Mexican National

UNIT 4 16-19 DAYS Resources for teachers to aid classroom instruction that cover Texas History during the period 1821 - 1835. Brought to you by The Portal to Texas History

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Pacing

Era Overview

When Mexico became independent of Spain in 1821, the new nation faced daunting challenges: the country was deeply in debt, Spain had promised to reconquer the territory, and much of Mexico had been devastated by the War for Independence. One of the most alarming problems that Mexico inherited from Spain was their remarkably weak presence in Texas, since so few Spaniards – now Mexicans – lived in the region.

As such, Mexico endorsed a plan by Tejanos (Mexicans native to Texas) to invite Anglo-Americans to settle in Texas. The hope was that these American farmers would become Anglo-Mexicans, whose new settlements would bring more population, stability, and economic development to the region. These Americans, in turn, were interested in Texas because Mexico’s government offered them vast swaths of land, far more than they could ever hope to buy in the United States. Thousands of Americans, as a result, began moving during the 1820s into eastern Texas, where they established farms and plantations that mostly grew cotton.

For a variety of reasons, disputes emerged during the late 1820s and early 1830s that put Texans (Anglos and Tejanos) in conflict with various levels of Mexico’s government. Both Anglos and Tejanos, for example, supported the importation of enslaved African Americans to serve as the labor system driving Anglo cotton farms in Texas, which put them at odds with leaders from other parts of Mexico who wanted to outlaw slavery altogether. Both Anglos and Tejanos also resented that Texas had been attached to the nearby state of Coahuila and petitioned unsuccessfully to be granted permission to be their own state. And as the Anglo population grew dramatically during the late 1820s and early 1830s, Mexico City began trying to assert more control over Texas, leading to disputes (and some armed fights) in the region.

Through it all, Tejanos and Anglos in Texas both tended to be strong supporters of “federalism” under Mexico’s Constitution of 1824, which promised that states in Mexico could pass their own laws based on local needs. When a group of leaders in Mexico City, with Santa Anna at the helm, overthrew the Constitution of 1824, alarmed Tejanos and Anglos openly began resisting the new “centralist” government of Mexico.

Unit Level Downloads (English)

Unit Plan Unit Plan MS Word Unit Plan Adobe PDF

Downloadable/Editable versions of the English language unit plan. Provides an Era Overview and pacing, and outlines each lesson’s estimated completion time, essential questions, a description of each lesson, and student learning experiences and activities.

Other Units

Spanish Colonial The Texas Revolution

Lessons

Most lessons contain downloadable and printable documents, activities, and other resources to aid in classroom instruction. Lesson materials are available in multiple formats and typically contain variations based on learning needs.

The Big Picture

This one-day lesson examines the historical context of the Mexican National Era, including key issues facing Mexico, Texas, and the United States at the outset of the era.

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. 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. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will use an answer bank to identify true statements about Texas at the beginning of the Mexican National Era In this exit ticket, students will hypothesize the pros and cons of three possible options that Mexico could take in order to address its concerns over Texas. 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 on the back. Grade Level Work In this printable assignment, students will use a primary source image to make observations, inferences, and predictions about the unit. Students read a passage presented at an average 7th grade level of Lexile difficulty and provide a summary of one effect of four significant events identified in the passage. Students use a sentence stem to make a prediction about the unit based on information in the passage. Foundation Work In this printable assignment, students will use a primary source image to make observations, inferences, and predictions about the unit answer multiple choice questions and choosing items from an answer bank. Students read a passage presented at an average 7th grade level of Lexile difficulty and answer multi-select multiple choice questions to identify two out of three effects of four significant events from the passage. Students use a sentence stem to make a prediction about the unit based on information in the passage. Advanced Work In this printable assignment, students will use a primary source image to make observations, inferences, and predictions about the unit. Students read a passage presented at an 8th grade level of Lexile difficulty and provide a summary of three effects of four significant events identified in the passage. Students make a prediction about the unit based on the information in the passage.

Unit Plan # 1 45-60 min

How do we know what we know?

