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Description
OVERVIEW
In this lesson, students will use a variety of primary source excerpts to examine and analyze the social, political, and economic situation concerning Texas in 1821. Students will identify several challenges that Texas posed to the Mexican government and make predictions about ways in which Mexico can address these challenges.
LESSON TIME
This lesson will take approximately 45 - 60 minutes
Exact times may vary based on the specific needs of individual classes.
ESSENTIAL QUESTION
- How did the Spanish Colonial Era affect Texas and its population?
- How did Texas pose a challenge to the government of Mexico in 1821?
Teacher Tools
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Lesson Plan, Teacher Guide, Primary Sources Used
Downloadable/editable versions of this lesson plan, including a step-by-step guide through the lesson. When applicable, a list of primary sources used in the lesson is also included.
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Slideshow
This ready-to-use classroom slideshow contains the warm-up exercise, the daily objective, the “We will / I will” statements, and the essential question for the lesson.
It guides the class through the assignment providing larger versions of images, visual representations of the directions, and supports for reading and answering questions including sentence stems for in-class responses. It concludes with the exit ticket.
Student Activities
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Warm-up and Exit Ticket
In this printable warm-up / bell-ringer activity, students will read an excerpt from a San Antonio newspaper in 1813 to draw conclusions and make inferences about life in San Antonio during the War for Mexican Independence.
In this exit ticket, students will choose from three possible options that the Spanish government could make regarding how to address the challenges posed by Texas’ weak position in the country. Students justify their answer by explaining why Spain might make that choice.
The Warm-up and Exit Ticket document includes two warm-ups on the front of the page and two exit tickets on the back of the page. This formatting reduces the number of copies needed, as teachers will cut each printed page in half. Each student will receive a half-page with the warm-up on the front and the exit
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Grade Level Work
In this printable assignment, students will read primary source passages that have been divided into individual segments and answer 1 – 3 short, constructed response and multiple-choice questions about the excerpts.
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Foundation Work
In this printable assignment, students will read primary source passes that have been divided into individual segments and present significant information in bold lettering. Students answer 1- 3 multiple-choice questions or short, constructed response questions with sentence stems and answer options provided.
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Advanced Work
In this printable assignment, students will read longer primary source passages and answer 2 – 5 short, constructed response questions for each excerpt.
Sources
Previews and links to sources referenced in this lesson.
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Texas State Historical Association. The Southwestern Historical Quarterly, Volume 53, July 1949 - April, 1950
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Texas State Historical Association. The Southwestern Historical Quarterly, Volume 39, July 1935 - April, 1936,
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Presidio La Bahía
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