Subject/Grade Level or Course

Unit: # Lesson:#

Lesson Synopsis:
“Gone to Texas” is the phrase Americans colonists used as they migrated to Texas from the United States. The colonists found similarities and differences when they settled in Mexico. Students will examine the political, economic, and social systems they found in Mexico by gathering information to complete a chart comparing life in Mexico versus the life they left in the United States.
TEKS
4.14 / Government. The student understands how people organized governments in different ways during the early development of Texas. The student in expected to:
4.14B / Identify and compare characteristics of the Spanish colonial government and the early Mexican governments and their influence on inhabitants of Texas.
4.19 / Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student in expected to:
4.19A / Identify the similarities and differences among various racial, ethnic, and religious groups in Texas.
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:
4.21B / 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.
4.22 / Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
4.22A / Use social studies terminology correctly.
4.22E / Use standard grammar, spelling, sentence structure, and punctuation.
Getting Ready for Instruction
Performance Indicator(s):
  • Use a Venn diagram to compare and contrast the belief systems and way of life of Mexicans and American colonists in Texas. Choose one significant difference related to basic needs and elaborate on the difference, including who it affected, how it affected them, and why it is significant. (4.9B; 4.10B; 4.19A; 4.22A, 4.22E; 4.23A) 5B

Key Understandings and Guiding Questions:
  • Las estructuras políticas desarrollan las creencias y valores de las personas en una sociedad.

—¿Qué creencias contribuyeron a la configuración de los gobiernos de la España colonial yel mexicano?

—¿Cómo reflejaron los gobiernos mexicanos y de la España colonial las creencias y valores de la sociedad de ésa época?

—¿Cómo influyeron los gobiernos de la España colonial y el mexicano a los habitantes de Texas?

—¿Qué factores geográficos influyeron en el asentamiento de Texas?

Vocabulary of Instruction:

© 2007 CSCOPE MM/DD/YYpage 1 of 4

Subject/Grade Level or Course

Unit: # Lesson:#

  • constitución
  • Tejano
  • Texican
  • gobierno representativo
  • colonos

© 2007 CSCOPE MM/DD/YYpage 1 of 4

Subject/Grade Level or Course

Unit: # Lesson:#

Materials:

© 2007 CSCOPE MM/DD/YYpage 1 of 4

Grade 4

Social Studies

Unit: 05 Lesson: 01

  • Refer to Notes for Teacher section for materials.

Attachments:

  • Handout: The Early Settlement of Texas (1 per student)
  • Handout: El Camino Real (1 per student)
  • Handout: Comparison of Colonists from Mexico and the United States(1 per student)

Resources and Reference:

  • The Handbook of Texas Online TSHA:
  • Teaching Texas:
  • Texas Almanac:
  • Texas Beyond History:
  • Texas Almanac-El Camino Real:

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.Arrange computer access to the Texas Almanac website, or print the article “Origins of the Camino Real inTexas”from the webpage Texas Almanac-El Camino Real.

6.Prepare materials and handouts as needed.

Background Information:

In the past, “Gone to Texas” was the focus of this unit but standards now focus more on the systems that were found once the American colonists settled Texas. Emphasis should be placed on the concept of constitution, republicanism (representative government), and the differences that will later lead to revolution.

