This product from Teaching in the Fast Lane is complete plans for a twenty day unit covering the Texas Revolution. This unit was created with 4th graders in mind, but could be easily modified to fit the 7th grade curriculum as well.
This unit includes everything you will need with the exception of a few books and a movie. I have included a list of recommended books and movie titles, most of which are readily available at local libraries and book stores.
The unit is broken down by day. Each day has a learning objective, content vocabulary, and a breakdown of that day’s activities. Any activities mentioned in the lessons are either included in this document or within the zip file of the product.
Also included in this unit are resources for creating a display board to assist your students memory of the events.
Activities included in this unit that are also sold within the Teaching in the Fast Lane store are:
Texas Revolution PowerPoint
Texas Revolution I Have Who Has...
Texas Revolution Task Cards
Texas Revolution Notebook Kit
Texas Revolution Vocabulary Match-Up
Individuals of the Texas Revolution I Have Who Has...
Texas Revolution Jigsaw
Want a whole year's worth of Texas History materials all in one place? Check out this Ultimate Texas History Bundle!
TEKS included in this unit are:
(3) History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to:
(A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto;
(B) summarize the significant contributions of individuals such as Texians William B. Travis, James Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos Espalier, Juan N. Seguín, Plácido Benavides, and José Francisco Ruiz; Mexicans Antonio López de Santa Anna and Vicente Filisola; and non-combatants Susanna Dickinson and Enrique Esparza;
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify different points of view about an issue, topic, historical event, or current event; and
(22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
(E) use standard grammar, spelling, sentence structure, and punctuation.