet
interest
annexation
foreign policy
Chief Bowles
domestic policy
Edwin Moore
Informal Assessment Questions 1-5 (p. 237)





Why was Sam Houston a better choice for president than David Burnet? Support your answer with details from the lesson.
Why were some people in the United States against the annexation of Texas?
Use the quotation from Sam Houston to answer the question. “If I could build a wall from the Red River to the Rio Grande,
the white people would go crazy tying to devise means to get beyond it.” What is the meaning of the above statement by
Houston?
How did Texas benefit from recognition by other nations?
Why was it reasonable that President Houston wanted to decrease Texas’ debt by selling the navy?
Stop & Check for Understanding—High Level Questions




What role did the Rio Grande play in the relationship between Texas and Mexico?
How did President Lamar impact public education in Texas?
What steps did Houston take to reduce government spending?
Why did the people of Austin disagree with Houston’s decision to move the archives to the city of Houston?
Small Group Purposeful Talk Question Stems
A New Government, a New President, and a New Capital (p.225-229)
 What role did the Texas Rangers play during President Houston’s administration?
 Explain the Cordova Rebellion.
 What does this event suggest about the difficulties Houston faced during his presidency?
The Early Republic (p.229-233)
Be sure students can identify the significant events during the administration of President Lamar.
 Explain the reasons for and results of the Santa Fe Expedition.
 Identify the role President Lamar played in forming the Texas navy.
 Do you think this was a good policy decision? Explain.
A Second Term for Sam Houston (p. 233-234)
Discuss the conflicts and problems during Sam Houston’s second term.
 Why did Texas’s public debt continue to grow, despite Houston’s efforts to raise money?
 Lamar and Houston’s leadership qualities, based on relations with American Indians during their presidencies.
A Challenging Relationship With Mexico (p.235-237)
Make sure students understand the role that conflicts with Mexico played in shaping the republic.
 What does the Archives War suggest about the major political regions in Texas in the nineteenth century?
 Do you think President Houston was right not to attack Mexico, even after the Dawson’s Massacre and the Black Bean
Episode? Why or why not?
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 224)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p. 224)
Project the Start Up Activity (p. 224).
 Why did Texas seek independence from Mexico?
 What challenges did Teas face as it formed its new government?
 How were Texas’s challenges unique?
Reading and Note Taking Study Guide (p. 224)
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 Images (p. 225)
Have students examine the photograph of Sam Houston with Chief Bowles.
 How does it show that Houston was able to work with and understand the problems of the Cherokees?
Analyze Information (p. 226)
Review the table, The Republic of Texas, on page 226.
 What main problems did Texas face after it became a republic?
Analyze Maps (p. 227)
Review the map on page 227.
 How would the proposed U.S. annexation of Texas affect the balance between freed and slave states?
Analyze Information (p. 234)
Review the table, American Indian Councils and Peace Treaties, on page 234.
 How did the relationship between Anglos and American Indians change over time?
Digital Activity: What Do You Think? (p. 237)
Project Digital Activity: What Do You Think? (p. 237). Have students review their answers rom the beginning of the lesson and make
any changes now that they have learned more about the challenges the Republic of Texas faced. Have students share with a partner
anything that surprised them about the republic.
 Summarize the challenges faced by the Republic of Texas and consider how President Houston and Lamar tried to overcome
these difficulties.
 Which challenges do you think were the greatest and which ones were best able to overcome?
Digital Lesson Quiz: (p. 148)
Assign the Digital Lesson Quiz (p. 148). Discuss with the class: In The Republic of Texas,
 Why did the Republic of Texas have such high public debt?
 What presidential policies were implemented to tackle this debt?
 Why weren’t they more successful?
 How do you think ongoing conflicts between Texas and Mexico impacted the way Americans felt about annexation? Explain
your reasoning.
Lesson Plan
*Have students preview the lesson objectives and the list of key terms (p.224). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p. 224).
Engage
Explore
Explain
Start Up Activity (p. 224)
Project the Start Up Activity (p. 224).
 Why did Texas seek independence from Mexico?
 What challenges did Teas face as it formed its new government?
 How were Texas’s challenges unique?
*Tell students that in this lesson they will be learning about important individuals and issues during the
administrations of the Republic 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.
 A New Government, a New President, and a New Capital (p.225-229)
 The Early Republic (p.229-233)
 A Second Term for Sam Houston (p. 233-234)
 A Challenging Relationship With Mexico (p.235-237)
*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 important individuals and issues during the
administrations of the Republic of Texas.
A New Government, a New President, and a New Capital (p.225-229)
 Historians have identified many issues that President Houston faced during his administration, including
some related to the roles of ethnic groups. The Mexican government continued to be a threat. In the
west, the Comanches and their allies raided Texans settlements along the frontier. Comanche actions
interrupted trade and caused fear among the settlers. Their role as disrupters of peace caused Houston to
strive to sign numerous treaties with Texas Indians. To make matters worse, there was a great unrest in
the Texas army. Another issue was that the new nation was deeply in debt and had little money to run
the government.
The Early Republic (p.229-233)
 Mirabeau Lamar became president of Texas in 1838. Although Lamar served as Sam Houston’s vice
president, Houston and Lamar were bitter enemies. Lamar had opposed many of President Houston’s
policies. During his three years as president, Lamar undid many of Houston’s policies and actions. He even
changes the nation’s flag to the Lone Star banner that is the state flag today. President Lamar did not
want to govern from a capital named for his rival. He persuaded Congress to move the government once
more-this time to the edge of the western frontier.
Elaborate
Evaluate
A Second Term for Sam Houston (p. 233-234)
 Sam Houston faced many challenges during his second term as president. American Indian raids still
threatened the frontier. The Texas dollar had lost much of its value. The Republic of Texas was bankruptunable to pay its bills. To make matters worse, conflict with Mexico was ongoing. Houston had a great
deal of work ahead.
A Challenging Relationship With Mexico (p.235-237)
 Despite his defeat in Texas, Santa Anna had regained power in Mexico and planned to retake or harass
Texas. He knew that Texas had not standing troops, so it was an easy target. It was not long before
Mexican troops attacked.
*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.
*Active Classroom
Have students use the Conversation with History Strategy and suppose they are having a conversation with Sam
Houston about one of the issues he faced as president.
Have students write down one question they would like to ask, what Houston would say and what they would say
in response.
*Topic of Inquiry
Examine primary source documents to answer the following questions.
 How did Anglo and Tejano Texans justify revolution and set up their new government?
Examining why Texans went to war will contribute to students understanding the Essential Question
 When is war justified?
*Assign the Digital Lesson Quiz for this lesson (p. 237). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 Why was Sam Houston a better choice for president than David Burnet? Support your answer with details
from the lesson.
 Why were some people in the United States against the annexation of Texas?
 Use the quotation from Sam Houston to answer the question. “If I could build a wall from the Red River to
the Rio Grande, the white people would go crazy tying to devise means to get beyond it.” What is the
meaning of the above statement by Houston?
 How did Texas benefit from recognition by other nations?
 Why was it reasonable that President Houston wanted to decrease Texas’ debt by selling the navy?