This one-day lesson presents three excerpts from different primary source letters discussing divisions in the Mexican government in 1821, challenges facing Tejanos, and Moses Austin’s proposal to settle Anglo-Americans in Texas.

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. 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. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will complete a chart explaining how information and news is shared today compared with how they think it was shared in the 1800s. In this exit ticket, students will think of another type of source that could be used to study this period of Texas history and record what type of information could be gained from such a source, and the potential benefits and drawbacks of the source. 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 on the back. Grade Level Student Worksheet In this printable assignment, students will read grade-level passages introducing three excerpts from primary source documents and analyze them for main ideas, content, key information, and bias. Students will answer multiple-choice questions and short, constructed response questions with sentence stems to guide responses. Foundation Student Worksheet In this printable assignment, students will read grade level passages with key information in bold introducing three excerpts from primary source documents and analyze them for main ideas, content, key information, and bias. Students will answer multiple-choice questions with one answer choice eliminated and short, constructed response questions with response options provided. Advanced Student Worksheet In this printable assignment, students will read challenging passages introducing three excerpts from primary source documents and analyze them for main ideas, content, key information, and bias. Students will answer short, constructed response questions about each excerpt.

Unit Plan # 2 45-60 min

Vocabulary

This two-day lesson presents unit vocabulary in short readings that provide the terms in the context of significant information from the unit. Students use the readings to complete vocabulary charts and take a vocabulary quiz.

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. 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. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will review a list of categories or topics related to Texas history. They will place a checkmark next to any category that they think will connect to the vocabulary terms for this unit. In this exit ticket, students will use a word bank of different terms to choose terms that are related to the major themes in our unit. They will highlight or circle these terms. 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 ticket on the back. Grade Level Work In this printable assignment, students will read short passages using the unit vocabulary in context. They will provide a definition, an example from the reading, and a visual representation of the term in their vocabulary chart. Foundation Work In this printable assignment, students will read short passages using the unit vocabulary in context. They will choose from multiple choice options to identify the correct definition for the term and create a visual representation of the term. Advanced Work In this printable assignment, students will read short passages using the unit vocabulary in context. They will provide a definition, an example from the reading, an antonym, a visual representation of the term, and use it in a complete sentence. Optional Grade Level Vocabulary Quiz In this printable assignment, students will assess their knowledge of the unit vocabulary by answering matching, fill-in-the-blank, and short answer questions with sentence stems provided. Optional Foundation Vocabulary Quiz In this printable assignment, students will assess their knowledge of the unit vocabulary by completing a matching portion with 3 answer choices provided, fill-in-the-blank with multiple choice blank options, and short constructed response questions with sentence stems and response options provided. Optional Advanced Vocabulary Quiz In this printable assignment, students will assess their knowledge of the unit vocabulary by answering matching, fill-in-the-blank, and short answer questions.

Unit Plan # 3 90-120 min

What's the Story?

This one- to two-day lesson presents the significant chronological events of the era, showing cause-and-effect relationships and demonstrating the key defining characteristics of the era.

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. 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. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will predict the cause-and-effect relationship between three events that will be covered in the day's lesson. In this exit ticket, students will answer a multiple-choice question identifying the most accurate summary of the defining characteristics of the Mexican National Era. 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 ticet on the back. Grade Level Work In this printable assignment, students create their own short, constructed responses to record the date/dates and key information from the readings. They choose from options provided for the most accurate description of the significance of each topic. Students summarize three significant events of the era based on the readings. There are additional comprehension questions following the timeline based on the structure of new STAAR item type questions with sentence stems to guide short answer responses. Foundation Work In this printable assignment, students choose 2 of the 3 options provided for the key events of each topic. The significance is provided. Students place a checkmark next to 3 out of 4 options of significant events that occurred during the era based on the readings. There are additional comprehension questions following the timeline based on the structure of new STAAR item type questions with a reduction in answer choices, sentence stems, and response options to guide short answer responses. Advanced Work In this printable assignment, students will create their own short, constructed responses to complete their timeline recording the date/dates, key events, and significance of the reading. Students will summarize five significant events of their choice from the readings. There are additional comprehension questions following the timeline based on the structure of new STAAR item type questions. Grade Level Readings This printable material includes 7 short reading passages at grade level that present a chronological view of significant events of the Mexican National Era. Foundations Readings This printable material includes 7 grade level readings that present a chronological view of significant events of Mexican National Era. Foundations readings include significant information in bold as reading supports. Advanced Readings This printable material includes 7 readings that present a chronological view of significant events of the Mexican National Era. Advanced readings contain more challenging vocabulary and phrasing at a higher Lexile level.

