Objectives:
- Compare life for Texans living on farms, on ranches, and in towns.
- Explain how the establishment of the Republic of Texas brought religious freedom to Texas.
- Explain the status of free African Americans after the Texan Revolution.
Scene 1 — Engage
Student Activity
Students examine images and text about the Runaway Scrape and postwar land grants, then respond in a table to identify what veterans received for their service. They read an overview of the lesson focus and objectives, view an image of a Republic-era cabin interior, and consider population growth in Texas from 1836 to 1846. Students contribute to a word cloud by suggesting, in a word or short phrase, what people were looking for when they immigrated to Texas.
Teacher Moves
Introduce the experience and its objectives, clarifying that many Texans rebuilt their lives using land grants after the Revolution. Explain that the soldier in the land certificate received 640 acres as payment for military service. Prompt students to share ideas about why people immigrated to Texas, highlighting themes such as land, jobs, family, and a fresh start. Organize students into small groups for the next scenes and unlock the following scene when groups are ready.
Scene 2 — Explore
Student Activity
Working in small groups, students read informational text about life on farms and ranches, life in towns, and changes in education and religion in the Republic of Texas. They learn how most farms and ranches were small and family-run, how ranchers and towns supported each other economically, how towns such as Houston and Galveston grew as trade and immigration centers, and how education and religious practice developed under the new Republic. Groups complete a graphic organizer, recording key details about life on farms and ranches, life in towns, education, and religions.
Teacher Moves
Guide students through the reading, clarifying differences between farm, ranch, and town life and emphasizing the role of ports, trade, and immigration in town growth. Highlight Lamar’s efforts to support education and the shift from required Catholicism under Mexico to religious freedom and the growth of Protestant denominations. Monitor group work on the graphic organizer, prompting students to use specific evidence from the text and to compare rural and town experiences. Unlock the next scene when groups have finished their notes.
Scene 3 — Explain
Student Activity
Students read about the growth of slavery in the Republic of Texas, new restrictions on free African Americans after the Texas Revolution, and the petitions that led to the Ashworth Act. In small groups, they post a definition of the Ashworth Act in their own words and then respond to a second prompt explaining why some Texans demanded rights for African American veterans.
Teacher Moves
Support student understanding of how laws in the Republic limited the rights of free African Americans while allowing slavery to expand. If needed, direct students to the Ashworth Act resource in the student pack for additional context, and explain that the act allowed free African Americans who were in Texas at the time of the Texas Declaration of Independence to remain. Share that many prominent Anglo Texans petitioned on behalf of the Ashworth family, including veterans who had fought for Texas. Encourage students to connect military service and sacrifice to expectations of citizenship and rights. Instruct students that remaining scenes will be completed individually and unlock the next scene when ready.
Scene 4 — Elaborate
Student Activity
Students read Frontier Folk to learn more about the hardships and daily experiences of Texans in the early 1840s. Individually, they imagine themselves as teenagers whose families have moved to Texas in 1841 and write a letter to a family member “back home,” describing what they did upon arrival and what their daily life is like, using details from the article and from earlier scenes. Students then review classmates’ letters and respond to at least two with a question or positive comment.
Teacher Moves
Prompt students to draw on specific historical details from the reading and prior learning about farms, ranches, towns, education, religion, and hardships when composing their letters. Encourage them to write from a first-person perspective that reflects the time period. After students post their letters, remind them to engage respectfully with peers’ work by asking thoughtful questions or offering constructive, positive comments. Unlock the next scene when students have completed their writing and responses.
Scene 5 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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