Grade 4 Social Studies

Grade 4 Social Studies Unit 5 Mexico Rules Texas Title 3 rd Six Weeks 25 Days Suggested Time Frame Big Ideas/Enduring Understandings Texas experienced change in government style when Mexico took Texas over from Spain. Empresarios made a significant contribution to Texas colonizations. Guiding Questions What changes in government occurred when Mexico took control of Texas from Spain? What impact did empresarios have on Texas colonization? Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Vertical Alignments *2E 8A Readiness TEKS *2D 14B Supporting TEKS TEKS Process Skills 6AB, 7AB,21ABCDE,22ABCDE,23AB *Safety Net Standards

Sample Assessment Question What was the Mexican War s impact on the development Texas? What was Texas s role in the Mexican War of Independence? Why were Texans fighting for independence? What significant accomplishments/impacts did these empresarios have on the settlements of Texas? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Ongoing TEKS (16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions; Knowledge and Skills with Student Expectations District Specificity/ Examples Vocabulary Instructional Strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North Timeline of events leading to Mexico's independence from Spain: 1519-1821 Spain controlled the government in Mexico (called Nueva España, or New Spain). A viceroy who was a representative of the rulers in Spain role, independen ce developme nt impact settlements economic Students make a timeline of the Mexico s independence from Spain Teach the definition of a revolution - a war to change the government Review information about the Spanish conquest and colonization of the Americas including the influence of: Christopher Columbus - who began European colonization of the Americas.

America. The student is expected to: (D) identify Texas' role in the Mexican War of Independence and the war's impact on the development of Texas; and administered the government. He ran the government almost like a king. Beginning in the 1500's the Spanish began settling towns in Mexico and Texas. New towns they built and new governments they established were just like those in Spain. Spain controlled Mexico (and Texas) for over 300 years. Their capital was Mexico City. Mexican Independence Day - September 16, 1810. On 16 September 1810 a Catholic priest named Father Miguel Hidalgo sounded the "grito de Delores" in the small town of Delores Hidalgo, Mexico. This "shout" was for Mexican independence from Spanish rule (like the American Declaration of Independence). Father Hidalgo and his followers were caught and executed by Spanish soldiers, but the "seeds" of independence were planted. 1810-1821 - Various groups within Mexico fought for Mexican independence for eleven years. In Texas, the Republican Army of the North fought against Spanish soldiers in Nacogdoches, Goliad, and San Antonio. They were defeated in 1813. Other groups fought in motivations empresarios Hernan Cortez - who conquered the Aztecs in Mexico and claimed Mexico for Spain Cabeza de Vaca - who was the first European to live in and write about Texas (1528-34) Coronado - who explored the whole southwest portion of what is now the U.S. and claimed land for Spain. Also review the Spanish method of colonization: Spanish settlement patterns were to: Conquer any native people who might interfere with Spanish occupation; Establish a mission (priests); Build a presidio (fort) to protect the missions (which brought Spanish soldiers to the area); Establish Towns that grew as places for soldiers and eventually family members and some merchants; Give generous Land Grants (haciendas) for ranchers and farmers. Note to Teacher: Point out to students that although Mexico fought for their independence from Spain, when they actually got independence, they set up a government that was almost the same as the one they had fought to overthrow. Remind students that Texas was a part of Spain and then Mexico in the 1820's. The border of the United States and Spain/Mexico was the Sabine River (near present day Beaumont). Louisiana and Arkansas were in the United States. This is difficult for students to understand. A way to discuss this concept with the students might include asking the following questions:

Mexico. Finally in 1821, Spain gave Mexico its independence. 1821 - Mexico became an independent country with an emperor (absolute ruler). Later, in 1824, this emperor was overthrown and a Constitution was written. The government of Mexico was not very stable. (see the next page for the impact of Mexican independence on Texas) Effects of the Mexican Revolution on events in Texas: Many Texans had fought in the Republican Army of the North and so people in the Mexican government knew Texans had supported freedom from Spain. In 1820, Moses Austin negotiated a contract with the Spanish government in San Antonio to bring Anglo settlers to Texas from the United States. In 1821, the government changed and the empresario contract had to be re-negotiated with the new Mexican government. Stephen How many of you have been across the Rio Grande and gone into Mexico? Let students tell about their experiences crossing this international border How many of you have driven from Houston to Louisiana or Arkansas? Did you have to do anything "special" to get into these states? Why not? Help students compare crossing an international border with crossing a state border Point out to students: In the 1820's, when you left Texas and went into Louisiana, you would be traveling into another COUNTRY (like going to Mexico today). Louisiana was in the United States and Texas was part of a state in Mexico. Have students draw conclusions about "Who got mad and why?" by giving them a series of questions such as: Father Hidalgo wanted Mexico to be free from Spanish control Who got mad and why? Mexican officials wanted Anglos in Texas to learn Spanish Who got mad and why? New settlers in Texas traded mostly with the United States Who got mad and why? Spain thought Mexico should be a "good" colony and follow orders... Who got mad and why?