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 / NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
  1. Organize students into groups of three or four.
  1. Display the question.
  • If a person moved to another country to live, how would they travel to get there?
  1. As a class, discuss different ways a person could travel to their new home.
  1. After discussing the question above, students draw a foursquare graphic organizer (see Notes for Teacher) on a piece of paper or in their interactive notebook and title it with Gone to Texas.
  1. Students fill in each box with the following information.
  • Box 1 (top left): Sketch a map of Texas.
  • Box 2 – 4: In each box, students sketch a way that colonists traveled to Texas and write a caption explaining what it is.
  1. Check for understanding by going from group to group and stamping or initialing for completion.
/ Materials:
  • paper or interactive notebook
Instructional Note:
Sample graphic organizer:
Gone to Texas
EXPLORE– Students compare characteristics of the Spanish colonial and Mexican governments. / Suggested Day 1 (cont’d) and 2–60 minutes
  1. Organize students into groups of 3 to 4.
  1. Provide each student the Handout:The Early Settlement of Texas and a highlighter or pencil.
  1. Assign each group a section to analyze.
  1. Students identify, by highlighting or circling, information that is similar between the Spanish and Mexican governments.
  1. Students identify, by highlighting or boxing, information that is different between the Spanish and Mexican governments.
  1. Groups discuss the differences, speculating on the belief systems and values of the people that led to the formation of different structures for the government.
  1. Facilitate a discussion where students use academic language to discuss the guiding questions in order to support the Key Understanding.
  • Political structures build on the beliefs and values of people in a society.
—What beliefs contributed to the configuration of the Spanish colonial and Mexican governments? (What were they trying to accomplish?)
—How did the Spanish colonial and Mexican governments reflect the belief systems and values of the society of the time?
—How did Spanish colonial and Mexican governments influence on inhabitants of Texas?
—What geographic factors influenced the settlement of Texas? / Materials:
  • highlighters or pens/pencils
Attachments:
  • Handout:TheEarly Settlement of Texas (2-sided, 1 per student)

EXPLAIN–Students compare the characteristics of the Spanish colonial governmentand Mexican government. / Suggested Day 2 –25 minutes
  1. Review discussion from Day 1 regarding the Key Understanding and guiding questions.
  1. Students process their learning by completing the back of the Handout: The Early Settlement of Texas(Similarities between the Spanish Colonial Government and the Mexican Government) by listing similarities, ranking reasons for coming to Texas and explaining why they would or would not settle Texas in 1820.(Note: See Teacher Resource:Lesson Activities Key)
/ Materials:
  • Handout: The Early Settlement of Texas

ELABORATE–El Camino Real / SuggestedDay 3 – 50 minutes
  1. Distribute the Handout: El Camino Realto each student.
  1. Provide each student/group access to information about the Camino Real in the Texas Almanac, the textbook, and other classroom resources.
  1. Students work individually or in pairs to read about the Camino Real in the textbook, other classroom resources, and the introduction of the article Origins of the Camino Real in Texas from the webpage Texas Almanac-El Camino Real: read the introduction of the article Origins of the Camino Real in Texas to answer questions on the Handout: El Camino Real. (Note: See Teacher Resource Lesson Activities Key)
  • What is the El Camino Real?
  • What is another name for El Camino Real?
  • What are some towns on the El Camino Real?
  • What are two facts about the El Camino Real?
  • Why is the El Camino Real important to Texas history?
/ Materials:
  • Computer access
  • Information on the Camino Real
  • The introduction of the article “Origins of the Camino Real in Texas” from the Texas Almanac.
Attachments:
  • Handout:El Camino Real(1 per student)
  • Teacher Resource: Lesson ActivitiesKEY

EVALUATE–Students compare the characteristics of the Spanish colonial and Mexican government. / Suggested Day 4 –50 minutes
  • Use a Venn diagram to compare and contrast the belief systems and way of life of Mexicans and American colonists in Texas. Choose one significant difference related to basic needs and elaborate on the difference, including who it affected, how it affected them, and why it is significant. (4.9B; 4.10B; 4.19A; 4.22A, 4.22E; 4.23A) 5B
  1. Organize students into pairs.
  1. Distribute the Handout: Comparison of Mexican and American Colonists in Texas.
  1. Provide time for student pairs to discuss ideas for the Performance Indicator, including information from their completed Handout: The Early Settlement of Texas,and prepare to compare and contrast the belief systems and way of life of Mexicans and American colonists in Texas.
  1. Students then return to their seats to work independently on the Performance Indicator, completing the Handout: Comparison of Mexican and American Colonists in Texasto compare and contrast the belief systems and way of life of Mexicans and American colonists in Texas.
  1. Students choose one significant difference related to basic needs and elaborate on the difference, including who it affected, how it affected them, and why it is significant.
/ Materials:
  • Completed Handout: The Early Settlement of Texas
Attachments:
  • Handout:Comparison of Colonists from Mexico and the United States(1 per student)
Instructional Note:
The handout is a chart version of the traditional Venn diagram.

©2012, TESCCC04/30/13page 1 of 4