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Description
OVERVIEW
In this lesson, students will examine the historical context of the Mexican National Era, identify key issues facing Mexico, Texas, and the United States, summarize the causes of each issue, and predict Texas’ role in addressing these issues.
LESSON TIME
This lesson will take approximately 45 to 60 minutes.
Exact times may vary based on the specific needs of individual classes.
ESSENTIAL QUESTION
- What are the major issues, concerns, and goals of Mexico, many Tejanos, and some Anglo-Americans during the Mexican National Era?
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 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.
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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.
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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.
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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.
Sources
Previews and links to sources referenced in this lesson.
- First Mexican Empire Map 1821
- The Damaged Mexican National Palace
- One Dollar (Peso) from the Commercial & Agricultural Bank of Texas, Mexico.
- US Whig poster showing unemployment in 1837
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_-_Commercial_%26_Agricultural_Bank_of_Texas_-_Columbia,_Texas,_Mexico_(1830%27s)_Numismexicali_01.jpg){kind=link}
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"Map of Texas with parts of the Adjoining States. Compiled by Stephen F. Austin."
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