Heroes Of The Texas Revolution

Grade 4

Social Studies

Unit: 06 Lesson: 03

Lesson Synopsis:
Students examine the contributions to the Texas Revolution made by individuals.
TEKS:
4.3 / History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:
4.3B / Summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dickinson and Enrique Esparza.
4.17 / Citizenship. The student understands the importance of active individual participation in the democratic process. The student is expected to:
4.17D / Identify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals.
Social Studies Skills TEKS:
4.21 / Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
4.21D / Identify different points of view about an issue, topic, historical event, or current event.
4.22 / Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
4.22D / Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
Getting Ready for Instruction
Performance Indicator(s):
· Create an illustrated booklet about several heroes of the Texas Revolution describing who they were and their contribution(s) to the revolution. (4.3B; 4.17D; 4.21D; 4.22D) 1C; 5F
Key Understandings and Guiding Questions:
· Las acciones de las personas afectan el curso de la historia.
— ¿Cuáles fueron las contribuciones de las personas durante la Revolución de Texas?
— ¿Cómo sus acciones afectaron el curso de la historia?
— ¿Qué personajes históricos fueron modelos de participación activa durante la Revolución de Texas?
Vocabulary of Instruction:
· héroe / · dictador
Materials:
· Refer to Notes for Teacher section for materials
Attachments:
· Handout: Heroes Notes (1 per student)
· Handout: Biography Cards (at least 1 set per group)
· Teacher Resource: Hero Trading Card Template
· Handout: Hero Checklist (1 per student)
Resources and References:

· None identified

Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed.
Background Information:
Heroes of the Texas Revolution consisted of Anglo-Americans, Tejanos, and Mexicans. War is a horrible event, and both sides of war have heroes whether people agree for the cause or result of the war. This lesson will examine the contributions by all the people listed whether they were on the Texas side or the Mexican side.
Getting Ready for Instruction Supplemental Planning Document
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
Instructional Procedures
Instructional Procedures / Notes for Teacher /
ENGAGE – Visual analysis / NOTE: 1 Day = 50 minutes
Suggested Day 1 – 20 minutes
1. Display the painting Surrender of Santa Anna, by William H. Huddle.
2. Facilitate a class discussion of the painting. Use it to review the events of the Texas Revolution and to introduce some of the significant individuals. Use questions such as those below:
· What event does this painting depict?
· Where on the timeline of the Texas Revolution did this event take place?
· What made these men heroes?
· How does this painting portray these men as heroes?
· Were there women heroes of the Texas Revolution? What do you think they did for the Texas Revolution? Why are there few pictures of them? / Materials:
· Painting Surrender of Santa Anna, by William H. Huddle
Instructional Note:
Use a visual analysis strategy such as People, Objects, Activities, or another strategy. (see below)
People, Objects, Activities:
List the People, Objects, and Activities. Make inferences and draw conclusions based on what is in the image.
People / Objects / Activities
EXPLORE – Contributions of significant people / Suggested Day 1 (continued), Day 2 – 50 minutes
1. Each student chooses 6 numbers between 1 and 16, writing the numbers on a slip of paper with their names and handing in the slips.
2. Display the list of significant individuals in Texas history. (Their numbers will coincide with this list.)
Texians:
1. William B. Travis
2. James Bowie
3. David Crockett
4. George Childress
5. Sidney Sherman
6. Sam Houston
7. Lorenzo de Zavala
Tejanos:
8. Juan Antonio Padilla
9. Carlos Espalier
10. Juan N. Seguín
11. Plácido Benavides
12. José Francisco Ruiz
Mexicans
13. Antonio López de Santa Anna
14. Vicente Filisola
non-combatants
15. Susanna Dickinson
16. Enrique Esparza
3. Return students’ slips of paper so they can match the numbers they chose to the names of individuals they will investigate.
4. Distribute the Handout: Heroes Notes for students to use when they gather information about the people significant to the Texas Revolution.
5. With students in groups of 3 or 4, distribute at least one set of the Handout: Biography Cards to each group.
6. Students use information from the Handout: Biography Cards and other appropriate sources (such as the textbook, other classroom materials, and approved online sources) to note information about their 6 people on the Handout: Heroes Notes.
7. Monitor students to Clarify information and provide additional information as needed. / Materials:
· index cards (6 unlined cards per student)
Attachments:
· Handout: Heroes Notes (1 per student)
· Handout: Biography Cards (at least 1 set per group, cut apart)
EXPLAIN –Trading Cards / Suggested Day 2 (continued) – 30 minutes
1. Distribute at least 6 unlined index cards to each student.
2. Display the Teacher Resource: Hero Trading Card Template.
3. Students follow the template to create a Hero Trading Card for each person they are investigating (the 6 numbers they chose, above).
4. Distribute the Handout: Hero Checklist.
5. In groups of four, students compare the information on their cards (Allow 5 minutes). They keep track of heroes they have learned about by checking them on the Handout: Hero Checklist and add information to their Handout: Heroes Notes.
6. Students move to another group, to learn more about other people, and again compare cards (allow 5 minutes), adding notes to the Handout: Heroes Notes. (Note: All students need to learn about Santa Anna and Houston.)
7. Students mark on their Handout: Hero Checklist the new people they learned about.
8. Students find others whose trading cards they have not yet learned about. Make sure to include Santa Anna and Houston. / Materials:
· Index cards (6 per student)
Attachments:
· Handout: Heroes Notes
· Teacher Resource: Hero Trading Card Template
· Handout: Hero Checklist (1 per student)
EXPLORE – Houston, de Zavala, and the democratic process / Suggested Day 3– 20 minutes
1. Review with students the democratic process.
2. Display a picture of the signers of the Texas Declaration of Independence.
3. Display the Texas Declaration of Independence.
· What were the signers expecting when they signed the Texas Declaration of Independence?
4. Display the U.S. Declaration of Independence and help students recall what they have learned about the Declaration of Independence.
5. Compare the principles of government in the U.S. Declaration of Independence with those in the Texas Declaration of Independence. Display a simplified comparison by using a Venn diagram sketched on the board. Students read the similarities and write a statement based on their deductions. / Materials:
· Signers of the Texas Declaration of Independence
· Texas Declaration of Independence
· U.S. Declaration of Independence
EXPLAIN / Suggested Day 3 (continued)– 15 minutes
1. Students expand on the topic sentence:
· Good citizens model active participation in the democratic process.
ELABORATE – Summarize learning / Suggested Day 3 (continued) – 15 minutes
1. Facilitate a discussion where students use what they have learned about the Texas Revolution and significant individuals to answer the guiding questions.
· The actions of individuals affect the course of history.
— What were the contributions of individuals during the Texas Revolution?
— How did their actions affect the course of history?
— Which historical figures modeled active participation during the Texas Revolution?
EVALUATE – Contributions of heroes of the Texas Revolution / Suggested Day 4 – 50 minutes
· Create an illustrated booklet about several heroes of the Texas Revolution describing who they were and their contribution(s) to the revolution. (4.3B; 4.17D; 4.21D; 4.22D)
1C; 5F