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TEXAS TRAILBLAZERS

Grade 4

IDEA PAGES

I. UNIT THEMES: include cross-cultural sensitivity theme

· Courage: Courage in the face of adversity and change.

· Diversity: The reflection of the rich cultural heritage of the early people of Texas.

· Unity: People unite to create a diverse culture.

II. FOCUS & MOVTIVATION

· Cognitive Content Dictionary with Signal Word

· Honorary Historian Awards

· Bookmarks

· Realia

· Observation Charts

· Teacher made BIG BOOK

· Poetry

· Inquiry Charts

III. CLOSURE

· Process all charts

· Ongoing assessment- Learning Logs

· Personal explorations

· Portfolios

· Teacher/Student generated tests

· Student-made Big Books

· Unit Evaluation

IV. CONCEPTS

· Historical content focuses on Texas history including the Texas revolution, establishment of the Republic of Texas, and subsequent annexation to the United States.

· Students identify the contributions of people of various racial, ethnic, and religious groups to Texas and describe the impact of science and technology on life in Texas

V. TEXAS ESSENTIAL KNOWLDEGE AND SKILLS

Social Studies TEKS

· 4.3 History. The student understands the causes and effects of the Texas Revolution, The Republic of Texas, and the annexation of Texas to the United States.

· 4.3A Analyze the causes, major events, and effects of the Texas Revolution, including the battles of the Alamo and the San Jacinto and their effects on Texas.

IDEA PAGES 2

· 4.22 Applies critical-thinking skills to organize and use information acquired from a variety sources including electronic technology.

· 4.22C Organize and interpret information in outlines, reports, and visuals including graphs, charts, timelines, and maps.

Writing TEKS

· 4.15A Write to express, discover, record, develop, reflect on ideas and to problem solve.

· 4.15C Write to inform (such as to explain, describe, report, narrate)

· 4.19A Generate ideas and plans for writing by using such prewriting strategies as brainstorming, graphic organizers, notes, and logs.

· 4.19D Revise drafts for coherence, progression and logical support of ideas

· 4.19C Revise selected drafts by adding, elaborating, deleting, combining and rearranging text.

· 4.19E Edit drafts for effective word choice.

· 4.19I Select and use reference materials and resources as needed for writing, revising, and editing final drafts.

· 4.15 E Exhibit an identifiable voice in personal narratives and in stories.

· 4.19H Proofread his/her own writing and that of others.

· 4.20C Evaluate how well his/her own writing achieves its purpose.

· 4.18B Compose complex sentences.

· 4.18D Grammar: Use and apply comparative adverbs.

Reading TEKS

· 4.7B Read regularly in instructional-leveled materials that are challenging but manageable.

· 4.11D Connect, compare, and contrast ideas, themes and issues across text.

· 4.12D Recognize the distinguishing features of informational texts.

· 4.10F Determine main idea & supporting details.

· 4.10G Paraphrase & Summarize.

· 4.12C Identify the purpose of texts.

· 4.12B Recognize that authors organize information in specific ways.

· 4.10B Use the text’s structure to locate and recall information.

· 4.10H Draw conclusions/make generalizations and support with text evidence & experience.

· 4.9D Determine meanings of derivatives by applying knowledge of the meanings of root words and affixes.

· 4.9C Use prior knowledge to interpret figurative language and multiple meaning words.

· 4.13D Interpret graphic aids – interpret and use graphic sources of information such as maps, graphs, timelines, tables, and diagrams to address research questions

IDEA PAGES 3

· 4.12H Analyze characters, including their traits, motivations, conflicts, points of view, relationships, and changes they undergo.

· 4.9A Develop vocabulary through paired reading: Fiction & Non-Fiction

English Language Proficiency Standards

· (1) Cross –curricular second language acquisition/learning strategies.

(C) use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary

· (2) Cross-curricular second language acquisition/listening

(C) learn new structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions

(E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language

· (3) Cross-curricular second language acquisition/speaking

(E) share information in cooperative learning interactions

· (4) Cross-curricular second language acquisition/reading

(F) use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language

· (5) Cross-curricular second language acquisition/writing

(B) write using newly acquired basic vocabulary and content-based grade-level vocabulary

English Language Learners in grades K-12 may be at the Beginning, Intermediate, Advanced, or Advanced High stage of English Language Acquisition in each of the four domains: Listening, Speaking, Reading, and Writing. The English Language Proficiency Standards that pertain to level (provided as a separate document) describe the overall English Language Proficiency Levels of ELLs in each domain in order to linguistically accommodate their instruction. Careful consideration should be given to each student’s proficiency level in each domain to ensure mastery of each content area.

