Students brainstorm different ways to solve conflicts. Then they learn about slavery and tariffs as sources of conflict between the Mexican government and the Anglo colonies, and they compare and contrast these groups’ cultural views. Next they identify two cause-and-effect developments in the relations between the Mexican government and Texas. Finally they examine the Anglo colonists’ demands from the Mexican government, and they write a letter demanding Austin’s release from arrest.
Students read an introduction explaining that Anglo settlers in Texas were initially satisfied Mexican citizens but grew increasingly unhappy with the Mexican government. They learn a definition of “conflict” and see examples of personal and international conflicts. Students then respond to a word cloud prompt by suggesting, in a word or short phrase, how a conflict may be solved.
Teacher MovesPreview the experience by outlining how students will explore conflicts between the Mexican government and Anglo colonies, highlighting key vocabulary. If students struggle with the word cloud prompt, brainstorm possible ways to resolve conflicts (such as war, negotiation, compromise, or outside intervention), accepting lighthearted answers as appropriate. When the discussion is complete, move the class on to the next scene.
Students review how Texas colonies lacked some usual government services and read about three growing sources of tension: slavery, tariffs, and cultural differences between Anglo settlers and Mexicans. They learn that slavery was largely illegal in Mexico but tolerated in Texas colonies, that tariffs on U.S. imports raised prices on basic goods, and that Anglos expected individual rights and free enterprise while Mexican society was more hierarchical and did not guarantee a Bill of Rights. Students answer multiple-choice questions about the Mexican government’s response to slavery and Texans’ objections to tariffs, then complete a three-column organizer comparing and contrasting Anglo and Mexican cultural views.
Teacher MovesClarify that, unlike the United States, Mexico did not separate church and state and required Catholicism, and remind students that the Mexican Constitution of 1824 created a federal system that initially attracted Anglo settlers. Connect students’ prior knowledge of the U.S. Bill of Rights, using the student pack resource as needed to review guaranteed rights. Support students as they complete the comparison organizer by emphasizing key similarities and differences, then summarize the three main points (slavery, tariffs, and cultural differences) and address any questions before advancing to the next scene.
Students read about how Stephen F. Austin initially helped keep settlers loyal to Mexico while the Mexican government feared that American colonists might revolt to join the United States. They learn that Mexican officials sent observers to Texas, then passed a law to stop U.S. immigration, although Austin secured an exception for his colony. Students then build a cause-and-effect chart showing two developments in relations between Texas and the Mexican government, identifying how fears about losing Texas led to restrictive immigration policies.
Teacher MovesGuide students in identifying clear cause-and-effect relationships between Anglo immigration, Mexican fears of losing Texas, and the resulting immigration law. Encourage them to infer additional links, such as how stopping immigration could weaken Texans’ loyalty to Mexico, and point out that effects can become causes of new developments. Review student charts to ensure they accurately capture these relationships before moving on.
Students examine how Anglo attitudes toward Mexico shifted as Mexican policies made life more difficult in Texas. They read about the election of Antonio López de Santa Anna in 1833 and the hope it gave Anglo Texans, then study the list of proposals sent to him, including statehood for Texas, a better judicial system with trial by jury, protection of individual rights and property, free public education, removal of tariffs, and reopening U.S. immigration. After learning that Stephen F. Austin carried these proposals to Mexico City and was arrested on his return, students write a letter to President Santa Anna demanding Austin’s release, stating whether they still consider themselves loyal Mexican citizens and citing evidence from the lesson to support their claims.
Teacher MovesSupport students in connecting the proposals to earlier conflicts over rights, tariffs, and immigration, emphasizing why Texans believed these changes would allow them to remain loyal to Mexico. Encourage students to use specific evidence from the text in their letters and to reflect on their own sense of loyalty if they were Anglo settlers. Share strong or thought-provoking letters with the class and revisit the concept of conflict from the Engage scene, asking students to consider possible solutions to the growing conflict between Texas and Mexico. Conclude by explaining that Austin’s arrest and Santa Anna’s later abandonment of the Constitution of 1824 helped set the stage for the Texas Revolution.
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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