Unit Plan # 4 45-60 min

The Empresario System

This one-day lesson presents information about the various for support of the Empresario System, significant people related to the beginning of Anglo immigration, requirements for Anglo settlers, and the role slavery played in Anglo colonies.

Unit Plan # 5 45-60 min

Empresario Extension Activity

In this one-day extension activity, students evaluate six fictional applications to settle in Stephen F. Austin’s colony. Students make a decision to accept, deny, or conditionally accept each applicant based on information provided in the applications and requirements set by the State Colonization Law of 1825 and the state laws on slavery.

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. 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. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will examine a list of various traits and descriptors of potential applicants to Austin’s colony. Students place a checkmark in every box that represents someone Austin would want to have in his colony. Students should be able to identify and explain why Austin would prefer one trait over another. In this exit ticket, students will read a primary source excerpt from Stephen F. Austin’s writings about the people in his colony and determine what Austin’s point of view was on the majority of the Anglo settlers in his colony. 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 ticket on the back. Grade Level Student Worksheet In this printable assignment, students will evaluate four out of six fictional colonization applications, making notes on their worksheet for each applicant based on the list of desired traits and requirements set by the colonization laws of the state of Coahuila y Tejas. Students will make a determination whether to accept, deny, or conditionally accept each applicant and justify their decision in a short, constructed response. Foundation Student Worksheet In this printable assignment, students will students will evaluate three out of six fictional colonization applications, using a checklist on their worksheet for each applicant based on the list of desired traits and requirements set by the colonization laws of the state of Coahuila y Tejas. Students will make a determination whether to accept, deny, or conditionally accept each applicant and justify their decision in a short, constructed response. Advanced Student Worksheet In this printable assignment, students will evaluate six fictional colonization applications, making notes on their worksheet for each applicant based on the list of desired traits and requirements set by the colonization laws of the state of Coahuila y Tejas. Students will make a determination whether to accept, deny, or conditionally accept each applicant and justify their decision in a short, constructed response. Colonization Applications This is a set of six printable fictional applications to settle in Stephen F. Austin’s colony. Each application provides information about the person requesting permission to settle, the people they intend to bring, a personal statement, and short letter of reference. Students will use these applications to complete their worksheets.

Extension 45-60 min

Significant Empresarios

In this one-day lesson students will learn about four historical figures who were significant to the development of Texas under the Empresario System.

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. 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. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will consider how they would respond to an Anglo-led rebellion against Mexico if they were Stephen F. Austin. They record their likely response and provide a justification for their answer. In this exit ticket, students will correct the errors in three false statements about the day’s lesson, rewriting each sentence to make it true. 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 ticket on the back. Grade Level Student Worksheet In this printable assignment, students will read a passage reviewing the significant people who started the Empresario System in Texas and a passage about additional significant empresarios who helped develop and settle the state. Students answer questions about each passage. Student readings are written at the average 7th grade Lexile level with multiple choice questions, and short, constructed response questions with sentence stems provided to guide responses. Foundation Student Worksheet In this printable assignment, students will read a passage reviewing the significant people who started the Empresario System in Texas and a passage about additional significant empresarios who helped develop and settle the state. Students answer questions about each passage. Student readings are written at the average 7th grade Lexile level with key information written in bold as a literacy support. Students answer multiple choice questions with one answer choice eliminated and one short, constructed response question with answer options and sentence stems to guide responses. Advanced Student Worksheet In this printable assignment, students will read a passage reviewing the significant people who started the Empresario System in Texas and a passage about additional significant empresarios who helped develop and settle the state. Students answer questions about each passage. Student readings are written at a challenging Lexile level with questions requiring short, constructed responses.