VI. VOCABULARY

citizen

democracy

petition

independence

massacre

revolution

scout

mission

declaration

treaty

frontier

pioneer

constitution

rebellion

abolish

delegate

retreat

representative

cavalry

Empresario

territory

militia

resolution

prosperity

Anglos

convention

dispute

resolve

compromise

republic

patriotism

colonization

annexation

IDEA PAGES 4

VII. RESOURCES AND MATERIALS- TEACHER RESOURCES

Harcourt Horizons– Texas Teacher’s Edition 4th grade: Harcourt School Publishers Inc. Dallas (2000)

VIII. RESOURCES AND MATERIALS- NON FICTION

· Adler, David A. A Picture Book of Davy Crockett, Holiday House/New York (1996).

· Burgan, Michael. The Alamo, Compass Point Books (2001).

· Davis, Joe Tom. Legendary Texians, Eakin Press (1982).

· Garland, Sherry. Voices of the Alamo, Scholastic Press/New York (2000).

· Gurasich, Marj. Did you ever…Meet a Texas Hero?, Eakin Press (1992).

· Harper, Jo. Deaf Smith: Scout, Spy, and Texas Hero, Eakin Press (1996).

· Jakes, John. Susanna of the Alamo A True Story. Scholastic Press/New York (1995).

· Krensky, Stephen. Davy Crockett: A Life on the Frontier, First Aladdin (2004).

· Kubiak, Dan. Ten Tall Texans, The Balcones Company (1967).

· McGowen, Tom. The Alamo, Children’s Press (2003).

· Murphy, Jim. Inside the Alamo, Delacorte Press (2003).

· Silverstein, Herma. The Alamo, Dillon Press (1992).

· Townsend, Tom. Davy Crockett: An American Hero, Eakin Press (1987).

· Warren, Betsy. Moses Austin and Stephen Austin, Hendrick-Long Publishing Co. (1996).

IX. RESOURCES AND MATERIALS- TECHNOLOGY (WEBSITES)

· United Streaming Video: The Texas Revolution (7:15 minutes) / video clip from "Lone Star Legacy: The Texas Republic and the Mexican War "

· Institute of Texan Cultures Website: The Spirit of the Alamo

TEXAS TRAILBLAZERS

UNIT PLANNING PAGES

I. FOCUS /MOTIVATION

· Cognitive Content Dictionary with Signal Word

· Big Book –Texans, Texans Which Flags Do You See Flying?


· Realia

· Historian AwardsRead Aloud

· Video

· Inquiry Chart

II. INPUT

· Pictorial - Stephen F. Austin, The Alamo

· Timeline - Voices of the Alamo

· World Map- Texas, United States, continent, western hemisphere,

· Narrative – Susanna of the Alamo – a True Story

· 10/2 lecture with primary language

· Read Aloud

· Video – “The Battle of the Alamo”

III. GUIDED ORAL PRACTICE

· T-graph/Team Points

· Picture files – observe, classify, categorize, label, highlight

· Poetry & Chants

· The Old 300 - Yes, Ma’am

· The Historian Bugaloo

· The Alamo (Yankee Doodle)

· Sentence Patterning Chart (“Farmer- in- the- Dell”)

· Mind Maps

· Team Tasks

· Process Grid

· Personal interaction

· Oral book sharing

· Exploration Report

IV. READING/WRITING

A. Whole Group

· Cooperative Strip Paragraph – responding, revising, editing

· Narrative – Story Map

PLANNING PAGES 2

· Big Book – Shared Reading

· Poetry & Chants

· DRTA

· Found Poetry

B. Small Group - anything modeled by the teacher

· Team Tasks

· Ear-to Ear Reading

· Guided Reading Groups –

· Expert Groups –The People of Texas Independence

· Focused Reading

· Flexible Groups-heterogeneous, homogeneous, skill based

· ELD Group Frame

· Leveled books

· Clunkers and Links- at or above grade level with SQ3R

Skills

· Struggling/Emergent – Cooperative Strip

C. Individual

· Learning Logs

· Individual tasks- anything practiced in teams

· Interactive Journals

· Home-School Connection

· Poetry Book

D. Writer’s Workshop

· Mini-lesson

· Writing/Planning

· Author’s Chair

· Conferencing

· Publishing

V. EXTENDED ACTIVITIES FOR INTEGRATION

· Field Trip - Taste of Texas

· Reader’s Theater

· Art Lesson

PLANNING PAGES 3

VI. CLOSURE/ EVALUATION/ ASSESSMENT

· Portfolio Assessment: Teacher & self-assessment

· Learning Logs & Journals

· Individual activities

· Team Exploration: Rubrics

· Teacher/ Student made quizzes

· KISD targeted assessment questions

· Oral written reports

· Process inquiry charts

· Texas History Jeopardy

Sample Daily Lesson Plan

DAY ONE

Focus / Motivation

· 3 Standards

· Reinforcements – Honorary Historian Awards

· Cognitive Content Dictionary/Signal Word (Revolution)


· Inquiry Chart -“What do you know about Texas History?”

· Big Book

· Portfolios

· Chants

· “Historian Bugaloo”

Input

· Graphic Organizer – Time Line – Voices of the Alamo

· 10/2 lecture with primary language groups

· Learning Log

· ELD Review

· Narrative Input – Susanna of the Alamo

· Graphic Organizer – World Map, “Where in the world is Texas?”

