Students list as a class what they know about the conflict between Texas and Mexico prior to 1836. Then they learn how the steps taken by President Santa Anna contributed to the conflict. Next they examine the significance of the Battle of Gonzales to the Texas Revolution. Finally they analyze the message of the famous flag, “Come and Take It.”
Students read an introduction that explains unintended consequences and connects this idea to Mexico’s decision to open Texas to U.S. settlers, then review the lesson objectives. They examine an image of the Mexican and Texas flags and recall prior learning about growing conflicts between Texas settlers and the Mexican government. Using a shared class table, students summarize what they already know about the conflict between Texas and Mexico before 1836.
Teacher MovesIntroduce the overall flow and purpose of the lesson, highlighting key vocabulary. Guide students in connecting the example of unintended consequences to the historical situation in Texas. Review and clarify students’ prior knowledge using their table responses, correcting misconceptions and emphasizing major sources of tension such as cultural differences, slavery, tariffs, immigration limits, lack of a bill of rights, and the arrest of Stephen F. Austin.
Students view an image of General Antonio López de Santa Anna and read about his election as president, his abandonment of the Constitution of 1824, and his move to centralize power. They learn how these actions and other issues increased Anglo Texans’ dissatisfaction. Students then answer a poll identifying which issues contributed to the start of the Texas Revolution.
Teacher MovesClarify Santa Anna’s role in shifting Mexico from a constitutional system to a dictatorship and help students connect this change to rising tensions in Texas. Review poll responses to summarize the main causes of the Texas Revolution, address misunderstandings, and emphasize the importance of the Constitution of 1824 and the symbolism of the 1824 flag.
Students examine an image related to the Battle of Gonzales and read a narrative explaining why the Mexican government had given Gonzales a cannon, why Santa Anna later tried to disarm local militias, and how the settlers refused to surrender the cannon. They learn about the creation of the “Come and Take It” flag, the brief skirmish on October 2, 1835, and the organization of the First Army of Texas Volunteers under Stephen F. Austin. Students then respond on a class wall to explain why the Battle of Gonzales was significant to the Texas Revolution.
Teacher MovesOptionally direct students to the video Come and Take It Cannon: The Birth of Texas or the article The Battle of Gonzales to deepen understanding of the event. Highlight key details in the narrative, ensuring students understand the sequence of events and the settlers’ refusal to give up the cannon. Review student wall responses, share strong examples, and guide discussion toward recognizing the battle as the first conflict of the Texas Revolution and an important moral victory that showed Texans were willing to fight for independence.
Students revisit the “Come and Take It” flag image from the Battle of Gonzales and reflect on its symbolism. On a shared wall, they explain what they think the message of the flag is and interpret the meaning of the words “come and take it.”
Teacher MovesFacilitate a discussion of students’ interpretations, prompting them to connect the flag’s message to the settlers’ refusal to surrender the cannon and their resistance to Santa Anna’s dictatorship. Emphasize that the flag signaled the settlers’ determination to defend themselves and that Mexico would have to fight to reclaim the cannon.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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