Unit Plan # 6 45-60 min

Growing Tension in Texas

This one-day lesson presents six significant events that led to increased tension in Texas on the road to the Texas Revolution.

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. 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. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will read a list of four events that they might see in this lesson as they learn about the growing tension in Texas. Students identify which two events they believe likely happened, and which two events they think did not happen. Students make this decision based on their prior knowledge regarding the Empresario System in Texas. In this exit ticket, students will choose ONE event from the day’s lesson and explain what caused the event and what the effect of the event was. 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 ticket on the back. Grade Level Student Worksheet In this printable assignment, students will record key information from the readings about six significant events that led to increased tension in Texas on the road to the Texas Revolution. Students will use their notetaking worksheet to fill in the blanks with significant information from the readings. Foundation Student Worksheet In this printable assignment, students will record key information from the readings about six significant events that led to increased tension in Texas on the road to the Texas Revolution. Students will use their notetaking worksheet to fill in the blanks with significant information from the readings. Writing in this level is reduced from the grade level work. Advanced Student Worksheet In this printable assignment, students will record key information from the readings about six significant events that led to increased tension in Texas on the road to the Texas Revolution. Students will use their notetaking worksheet to summarize and paraphrase key information from the readings for each event.

Unit Plan # 7 45-90 min

Growing Tension in Texas Extension Activity

An optional one- or multi-day extension activity in which students examine and analyze five primary source documents related to growing issues in Texas from various points of view.

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. 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. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will write a brief opinion article for a fictional Texas newspaper discussing their thoughts on the issues developing in Texas. In this exit ticket, students will complete a sentence stem from a point of view of their choice explaining how they feel about the developments in Texas and Mexico. 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 ticket on the back. Primary Source Readings This printable material contains excerpts from five different primary source documents from various points of view about key events that occurred in Texas from 1826 to 1834. Grade Level Student Worksheet In this printable assignment, students will record their observations and analysis of each primary source material, making note of the material’s author, intended audience, and tone. Students will identify the main idea of the document and choose an appropriate newspaper headline for the material. Grade level work includes a mixture of short, constructed response and multiple-choice questions. Foundation Student Worksheet In this printable assignment, students will record their observations and analysis of each primary source material, making note of the material’s author, intended audience, and tone. Students will identify the main idea of the document and choose an appropriate newspaper headline for the material. Foundations work provides multiple-choice answer options for all questions. Advanced Student Worksheet In this printable assignment, students will record their observations and analysis of each primary source material, making note of the material’s author, intended audience, and tone. Students will summarize the main idea of the document and create a short newspaper headline for each. Students will identify key phrases and excerpts from the document that best exemplify the document’s main idea. Advanced work includes an additional question for each document and requires short, constructed responses for all questions.

Extension 45-90 min

The Bigger Picture

This one-day lesson examines a primary source newspaper article presenting an Anglo point-of-view of the political unrest developing across Mexico in the wake of the centralist takeover of the government.

Unit Plan # 8 45-60 min

Texas Today

A one-day lesson examining charts, graphs, and maps related to cotton in the Texas and U.S. economies today.

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. 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, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will answer questions based on data from a pie chart demonstrating the top 5 Texas agricultural commodities today. In this exit ticket, students will put five events related to the Empresario System and the development of cotton cultivation in Texas into the correct chronological order. 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 ticket on the back. Stations This printable resource presents charts, graphs, and a map related to the economic significance of cotton in the Texas and U.S. economies today. Students will use the data in these materials to complete their work. Grade Level Work In this printable assignment, students will analyze, make inferences, and answer comprehension questions based on the data in their assigned station or stations. Work includes short, constructed response questions with sentence stems to guide answers, and multiple-choice questions. Foundation Work In this printable assignment, students will analyze, make inferences, and answer comprehension questions based on the data in their assigned station or stations. Work includes short, constructed response questions with answer options provided for their response or sentence stems to guide their own response, and multiple-choice questions with one answer choice eliminated. Advanced Work In this printable assignment, students will analyze, make inferences, and answer comprehension questions based on the data in their assigned station or stations. Work includes short, constructed response questions and multiple-choice questions.