· 10/2 Lecture with primary language groups

· Learning Log – write/sketch the geographical location of where you live. Include hemisphere, continent, country, state, and city.

· ELD Review

Guided Oral Practice

· T – Graph for Social Skills (Cooperation)

· Picture File Cards Activity/Exploration Report

· Free Exploration – discuss justify compare/contrast, higher level thinking.

· List, group, label

· Poetry / Chants

· “Historian Bugaloo”

Reading / Writing

· Shared Reading - Texans, Texans Which Flags Do You See Flying, Big Book

· Writer’s Workshop

· Mini-lesson

· Write/plan

· Author’s Chair

Closure

· Home School Connection #

Sample Daily Lesson Plan Page 2

DAY TWO

Focus / Motivation

· 3 Standards/Awards

· CCD/Signal Word (Colonization)

· Process Home School Connection #1

· Process Input with word cards

· Process Narrative Input with word cards and conversation bubbles.

· Process chant-highlight, sketch, and picture file cards

Input

· Pictorial Input – The Alamo (5 day demonstration)


· Learning Log

· ELD Review

· Pictorial Input - Stephen F. Austin


· Learning Log

· ELD Review


· Chants- highlight, sketch, word and picture cards.

· Team Tasks

· Process T-graph

· Team points

· Team share

Reading / Writing

· Interactive Journal

· Expert Groups

· Team Tasks

Closure

· Process Home School Connection.

· Process Inquiry Chart

· Process T-graph


DAY THREE

Focus / Motivation


· CCD/Signal Word (Declaration)

· Process Home /School Connection

· Process Input with word cards

· Story map - Susanna of the Alamo


· Sentence Patterning Chart

· Reading Game

· Trading Game

· Flip Chant

· Chants- highlight, sketch, word and picture cards.

Reading / Writing

· Expert Groups

· Team Tasks

· Oral Team Evaluation.

· Writer’s Workshop

· Mini Lesson

· Writing

· Author’s Chair

· Mind Map

· Process Grid

· Cooperative Strip Paragraph

· Respond, revise, edit

Closure

· Home/School Connection #2

· Interactive Journal

· Process the Inquiry Chart


DAY FOUR

Focus / Motivation


· CCD/Signal Word (Stumper word)

· Process Home /School Connection (#1 & #2)

Input

· Read Aloud


· Chant

· “The Alamo Cadence”

Reading / Writing

· Listen and Sketch

· Team Tasks

· T-graph-oral evaluation

· Leveled Reading

· ELD Group Frame – Narrative retell

· Clunkers and Links – at or above grade level reading.

· DRTA

Closure


· Learning Log


DAY FIVE

Focus / Motivation

· CCD/Signal Word – “Stumper Word” (student selected vocabulary)

· Process Home /School Connections

· Chant

Input

· Read Aloud

· Listen and Sketch


· Chants

· Team Tasks

· Written evaluation

· Team Presentations

· Strip Book

Reading / Writing

· Ear to Ear Reading

· Student Poetry Book

· Focused Reading with personal Content Dictionary

· Found Poetry

· Flexible Reading Group

· Cooperative Strip Paragraph with emergent readers

Closure


· Learning Log – What helped you learn? / Evaluate Week

· Team Jeopardy

Big Book

Title: Texans, Texans Which Flags Do You See Flying?

Texans, Texans which flag do you see flying?

We see no flag yet.

· Prior to 1519 no country controlled Texas.

· Many groups of Native Americans lived in the territory that will later become Texas.



We see the Spanish flag flying.

· From 1519 – 1685 & 1690 – 1821

· The first European country to establish a settlement in Texas was Spain.

· The settlement was Ysleta Mission in present day El Paso.

· Other Spanish missions, forts and settlements followed for a century and a half. (That’s 150 years!)



We see the French flag flying…

· From 1685 – 1690

· The French, who had established a settlement in Louisiana, took a bold step and claimed part of eastern Texas near the Gulf Coast where there was no Spanish presence.

· After La Salle’s murder in 1690, their claim evaporated.



We see the Mexican flag flying.

· From 1821 – 1836

· Mexico won independence from Spain in 1821. As a result, Texas became part of Mexico.

· Pioneers came from Mexico and from the United States to colonize territory for the Mexican government.

· Americans who settled the area were called Texians and became citizens of Mexico.



We see the Texas Republic flag flying.

· From 1836 – 1845

· These almost 10 years were a time of Texas independence. It was during this period that unique accents of the Texas heritage germinated.



We see the United States flag flying.

· From 1845 – 1861

· Texas became the 28th state in 1845.

· There are only 28 stars on this flag, which was the tenth flag of the United States.



We see the Texas Confederacy flag flying.

· From 1861 – 1865

· Sixteen years after joining the United States, America was divided by the Civil War.

· Texas joined the confederate states.

· This flag was known as “The Stars and Bars.”



We see the United States flag and the Texas State flag flying.

