Christian Cruz 7th Grade Texas History

Itasca Middle School [Week of 12/4 – 12/8] TEXAS HISTORY
Unit Title: Unit 6 – Republic of Texas and Early Statehood (1836 -1861)
This unit addresses the issues and events surrounding the Republic of Texas and the process of Texas becoming a state in the United States. After Texans gained independence from Mexico, Texas became a nation that faced many challenges. The new republic was modeled after the U.S. republic and some Texans wanted Texas to join the United States. Early leaders of the Texas republic worked to provide security for Texans, establish government services, and address financial issues. Eventually Texans decided that many of the financial problems faced by the republic could be solved by joining the United States. The annexation of Texas in 1845 triggered a boundary dispute with Mexico and war broke out between Mexico and the United States. The treaties that ended the war established the borders of Texas. The vast amounts of cheap land available in Texas during the mid1800s fueled European immigration to Texas. This immigration gave shape to the unique culture of Texas.
MONDAY (12/4) / TUESDAY (12/5) / WEDNESDAY (12/6) / THURSDAY (12/7) / FRIDAY (12/8)
Objective / Whole-class Reading and answer questions on the New Texas Republic
Students will read about the new Republic of Texas and the financial challenges that Texans faced after the Texas Revolution as a new independent nation. Students will use their textbooks and read from pages 318 – 324 about the new Republic of Texas, analyze some maps on the new country and identify some problems the young nation had including the dilemma of wanting to become a part of the United States. After reading, students will answer some questions based on the reading. / Lamar as President Graphic organizer and reading handout
In this lesson students will learn about the second president of the Republic of Texas, President Mirabeau Lamar and his policies that alienated Native Americans from Texans and focused on educating Texans through funding of public schools and colleges. Students will learn about the establishment of the first Texas Navy that protected the Texas coast and the Santa Fe Expedition as well as the continued financial difficulties that the new nation faced. Students will complete a handout on these events. / DBQ – Student responses on the issue of Texas annexation to the U.S.,
For this lesson, students will be analyzing primary sources on the issue of Texas annexing to the United States. Students will read the excerpts on pages 332-333 in their textbook and will write a DBQ on whether Texas should join the United States or continue to be its own country by supporting either Anson Jones’ letter or Mirabeau B. Lamar’s inaugural address about Texas’ future. Students will write an argument using these primary sources. / Complete DBQ and begin Reading on Houston’s Second Administration
This lesson is part of the chronological order of the life of Texas as an independent country. Students will learn about Houston’s return to presidency after Lamar’s term and the stark changes in economic and Native American policies as well as continued troubles and struggles within the Republic of Texas. / Complete Houston’s Second Administration and turn in Bellringers
On this day students will be given the entire class period to complete their DBQ if they have not finished, complete bellringers that have not been completed, and catch up on any given assignment that students have yet to complete.
Bellringer / 1. Explain the ownership of Texas from Spain until the U.S. Annexation using dates. / 1. What was the new country of Texas called and what were some problems that it faced? / 1.How was the Texas Capital of Austin established and who established it?
2. What is Annexation? / 1. Get out all materials to complete DBQ writing assignment / 1. How long was Texas its own country? Include dates.
Activities / 1. Quick- whole class overview of weekly assignments and objectives.
2. Whole-class reading for a few of the pages.
3. Partner-reading – answer questions 1,2,3, and 4 / 1. Whole-class activity – the teacher will begin the lesson by giving instruction on the handout and how to complete the reading and question activity. Students will take turns popcorn reading.
2. Individual activity – students will complete the handout and answer all the questions.
3. Exit-Ticket – How did President Lamar’s goals differ from those of President Houston? / 1. Teacher direct Instruction – the teacher will provide instruction and guide students on how to analyze the primary sources and formulate an argument on the issue.
2. Independent Work – students will be given the entire period to write their 1-page responses to the primary sources. / 1.Complete DBQ
2. Independent Reading and answer reading questions
3. Exit-Ticket – What were some problems that Texans faced during Sam Houston’s second term as president? / 1.Complete Sam Houston reading and answer questions.
3. Turn in Bellringers and all other assignments for this six-weeks.
TEKS / TEKS:(1-A), (4-A), (4-B), (9-A), (21-A)
ELPS:(c4G), (c4H), (c4I) / TEKS:(4-A), (9-A)
ELPS:(c4K) / TEKS:(4-B), (21-A), (21-D)
ELPS: (c5E), (c5B) / TEKS:(4-A), (4-B), (21-A)
ELPS:(c4F), (c4H) / TEKS:(4-A), (4-B), (21-A)
ELPS: (c4F), (c4H)
Technology / None Required / Laptop – Exit-Ticket / Laptops or I-pads for research / Laptops or I-pads for research / None Required
Assessment / Participation Grade: Whole-Class Reading and answering/discussing questions / Daily Grade: The Republic of Texas Handout / Daily Grade: Annexation question DBQ / Daily Grade: Annexation question DBQ / TEST GRADE: BELLRINGER #1 3rd Six Weeks
Homework / None / Complete Handout if not completed in class / None / Complete DBQ if not completed in class
**Bellringers due 12/8 / None