Unit Plan # 9 45-60 min

Looking Ahead - Trouble in Texas

This one-day lesson presents a primary source that relays the cause, major events, and significance of the Battle of Gonzales.

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. 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, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will analyze the “Come and Take It” flag as a primary source artifact to make observations and predictions about the day’s lesson. In this exit ticket, students will make a prediction about what they think is likely to happen in the next unit as a result of the Battle of Gonzales. 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 ticket on the back. Grade Level Work In this printable assignment, students will learn about the significant chronological events that led to the conflict between the residents of Gonzales and the Mexican military. They will analyze three primary source excerpts from the Telegraph and Texas Register giving an account of the cause, events, and significance of the Battle of Gonzales. Students answer multiple choice and short, constructed response questions with sentence stems to guide responses. Foundation Work In this printable assignment, students will learn about the significant chronological events that led to the conflict between the residents of Gonzales and the Mexican military. They will analyze three primary source excerpts from the Telegraph and Texas Register giving an account of the cause, events, and significance of the Battle of Gonzales. Readings include key information presented in bold lettering. Students answer multiple choice questions with one answer option eliminated, and short, constructed response questions with sentence stems and response options provided. Advanced Work In this printable assignment, students will learn about the significant chronological events that led to the conflict between the residents of Gonzales and the Mexican military. They will analyze three primary source excerpts from the Telegraph and Texas Register giving an account of the cause, events, and significance of the Battle of Gonzales. Students answer multiple choice and short, constructed response questions.

Unit Plan # 10 45-60 min

Study Guide

A one-day lesson to review key components of the Mexican National Era unit including major themes and significant people, places, and events.

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. 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, taking notes, and answering questions including sentence stems for in-class responses. It concludes with the exit ticket. Warm-up and Exit Ticket In this printable warm-up / bell-ringer activity, students will identify topics relevant to the unit that they might see on the test from a list of various social studies topics. In this exit ticket, students will answer self-assessment questions about their understanding of the material and what steps they can take next to better prepare themselves for the test. 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 ticket on the back. Flash Cards This printable supplemental material provides a set of flashcards with key terms and information from the unit. The flashcards are meant to be printed single-sided and cut out. Students match the term card with the correct definition card. Student Work In this printable assignment, students will take part in exercises including matching terms with definitions using a word bank, identifying cause-and-effect relationships, and answering comprehension questions based on the 8th grade STAAR item types: hot spot and multi-select. Foundation Student Work In this printable assignment, students will take part in exercises including matching terms with definitions using multiple choice options, identifying cause and effect relationships with key information presented in bold lettering, and answering comprehension questions based on the new 8th grade STAAR item types including hot spot and multi-select with one or more answer options eliminated. Advanced Student Work In this printable assignment, students will take part in exercises including matching, identifying cause-and-effect relationships, answering multiple-choice questions, and questions based on the new 8th Grade STAAR item types including multi-select, modified drag and drop, hot spot, and short, constructed responses.

Unit Plan # 11 45-60 min

Mind Mapping Review Lesson

In this one-day lesson students will make connections between key topics covered in the unit by creating a mind map using sets of terms.

Unit Plan # 12 45-60 min

Bingo Review Game

This one-day review lesson provides students with an opportunity to review key terms in a fun and engaging game of Bingo.

Unit Plan # 13 45-60 min

Maps

We've assembled the following list of maps that are applicable to the Mexican National Unit.

Carte des États Unis du Méxique

Map shows early nineteenth century geography, major roads, mines, areas of Native American habitation, extent of rivers, cities, and military posts in Mexico.

Carte des Mexique

Map shows major Mexican cities, provinces, physical features, and areas of Native American habitation.

Republic of Mexico

Map shows early nineteenth century Mexican cities, states, and territories [inclusive of Texas], Santa Fe Trail, Missouri Territory, and Arkansas Territory.