· From 1865 to present

· After the Civil War, Texas rejoined the United States.

· Our state flag led to our nickname of “The Lone Star State”.



· We see the Spanish flag, French flag,Mexican flag, Texas Republic flag,

United States flag, Texas Confederate flag, and our present flag of the

United States of America.


1745

1803

1821

1830

1834

1835

February 10,1836

March 6, 1836

Before Dawn

March 5, 1836

(part 1)

March 6, 1836

March 5, 1835

(part 2)

April 21, 183

Pictorial Input Chart info:

Stephen F. Austin “Father of Texas”

Stephen Fuller Austin, son of Moses Austin, was born in 1793 in southwestern Virginia. His family moved to Missouri when he was 5. He attended Yale College and had many different jobs, including storekeeper, manager of the family lead mining business, director of a bank, militia officer, legislator and circuit judge. His father took the first steps toward establishing an American colony in Mexican Tejas. Moses traveled to San Antonio and was granted approval to settle 300 American families on 200,000 acres. They later became known as the “Old 300.” Moses died before completing his plans and he left this responsibility to Stephen.

Stephen Austin selected a spot on the lower Colorado and Brazos rivers and settled his colonists in 1822. They immediately faced opposition from the new independent Mexican government. They did not recognize his father’s land grant. Austin traveled to Mexico City and secured a new law confirming his right to colonize the land. He was made the new colony’s empresario or administrative authority.

Stephen had a lot of responsibilities including controlling immigration into the region, establishing a judicial and law-enforcement system, supervising the building of roads, schools, sawmills and granaries. He also worked out disputes within the Mexican system and sought to make allies with the Mexican liberals. In 1830, Mexican officials passed a law prohibiting further American immigration into Tejas. Although Austin found a loophole that kept Americans coming, the colonists grew resentful of the Mexican government and began calling for a separate state government. Against Austin’s advice, they wrote a constitution for Texas at the San Felipe Convention in 1833. Austin brought it to Mexico City. President Santa Anna refused the request for statehood and imprisoned Austin for suspicion of inciting an insurrection.

Austin was released in July of 1835. Although he still thought an alliance with Mexican liberals was the best option, he had no choice but to support the drive for independence. He took command of the attack on Mexican troops at San Antonio and then began to act as commissioner to the US, traveling to Washington to seek military support for the annexation of Texas by the US. He was unsuccessful in Washington, and returned to Texas in June 1836. After the Texas War for Independence had been won at San Jacinto, he was defeated in his run for presidency by Sam Houston. He did serve as secretary of state until he died on December 27, 1836.

Narrative Input

Susanna of the Alamo

By John Jakes

Retold by Chris Porter

Susanna Dickerson, her husband, Almeron, and her 15 month old daughter, Angelina, stood watching as men in the Mexican Army rode around the outside the walls of the old mission and waved a red flag. The red flag meant “take no prisoners and show no mercy”. The Mexican Army was led by Antonio Lopes de Santa Anna. Santa Anna was at war with the Texans because they had become too strong and would not obey his laws. Susanna and her family were part of the Texans who had decided to stay and face Santa Anna and the Mexican Army.

The Texans inside the old mission called the Alamo, now a fort, were from many different places. Susanna and her husband had come from Tennessee. Congressman Davy Crockett and 12 men had come from Tennessee; William B. Travis came from Alabama, while others came from Massachusetts, Pennsylvania, and even Europe. Colonel Travis wrote a letter saying the defenders of the Alamo would never give up. “Victory or Death”, he wrote above his name.

Santa Anna’s army dug trenches closer and closer to the walls of the fort. Colonel Travis wrote letters pleading for help. Travis needed the 400 armed Texans at Goliad under the command of Colonel James Fannin to come to San Antonio. Susanna, her family waited with the other brave Texan men and women for help to come. For 12 days the Mexican Army shot at the Alamo while more and more Mexican soldiers arrived from the south until there were 3000. Inside Susanna and the others were frightened and exhausted.

Before dawn on Sunday, March 6, Santa Anna’s army attacked the Alamo. Susanna and the other women and children huddled the chapel. Susanna could hear booming cannons, shouts of the soldiers, cries of the wounded and dying. The battle was short and only the women and the children were left alive. 188 Texans and 200 Mexicans had died in the battle at the Alamo.

A Mexican soldier entered the startegy and dragged Susanna carrying Angelina outside through the plaza. Shooting was still going on and a bullet hit her in her leg. She was taken to a doctor and as he bandaged her leg she asked about burying the dead Texans. He looked at her sadly. “General Santa Ana has given the command to burn the bodies,” he said. “It is the greatest shame for a fallen soldier, you see. Not to be buried.” Susanna had a strange kind of lump, harder and hotter than sorrow. “I want to see your general,” she said.

General Santa Ana offered a blanket and $2.00 to Susanna and told her she must go with an escort to take a letter to General Sam Houston and other Texans who were in the town of Gonzales, many miles away. The letter told the Texans to obey Mexican law or they would also be attacked by the Mexican Army.

