Day 5        

Teacher: Rick Kiefer      

 

Subject Area: Social Studies: U.S. History

        

Grade Level: 8

        

Unit Title: Expansion and Conflict

        

Lesson Title: Americans in Texas

        

 

Objectives (Write 2-5 objectives stating expected learner outcomes.):

 

SWBAT - Explain why the Mexican government invited American settlers to Texas.

SWBAT - Examine the conflicts between the Texans and the Mexican government that led to revolution.

SWBAT - Identify and explain the significance of various vocabulary terms associated with the settling of Texas.

SWBAT - Describe how Texas independence affected the Tejanos.

       

Anticipatory Set (List specific statements or activities you will use to focus students on the lesson for the day.): (15 - 20 mins.) Ask students to refer to TV programs or their own life experiences to start a discussion on cultural differences they have observed in American society. Discuss why cultural differences can sometimes create conflict then tell how cultural differences contributed to conflicts in Texas.

        

Input (What information is essential for the student to know before beginning and how will this skill be communicated to students?): (15 - 20 mins.) Lecture on Mexican Texas, the Texas Revolution, the Alamo, Goliad, as well as the discrimination of the Tejanos. The lecture will involve as much information and discussion of events relating to these topics as possible.     

 

Model (If you will be demonstrating the skill or competence, how will this be done?): A graphic organizer will be distributed along with a vocabulary worksheet.

        

Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.):  (15 - 20 mins.) Organize students into groups to develop an immigration policy for Texas. Each group's policy statement should tell why immigration to Texas should be encouraged, identify potential problems, and suggest possible solutions. Have a group spokesperson read their policies to the class.       

 

Guided Practice (List activities which will be used to guide student practice and provide a time frame for completing this practice.): (20 mins.) Teacher will create a cause - and - effect diagram with the heading Texas Independence on the chalkboard or on an overhead. Have students suggest the causes and effects of the rebellion (including the impact of the rebellion on immigration to Texas and on the Tejanos). Add students' responses to the diagram.

        

Independent Practice (List homework/seatwork assignment to be given to students to ensure they have mastered the skill without teacher guidance.): Have students assume the role of a Tejano or a German immigrant to Texas after the Texas revolution. Have them use the information from the Guided practice to write a journal entry explaining how Texas independence affected them.