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\n\"Republic\n\n
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\nCurated OER\n
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\nRepublic of Texas\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods related to the history of the Texas Republic. They review and evaluate several letters of K.H. Douglass...\n
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\n\"Republic\n\n
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\nCurated OER\n
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\nRepublic of Texas\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders brainstorm about methods of communication that existed in Texas in the 1830's, leading them to comprehend that handwritten letters were the major means of communications. They write to a member of the current Texas...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Mier Expedition\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders explore the significance of the Mier Expedition to the Republic of Texas. They discuss the suffering Texans endured during their escape attempt and incarceration. Using first hand interviews and recollections, 7th graders...\n
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\n\"Westward\n\n
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\nCurated OER\n
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\nWestward Expansion\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders explore the components of the Westward Movement in the United States. Understanding the past and the linkages it has to the present is the intended goal of this seventeen day unit.\n
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\n\"Shelby\n\n
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\nCurated OER\n
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\nShelby County: The Regulator-Moderator War\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders comprehend the importance of the Regulator-Moderator War through John W. Middleton's memoir. They comprehend how the different motivations held by each faction began the conflict. Students are shown the map of Shelby...\n
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\n\"Land\n\n
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\nCurated OER\n
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\nLand and Liberty: The Saga of Sam McCulloch\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nThe struggles of Sam McCulloch, a free black man, to be recognized as a citizen entitled to own land in Texas are the focus of research project that ask groups to examine a series of primary source documents and piece together...\n
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\n\"Mary\n\n
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\nBriscoe Center for American History\n
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\nMary Maverick and Texas History - Part 2\n

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\n\nFor Teachers\n\n4th - 7th\n\nStandards\n
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\nTo conclude their investigation of the life of Mary Maverick and to demonstrate their ability to analyze primary source documents, groups use the SOAPS questioning method to examine Maverick's account of events in early Texas history.\n
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\n\"Mary\n\n
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\nBriscoe Center for American History\n
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\nMary Maverick and Texas History - Part 1\n

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\n\nFor Teachers\n\n4th - 7th\n\nStandards\n
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\nWhat's the difference between a diary and a memoir? Young historians explore the ramifications of this question as they learn how to use primary source materials to gain an understanding of life on the Texas frontier.\n
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\n\"Applying\n\n
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\nBriscoe Center for American History\n
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\nApplying the SOAPS Method of Analyzing Historical Documents\n

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\n\nFor Teachers\n\n4th - 7th\n\nStandards\n
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\nYoung historians use the SOAPS (Speaker, Occasion, Audience, Purpose, Subject) method of questioning to determine the historical value of primary source documents. The third in a series of five lessons that model for learners how...\n
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\n\"Notable\n\n
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\nCurated OER\n
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\nNotable \"Texans\" of the Texas Revolution\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars investigate why and how certain historical figures became famous in relation to the Texas Revolution. They view and discuss a variety of images, then in small groups record the names of individuals involved in the Texas...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Question of Annexation\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners examine the sequence of events that led up to the annexation of Texas to the United States. They create a timeline of significant events, analyze primary source letters from this time period, and write a letter from the point of...\n
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Unit Plan
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\n\"Curriculum\n\n
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\nCurriculum Guide For Teaching Texas History\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nFollow Texas history from Native Americans all the way to the 21st Century. Teachers analyze the creation of a year-long course on Texas history and use a wide range of teaching subjects and materials to guide them through the state's...\n
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Handout
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\n\"A\n\n
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\nThe Alamo\n
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\nA Teacher’s Guide to Antonio LóPez De Santa Anna\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nWho was Antonio Lopez de Santa Anna, and how did he relate to the Texas Revolution? Use an informative resource to find out! By reading primary sources, viewing maps and graphs, and answering short-answer written prompts in handouts,...\n
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\n\"Call\n\n
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\nCall to Arms: A Service Project\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nSick of selling candy and washing cars? How about hosting a Digital Day or a Learning Lunch? The suggestions here make fund raising fun and rewarding. Raise money to preserve important maps and other primary source documents.\n
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Organizer
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\n\"Lorenzo\n\n
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\nThe Alamo\n
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\nLorenzo de Zavala and José Antonio Navarro: Their Contributions to the Independence of Texas\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nLorenzo de Zavala and José Antonio Navarro were both native Mexicans and leaders of the Texas Revolution, but with different backgrounds and careers. Compare and contrast the two influential men with a research assignment in which...\n
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Website
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\n\"Mexican\n\n
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\nSmithsonian Institution\n
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\nMexican War\n

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\n\nFor Students\n\n5th - 12th\n\nStandards\n
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\nDid you know that without the Mexican War, the United States would not include the states of Arizona, California, New Mexico, Texas, Nevada, Utah, and even parts of Colorado? Scholars learn a variety of interesting facts about the...\n
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Handout
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\n\"A\n\n
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\nThe Alamo\n
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\nA Teacher’s Guide to Sam Houston\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nNeed a teacher's guide all about Sam Houston and how he relates to the Texas Revolution? Look no further! The guide includes a timeline detailing Houston's life, important milestones, and relevant maps that include his movement around...\n
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Lesson Plan
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\n\"Sam\n\n
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\nCurated OER\n
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\nSam Houston for President...Again\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders discover the political career of Sam Houston. In this Texas history lesson, 4th graders research primary resources and create a modern-day version of Sam Houston's political campaign of the 1840s.\n
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\n\"Librarian,\n\n
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\nCurated OER\n
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\nLibrarian, Legacy Keeper\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nStudents brainstorm a list of all the kinds of items kept in a library. They answer questions about the job of a librarian then they write a three-paragraph essay about the work of a librarian.\n
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\n\"Primary\n\n
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\nCurated OER\n
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\nPrimary Source Adventures: Texas Annexation: United We Stand? Lesson Plan\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders study the national effect that the annexation of Texas had on the 1844 Presidential election using primary source documents which they access through web based sources. They examine slavery in Texas during the 1840's and...\n
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\n\"A\n\n
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\nCurated OER\n
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\nA \"State of the Arts\" Coin\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents study the historical figures depicted on the quarter and explore how symbols of U.S. patriotism were used in its various designs. They research symbols of Texas and choose one to draw in a design for a Texas\nquarter. in...\n
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\n\"(Texas)\n\n
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\nCurated OER\n
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\n(Texas) Capitol Visitors Center, Pre-Visit Lesson Plan, Grades K-3\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nStudents examine pictures of the four flags Texas had had through history. They discuss similarities among the flags and they relate the flag as a patriotic symbol of Texas. Then they create their own flag incorporating a Lone Star...\n
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\n\"Mexican\n\n
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\nCurated OER\n
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\nMexican and American Views of Texas\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nStudents study the territorial status of Texas in 1830, 1840, and 1846 and interpret an historical timeline. They develop a general statement of Mexican and American views of Texas.\n
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\n\"Remember\n\n
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\nRemember the Alamo\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders comprehend how the siege of the Alamo and the Texas revolution laid the groundwork for the United States-Mexican War. They discuss how westward expansion led to Texas Independence. Students complete the \"Remeber the...\n
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