Susanna arrived at Gonzales on March 13th and told General Houston about the brave Texans who had fought at the Alamo and how Santa Ana had issued the order to take no prisoners and live no one alive. Houston was furious. He ordered all the Texans to take their belongings and leave Gonzales. Then he burned the town to the ground. He wanted to leave nothing for Santa Ana when he arrived with his troops. He told Susanna that Stephen Austin and a group of men had met in Washington-on –the –Brazos to declare independence from Mexico.

That very night, people in Gonzales packed up and fled eastward. Susanna and Elizabeth left with them. Soon it seemed as if every settler in Texas was heading east. Sam Houston and his men had been in San Jacinto, running just ahead of Santa Anna. Santa Anna had left many of his army behind so he could keep up with Houston. Houston waited for his change and turned back to find Santa Anna. Santa Anna and his men were sleeping when Houston and his men attacked them. The battle was short.

The next day Santa Anna was found hiding in some tall grass. He was wearing plain clothes that he had stolen and was pretending he was an army private. The other prisoners saw him and started yelling, “El Presidente!” Houston forced Santa Anna to write an order pulling out every last Mexican soldier out of Texas.

Alamo Cadence

We just know what we’ve been told; in Texas life is big and bold.

In 1836 we know, that independence was our goal.

Santa Anna began his march, defending Texas was our charge.

Sound off

Alamo

Sound off

Tough defeat

1-2-3-4

Go Texans!

150 men did go, to defend the Alamo.

Santa Anna was not alone, 5,000 soldiers he had in tow.

They shot and fired their cannon balls, and two weeks later our walls did fall.

Although we suffered a defeat, you know those Texans can’t be beat!

Sound off

Alamo

Sound off

Tough defeat

1-2-3-4

Go Texans!

Written by: Leigh Childs, Karen Muller, Melissa Cialini-Charles

Katy ISD

Historian Bugaloo

I’m a historian and I’m here to say

I study the past and that’s OK.

Sometimes I talk to people, sometimes I draft a book.

But I’d really love to go back and take a look!

Colonists, soldiers, leaders too.

Doing the Texas History Bugaloo!

On March the 2nd, 1836

Texas declared its independence. It was a temporary fix.

Because 4 days later, at the Alamo,

Many men lost their lives. They inspired many though.



Six weeks later, on the 21st of April,

Houston led his force to San Jacinto.

They surprised Santa Anna and his military men.

And defeated them in minutes, the Revolution did end.



Texas became an independent nation.

Houston was the President, it was a troubled nation.

The Comanches, Mexicans, money problems too,

Contributed to the downfall of the Texas that they knew.



In 1845, Texas voted for annexation.

They became the 28th state of the United States nation.

It was a long journey from Spanish Colony to a state.

Now we’re all proud Texans and it feels great!


Doing the Texas History Bugaloo

San Jacinto March

(Sung to Ants Go Marching)

The mission that became the Alamo

It fell! It fell!

Sam Houston needed a courageous armyTo help! To help!

He wanted them to remember the Alamo.

1000 men marched into San Jacinto.

And they all prepared to take the Mexicans by surprise.

The scouts saw Santa Anna’s men takingA nap! A nap!

They knew it was an opportune time to

Attack! Attack!

The battle was over in 18 minutes.

The Texans had won and secured independence.

And they all yelled proudly, “Remember the Alamo!”

KISD GLAD Key Trainers, Summer 2009

TEXANS

Texans here, Texans there,

Texans, Texans everywhere!

Brave Texans planning optimistically,

Wise Texans thinking independently,

Strong Texans standing bravely,

And independent Texans enduring permanently.

Texans inside the Alamo,

Texans in Goliad,

Texans beyond Gonzales,

And Texans at San Jacinto.

Texans here, Texans there,

Texans, Texans everywhere!

Texans! Texans! Texans!

Chris Porter

KISD

The Alamo

(Sung to the tune of Yankee Doodle)

A Texan scout had rung the bell

To warn of Santa Anna!

The many men who fought 12 days

Just wanted independence.

Colonel Bowie shared command

With Colonel William Travis.

They vowed to never surrender

And fought out on the plaza.

The Alamo is important

To all of Texas’ families.

March the 6th will always be

A proud day in our history.

A single bugle blew that morning

From a Mexican soldier.

The men jumped up and grabbed their guns

And fought them shoulder to shoulder.

In two short hours the end had come.

The Alamo had fallen.

But forty-one days from that morn

Our independence was gotten.

The Alamo is important

To all of Texas’ families.

March the 6th will always be

A proud day in our history.

The Old 300

Do you want to start a colony?

Yes M’am.

Do you want to start a colony?

Yes M’am.

Where will it be?

Down Texas’ way.

Where will it be?

By the Brazos River.

Is the land cheap?

Yes M’am.

Is the land cheap?

Yes M’am.

How much is it?

12 cents an acre.

How much is it?

For 4,428 acres.

Did Moses Austin get a land grant?