Mexico and internal provinces: prepared from Humboldt's map & other documents

Map shows states and provinces of the Republic of Mexico inclusive of the American Southwest and areas of Native American habitation.

Mexico, and Guatimala : Corrected from original information communicated by Simon A.G. Bourne, Esq.

"Map shows provinces, cities, roads, mines, and geographic features in Mexico; cities in Guatemala; British settlement of Balize."

Mapa de los estados unidos de Méjico : segun lo organizado y definido por las varias actas del Congreso de dicha república y construido por las mejores autoridades

"Map shows major roads, major cities and towns, state boundaries, and of particular note, Coahuila [y] Tejas and Nuevo Mexico/Santa Fe; boundary with the United States to Oregon and Arkansas Territories."

Map of the United States : compiled from the most authentic sources

"Map shows major cities, areas of Native American habitation by tribe [some with population statictics], state and territorial boundaries, and the "Internal Provices of Mexico"; map extends beyond neatline to include Cuba and other islands of the West Indies; Arkansas Territory, Missouri Territory, North West Territory, Michigan Territory, and Oregon [Territory]."

North America

"Map shows Russian Possessions" [Alaska], "British America" [Canada], "Central America or Guatemala," Greenland, noted 1825 boundary line between Russian Possessions and British America; Mexico's northern boundary encompassing Californias and Texas; areas of Native American habitation, major cities, rivers, and mountains."

A map of Louisiana and Mexico : Carte de la Louisiane et du Mexique

"Map shows known geography and places names in early nineteenth century Louisiana and Mexico territories."

Mexico

"Map shows 1824 Mexican state division lines. Map indicates state names, geography, and some cities."

Mexico

"Map shows early nineteenth century known cities, towns, and geographical features in Mexico."

Mexico

"Map shows major early nineteenth century Mexican cities and towns, mines, roads, presidios, military posts, and areas of Native American habitation."

Mexico, Guatemala, and the West Indies

"Map shows early nineteenth century boundaries of Mexico extending north along the Pacific coast."

Mexico

"Map shows major cities and towns, names of mountain peaks and volcanoes, areas of Native American habitation, and internal political boundaries; Coahuila and Texas distinct Mexican states; British Belize. Inset: 'Mexico, shewing [sic.] its connection with the ports of Acapulco, Vera Cruz, & Tampico; on double the scale of the map.'"

The United States of Mexico

"Map shows borders, cities, and geography of early nineteenth century Mexican states. Inset: 'Guatemala or the United Provinces of Central America.'"

Mexico & Guatemala / by H.S. Tanner ; engraved by J. Knight

"'Tanner's universal atlas.' Relief shown by hachures. Prime meridian: Washington. Insets: Valley of Mexico -- Guatemala"

Videos

We provide videos for both continuing education and classroom use. Please see each video's descriptive page for related resources and details about accessibility and viewing options.

5 min.

Preview of the Mexican National Period

During the Mexican National Period in Texas, Mexico attempted to shore up its control over Texas while confronting numerous challenges, such as a small population of people loyal to Mexico, deep financial debt, and territorial insecurity. Mexico invited American farmers to colonize Texas during this period in hopes of increasing Mexican influence and control over the region.

43 min.

Establishing Mexican Texas

Mexican independence from Spain, covering: (1) The U.S. Land Crisis, (2) Moses Austin’s Zany Scheme, (3) Do We Let in the Americans?, (4) Founding the Austin Colony.

71 min.

Mexican Texas

Mexican governance of Texas, covering: (1) Establishing the Austin Colony (2) Mexico City, Centralism Vs. Federalism, (3) The Problem of Slavery, (4) The Constitution of 1824, (5) A Rebellion in East Texas.

More Resources

The following list of resources provide additional information to help you dive deeper into the context of the unit. Books are linked to OCLC WorldCat, allowing you find a copy in your nearest local library or to make a request for it using interlibrary loan.

General

website Results for the Mexican National Period Period in The Portal to Texas History

Digital copies of primary sources and other documents from our about this time period contributed to The Portal to Texas History by institutional partners from across the State.

Mexican National

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