Austin went all the way to Mexico City to do this. He got favorable terms from the Mexican government. The new Mexican government needed money to help pay off debt. They had lots of available land in Texas. So, they decided to sell land very cheaply (12 ½ cents an acre with 10 years before you had to pay). This was a benefit to settlers in Texas who could get lots of cheap (and sometimes free) land. The new Mexican government had problems of its own and Texas was a long way from Mexico City (over 700 miles), so Mexican Texas was left alone to pretty much "do as they pleased". This allowed new settlers in Texas to ignore some of the agreements they made like learning to speak Spanish and becoming Catholic (the official state religion of Mexico). New settlers traded mostly with the United Create a poster to recruit soldiers for the Mexican Revolutionary army. Pearson, MyWorld- Chapter 4 Lesson 3 Primary Sources Websites http://www.tamu.edu/faculty/ccbn/dewitt/mexicanrev.ht m http://www.tamu.edu/faculty/ccbn/dewitt/chieftains.htm http://www.teacheroz.com/texas_history.htm http://www.pbs.org/kpbs/theborder/history/timeline/3.ht ml Maps The Arts in History Background/ Extra information

States and kept many customs and traditions that they had when they lived in the U.S. This objective is introduced at fourth grade. It provides the foundation for Texas History studies in Grade Seven. (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The student is expected to: (E) identify the accomplishments and explain the economic motivations and impact of significant empresarios, including Stephen F. Austin and Martín de León, on Define: Empresario - a businessman who received land grants in Texas in return for bringing Anglo colonists to settle. Anglo - person of English or Northern European ancestry usually immigrating from the Southern part of the United States. The students must know and be able to explain the impact of: Moses Austin secured a land grant to bring colonists from the United States. He died before he could accomplish the task. He was the first Anglo to get this type of land grant from the Spanish government. (1820) Stephen Austin began to colonize using his father's land Identify Accomplish ments Explain Economic motivations Impact Empresarios Stephen F. Austin Martín de León Settlement Class discussion and chart of the accomplishme nts and impact of Stephen F. Austin, Martin de Leon and Moses Austin ELPS 2I, 3H,1E,2G,5G, 5B,4F Create Empresario Trading Cards include who they were, where they settled, their success and failures. Children s Literature Stephen F. Austin: Wilderness Pioneer by Carol Hoff. Hendrick-Long, 1987. Moses Austin and Stephen Austin: A Gone to Texas Dual Biography by Betsy Warren. Hendrick Long, 1996. People of the West by Dayton Duncan. Little, Brown, 1996. Daily Life in a Covered Wagon by Paul Erickson. John Wiley and Sons, 1994. Settler Sayings by Bobbie Kalman. Crabtree Publishing, 1994. Texas Footprints by Rita Kerr. Sunbelt Media, 1988. If You Traveled West in a Covered Wagon by Ellen Levine. Scholastic, 1992. Mississippi Mud: Three Prairie Journals by Ann Turner. Harper Collins Children's Books, 1997.