Yes M’am.

Did Moses Austin get a land grant?

Yes M’am.

Why didn’t he start the colony?

Because he died too soon.

Why didn’t he start the colony?

He died at 59 years old.

Should his son, Stephen, start it?

Yes M’am.

Should his son, Stephen, start it?

Yes M’am.

Why will settlers come?

To gain a lot of land.

Why will settlers come?

To start a brand new life.

Will he bring many families?

Yes M’am.

Will he bring many families?

Yes M’am.

How many do you think?

300 eager families.

How many do you think?

Almost all from English descent.

Do you think there’s a catch?

Yes M’am.

Do you think there’s a catch?

Yes M’am.

What’s the 1st catch?

It’s about their religion.

What’s the 1st catch?

They must become Catholic.

Are there any more compromises?

Yes M’am.

Are there any more compromises?

Yes M’am.

What’s number 2?

They’ll be Mexican citizens.

What’s number 2?

No longer U.S. citizens.

Is there still more?

Yes M’am.

Is there still more?

Yes M’am.

What’s the final promise?

To fight for Mexico.

What’s the final promise?

Against their old U.S.

Will the journey be dangerous?

Yes M’am.

Will the journey be dangerous?

Yes M’am.

What will be so hard?

They’ll have to fight Native Americans.

What will be so hard?

They’ll encounter bad weather and disease.

Do they start a successful colony?

Yes M’am.

Do they start a successful colony?

Yes M’am.

How do you know?

They’re famously named THE OLD 300.

How do you know?

It was their destiny.

Written by: Leigh Childs Katy ISD Katy, Texas

Project GLAD Texas Trailblazers

Home/School Connection #1

Many families have come to Texas since Santa Anna’s defeat in 1836. Interview your parents or family members. Find out when, why, and how your family came to Texas. Sketch and write your family’s story.

Student’s name: __________________________ Parent Signature: _______________________



Many families have come to Texas since Santa Anna’s defeat in 1836. Interview your parents or family members. Find out when, why, and how your family came to Texas. Sketch and write your family’s story.

Student’s name: ________________________ Parent Signature: _________________________



Tell your parents why Sam Houston was so important for Texas history. Have them tell you about another hero they remember from history. It can be from any country. Sketch and write what they tell you.




Tell your parents why Sam Houston was so important for Texas history. Have them tell you about another hero they remember from history. It can be from any country. Sketch and write what they tell you.

Student’s name: _________________________ Parent Signature: _______________________



Retell the story of Susanna Dickerson at the Alamo and her journey to find Sam Houston. Had they ever heard of her? Sketch and write your family’s comments about her story.




Retell the story of Susanna Dickerson at the Alamo and her journey to find Sam Houston. Had they ever heard of her? Sketch and write your family’s comments about her story.

Student’s name: _________________________ Parent Signature: _______________________



Tell your parents or family two things about the Texas fight for independence. Ask them if there have been any revolutions or wars for independence in any other countries that they remember. Sketch and write two facts your parents or family tell you.




Tell your parents or family two things about the Texas fight for independence. Ask them if there have been any revolutions or wars for independence in any other countries that they remember. Sketch and write two facts your parents or family tell you.

Student’s name: _________________________ Parent Signature: ________________________

Proyecto GLADUnidad de la Historia de Texas

Conexion entre Escuela y Hogar #1

Muchas familias han venido a Texas desde que Santa Ana fue derrotado en 1836. Entrevisten a sus padres o familiares. Investiguen cuando, porque y como su familia llegó a Texas. Dibuja y escribe lo que te digan.

Nombre del alumno/a____________________Firma del padre o madre__________________



Muchas familias han venido a Texas desde que Santa Ana fue derrotado en 1836. Entrevisten a sus padres o familiares. Investiguen cuando, porque y como su familia llegó a Texas. Dibuja y escribe lo que te digan.




Diles a tus padres porque Sam Houston fue tan importante para la historia de Texas. Pídeles que te digan acerca de otro héroe que se recuerden de la historia. Puede ser de cualquier país. Dibuja y escribe lo que te digan.


Proyecto Glad Unidad de la Historia de Texas


Diles a tus padres porque Sam Houston fue tan importante para la historia de Texas. Pídeles que te digan acerca de otro héroe que se recuerden de la historia. Puede ser de cualquier país. Dibuja y escribe lo que te digan.

Nombre del alumno/a____________________Firma del padre o madre_________________

Proyecto GLAD

Unidad de la Historia de Texas


Narra la historia de Susana Dickerson en el Alamo y su viaje para encontrar a Sam Houston. ¿Habian alguna vez escuchado de ella? Dibuja y escribe los comentarios que te haga tu familia al respecto.


Proyecto GLAD Unidad de la Historia de Texas


Narra la historia de Susana Dickerson en el Alamo y su viaje para encontrar a Sam Houston. ¿Habian alguna vez escuchado de ella? Dibuja y escribe los comentarios que te haga tu familia al respecto.


Proyecto GLAD Unidad de la Historia de Texas


Diles a tus padres o a tu familia dos cosas acerca de la bandera de Texas por la independencia. Pregúntales si ha habido alguna revolución o guerras por la independencia en cualquier país que ellos se recuerden. Dibuja y escribe al menos dos hechos que tu familia te diga al respecto.




Diles a tus padres o a tu familia dos cosas acerca de la bandera de Texas por la independencia. Pregúntales si ha habido alguna revolución o guerras por la independencia en cualquier país que ellos se recuerden. Dibuja y escribe al menos dos hechos que tu familia te diga al respecto.


Expert Group

William B. Travis

William Barret Travis was born in South Carolina on August 9, 1809. Travis grew up in Saluda County. He studied law and became an attorney before marrying Rosanna Cato at 19. At 20, he began publishing a newspaper, became a Mason and joined the militia. Soon, his marriage failed. He abandoned his wife, baby son and unborn daughter and headed for Texas.

Travis arrived in Texas in 1831, and obtained land from Stephen F. Austin. He set up a law practice first in Anahuac, and then in San Felipe. Travis was one of the first to join Texas forces when friction began between Mexico and Texas. Travis was one of hundreds to come to the Battle of Gonzales, but was too late to actually take part in the fight. In January, 1836, Provisional Governor Henry Smith sent orders for Travis and about 30 other men to go to the Alamo. Soon, Travis found himself in command when the first commander, James C. Neill, took leave to care for his family.

Travis commanded the Texas defenders during the Siege and Battle of the Alamo. He sent a now famous appeal to Texans and Americans to send reinforcements, but also stated that he would not surrender and would fight to the death. He fought off Santa Anna and his army of more than 2000 soldiers for almost 2 weeks. Travis and over 180 defenders gave their lives for Texas independence on March 6, 1836.

Something not many people know about Travis is that his family’s original last names were Travers and Barrot when they came from Europe to the first English colonies, and that he was only 26 at the time of his death.

Expert Group

James Bowie

James Bowie was born in Kentucky in 1796. When he was still quite young, he moved with his family to Missouri, and then in 1802 to Louisiana. He spent much of his youth here and this is where he got his reputation of being bold and fearless.

Bowie got fairly rich at an early age. He went into business with his two brothers, Rezin and John. Some of his ventures included sugar milling, land speculation and then slave trading. In 1827, Bowie fought in a terrible fight near Natchez, Mississippi. Several men were killed and Bowie was wounded. He was shot twice and stabbed with a sword once, yet he still managed to fight. This is where he started making a name for himself. It took him about a year to recover. When he was well, he moved to Texas. Before the revolution, he spent a lot of time establishing friendships with Indians in order to assist him in his search for silver and gold. Some say, he founded the fabled San Saba mines, also known as the Bowie mines, near the center of Texas.

On April 25, 1831, Bowie married Ursula de Veramendi, the daughter of the vice-governor of Texas. 2 years later, Bowie sent the entire Veramendi family to the mountains of Coahulia to avoid an epidemic of cholera. Sadly, the entire family perished from the disease. Bowie was devastated and was said to have begun drinking heavily. However, when the Texas Revolution began on October 5, 1835, Bowie was commissioned Colonel of Volunteers. Before the Alamo, Bowie participated in the Battle of Concepcion and in the Grass Fight near San Antonio. He commanded a volunteer force in San Antonio when William Travis arrived with his army troops. Both Bowie and Travis shared the authority during the Siege of the Alamo. This caused friction between the two. However, Bowie came down with pneumonia. He was confined to his cot and died there on March 6, 1836 at the Battle of the Alamo.

Bowie is famous for the Bowie knife; however he was not the one who invented it. His brother Rezin was the actual inventor, but some say that style of knife existed before. Bowie did however, become famous for using the knife, thus the name..

Expert Group

Sam Houston “The Raven”

Sam Houston was born near Lexington, Virginia on March 2, 1793. He was brought up in Tennessee by his widowed mother. Growing up, he spent a lot of time with Cherokee Indians. He joined the army and served under Andrew Jackson from 1813 – 1814. He resigned in 1818. He studied law for a few months but was soon elected attorney general for Nashville. He served two terms in Congress and in 1827 was elected governor of Tennessee. He married, but the marriage ended quickly. He resigned from office because of the pressure and spend the next 6 years with the Cherokee Indians. He took a Cherokee wife, Tiana Rogers, and adopted Cherokee citizenship.

He came to Texas to secure a land grant for the tribe in 1832. By 1835, he moved to Texas and within that year was named commanding general of the revolutionary army. In March 1836, Houston became a delegate to the convention that declared Texas an independent republic. He resumed his post as general and led the Texas army to a victory over Santa Anna in the Battle of San Jacinto on April 21, 1836.

Houston became the first president of the new republic from 1836 to 1838. He was reelected to a second term from 1841-1844. After Texas was annexed by the US in 1845, Houston was elected to the US Senate and served from 1846-1859. He was known for his Unionism and friendship with the Indians. Houston was not happy that Texas was trying to secede from the Union. He was forced out of office when the Texas did secede.