the settlement of Texas. grant. These colonists were called the Old 300. Austin later had to renew and negotiate his contract with the new government of Mexico. He established San Felipe de Austin as the main Anglo settlement on the Brazos River. Baron de Bastrop, a Mexican official, aided Austin's cause. Stephen Austin is called the "Father of Texas" because he was the first empresario. (1821-22) Martín deleón became the only Mexican empresario to found a colony is Texas. He was successful and started the town of Victoria near the coast and the Guadalupe River. DeLeón was an expert horseman and rancher. He was responsible for much of the cattle production in south Texas. He opposed Santa Anna, President of Mexico, but died in 1833 before the Texas Revolution. His sons and relatives continued his colony. (1824) The West: An Illustrated History for Children by Dayton Duncan. Little, Brown, 1996. Jane Long's Journey by Mary Dotson Wade. Colophon House, 1998. Jane Long: Frontier Woman by Anne Crawford. Benson, 1990. Ghost at the Old Stone Fort by Martha Tannery Jones. Hendrick-Long, 1990. Activities The content for this objective is introduced at fourth grade; however, students have been examining the accomplishments and contributions of significant historical figures since kindergarten and will continue through high school. The list of important people from this time period does not have to be limited to just these individual and empresarios. For instance, the "Mother of Texas" Jane Long was in Texas before 1820 and deserves study and mention. Point out that when Anglos came to settle Texas, the colonists agreed to: Learn Spanish. Become Catholic. Be good citizens and follow Spanish law. Land in Texas was selling for 12 ½ cents an acre compared to $1.25 an acre in the United States.

Generous land grants of hundreds of acres were available, usually with no money due for up to 10 years. Note to teacher: To help students understand the size of an acre, it is about equal to the inbounds size of a football field. Have students do some "frontier math" to decide how much land they could buy in Texas in the 1820's compared to the cost of a common item such as a fast-food hamburger, a video game, a full-price movie ticket, and so on. 1821-36 - Other empresarios and hundreds of Anglo families took advantage of the cheap land available in Mexican Texas and settled here to farm. Immigrants also came from Ireland, Germany and other European countries. Use some of the suggested literature to help students understand the hardships and difficulties of coming to Texas in the 1820's and 1830's. This literature also helps students understand life on the frontier - its isolation, its challenges, and its appeal. Make a poster Stephen Austin might have used to attract colonists to Texas in the 1820's Have students pretend that they are one of the original Anglo colonists to Texas. Have them write a letter back to a friend in the United States telling about life here in Texas. Give students a map showing the empresario grants. Have them trace or sketch the locations of these grants onto a current political map of Texas. Have

them draw conclusions about the relationship of the empresario grants to current cities, towns, and economic activity. Ask each student to write five statements about conclusions they draw related to their maps. As an extension of this activity, have students write five questions that could be answered using their maps. Some sample questions might include: What current cities are located near the Austin grant? What do you notice about the location of most of the empresario grants? Primary Sources Pearson, My World - chapter 4 Lesson 4 Websites http://www.tamu.edu/faculty/ccbn/dewitt/empresarios.ht m#deleon http://www.tshaonline.org/handbook/online/articles/pfe01 http://www.pbs.org/weta/thewest/people/a_c/austin.htm http://www.tshaonline.org/handbook/online/articles/fau14 http://www.tamu.edu/faculty/ccbn/dewitt/spain3.htm Maps The Arts in History Background/ Extra information

(8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (A) identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and following World War II; The student should understand that human and physical geographic factors influence the location and patterns of settlement and that those settlement patterns change over time. Students should know: *the location and settlement patterns in Texas prior to and at the time of the Texas Revolution *how the building of the railroads changed the location and settlement patterns as people moved westward and into urban areas *the location and patterns of settlement after World War II as people moved into suburban areas and into more remote areas of Texas Identify Explain Physical geographic factors Human geographic factors Location Settlement patterns Discuss definition of the vocabulary word for this lesson. Brainstorm a list of factors that were there before humans arrived to that place, and those things created by humans in the enviornment. McGraw Hill Children s Literature Activities Primary Sources Websites Maps The Arts in History Background/ Extra information (14) Government. The student understands how people organized governments in different ways during the early development of The students need to understand the timeline of government in Texas: Spanish colonial rule - early 1500 s - 1821 Mexican War for Independence - 1810-1821, Emperor - 1821-1823, Identify Explain Compare Monarchy Emperor Constitution al republic Dictatorship Create a timeline with facts about the Spanish colonial rule, Mexican War for Independence, Emperor, McGraw Hill Children s Literature Activities

Texas. The student is expected to: (B) identify and compare characteristics of the Spanish colonial government and the early Mexican governments and their influence on inhabitants of Texas. Mexican Constitutional Republic - 1823-1833, Military dictatorship under Santa Anna beginning 1834, Characteristics of each government Mexican Constitutional Republic, Military dictatorship Primary Sources Websites Maps The Arts in History Background/ Extra information Updated 11.10.16