In 1840, Houston married his 3rd wife. They had 8 children. Houston died in his home in Huntsville on July 2, 1863. He was 70 years old. The city of Houston, Texas is named after him.

Expert Group

Antonio Lopez de Santa Anna

Santa Anna was born in Jalapa, Veracruz on February 21, 1794. He was from a middle class family, but had limited schooling. When he was young, he worked as a merchant, but in June, 1810, he was appointed a cadet in the infantry regiment. He spent the next few years battling insurgents and policing some Indian tribes. He remained loyal to Spain for many years and fought against Mexican independence. He was wounded in the arm by an arrow in 1811 and cited for bravery in the battle of Medina in 1813. He served under Arredondo, whose policies of mass executions seem to have been a model of how Santa Anna conducted the Texas Revolution.

Santa Anna switched sides and declared his loyalty to the future Emperor of Mexico, Agustin de Iturbide in 1821. He rose to prominence quickly by driving out Spanish forces. Santa Anna became a General in 1823 and played an important role helping to overthrow Iturbide and declare Mexico a Republic. Santa Anna was appointed Governor of the state of Yucatan. He wanted to invade Cuba, but did not have the funds or sufficient support. In 1829, Santa Anna marched against a much larger force of Spaniards and won. He was declared a hero. He named himself, “The Victor of Tampico,” and “The Savior of the Motherland”.

Santa Anna had decided to retire, but soon came out of retirement and was elected president in 1833. He didn’t seem to have much interest in running the country, as he handed over much of his power to his Vice President, Farias. Although Farias worked hard to root out corruption, many sections of Mexicans got annoyed. Santa Anna suspended the Constitution, disbanded the Congress and worked to give more power to the central government. Many states went into open rebellion. Only the Texas portion of the state of Coahuila voted to formally separate from the Mexican confederation.

Santa Anna relinquished his presidency and went into battle. He was still considered the ruler of Mexico. Santa Anna marched north to bring the province back under Mexican control. Santa Anna’s forces killed around 200 Texan defenders at the Battle of the Alamo (Feb. 23 – March 6, 1836) and executed 342 Texan prisoners at the Goliad Massacre (March 27, 1836). Santa Anna was defeated by Sam Houston’s soldiers at the Battle of San Jacinto (April 21, 1836). Santa Anna was captured the day after. Santa Anna remained in exile in the U.S., but was allowed to return to Mexico in 1837. He once again became president, but after running a dictatorship, was exiled to Cuba. He returned yet again. All in all, he held office 11 times. In 1853 he sold territory to the USA including the area known as Gadson Purchase. Today he is considered one of the most ruthless traitors in Mexico. He died in Mexico on June 21, 1876.

Mind Map

Heroes of Texas Independence

Heroes of Texas Independence Process Grid

Name

Birthplace/citizenship

Careers

Contributions to Texas Independence

Interesting facts

Stephen F. Austin

· Born in Southwestern Virginia in 1793

· Started first colony in Texas

· Named and worked as a secretary of state for the Republic of Texas

· A successful commissioner who received military support and finally helped with winning the Texas War for Independence

· He was imprisoned in Mexico for suspicion of inciting on insurrection.

William B. Travis

· Born in South Carolina on August 9 of 1808

· Commanded 30 men at the Alamo in 1836 during the siege and battle of the Alamo

· Fought off Santa Anna and his army of more than 2000 soldiers for almost 2 weeks

· died in battle

· His family’s original names were Travers and Barrot (Not Travis and Barret)

James Bowe

· Born in Spring Creek Kentucky in 1796

· Assigned to be colonel of volunteers and he shared authority with Travis

· Well known for his courageous efforts to lead the volunteers against the Mexican Army at The Alamo.

· He is said to have invented the “Bowie knife” although it was actually his brother Rezin who invented it.

Sam Houston

· Born in Virginia on March 2, 1793

· First president of the new Republic of Texas in 1836

· Named commanding general and delegate of the revolutionary army

· He led the Texas army to victory at San Jacinto while defeating Santa Anna’s troops.

· He was known for his unionism and friendship with Indians.

Antonio Lopez de Santa Anna

· Born in the state of Veracruz, Mexico on February 21, 1794

· One of the highest ranking, generals, presidents and dictators of Mexico.

· He sold territory to the USA including Texas and the area known as The Gadson Purchase.

· President 11 different times.

Heroes of Texas Independence Process Grid

Name

Birthplace/citizenship

Careers

Contributions to Texas Independence

Interesting facts

Dates for Timeline, Voices of the Alamo, by Sherry Garland

Name __________________

The Texas Revolution

General Sam Houston w/picture.

Texas Trailblazers, 4th grade – Texas

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Katy ISD: Leigh Child, Teresa Mustion, Jennifer Perepeluk, Chris Porter, Meredith Weiss - Project G.L.A.D. (April 2010)

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