Students brainstorm the names of the different capital cities of the Republic of Texas. Then they read about life in general in the Republic of Texas and take notes in a graphic organizer. Then they study a graph comparing the numbers of enslaved and free African Americans in the Republic. Finally they read an article and write a letter in the name of a teen living in Texas during this period.
Students are introduced to the lesson focus on everyday life in the Republic of Texas and review the objectives. They examine an image of a replica Texas capitol building and read about how the capital city moved among several towns, including the renaming of Waterloo as Austin. Students then respond to a word cloud prompt by listing as many Republic of Texas capital towns as they can remember, using either historical or current names.
Teacher MovesPresent the overview of the experience, highlight key vocabulary, and review the objectives with students. Use the capital-city background information to clarify which towns served as capitals and to address common misconceptions or extra towns students may suggest. Encourage participation in the word cloud and prepare students for deeper exploration of life in the Republic of Texas.
Students view an image of a log cabin and read an extended text describing life in the Republic of Texas, including life on farms and ranches, life in towns, education, and religion. As they read, they complete a graphic organizer by taking notes in four sections: Life on Farms and Ranches, Life in Towns, Education, and Religion.
Teacher MovesGuide students through the reading as needed, clarifying key ideas about work, settlement patterns, schooling, and religious freedom in the Republic. Prompt students to record important details in the graphic organizer and then invite volunteers to summarize each section, using their summaries to check for understanding and reinforce comparisons among different aspects of life.
Students read a text explaining the experiences of enslaved and free African Americans in the Republic of Texas, including laws that restricted free African Americans and the growth of slavery. They then examine a graph comparing the numbers of enslaved and free African Americans over time and post a response to a class wall in which they compare the two groups and draw a conclusion about the status of African Americans in the Republic and the following years.
Teacher MovesExplain or review how to read the graph, including the axes and the lines representing enslaved and free African Americans. After students post their conclusions, highlight an interesting or exemplary response and use it to facilitate a brief discussion that emphasizes how few free African Americans lived in Texas compared to the rapidly growing enslaved population.
Students read Frontier Folk to learn more about the hardships and daily challenges Texans faced in the early 1840s. Imagining themselves as teenagers in 1841 who have moved to Texas from the United States, they write a letter to a family member back home describing what they had to do upon arrival and what their daily life is like, drawing on details from the article and from earlier scenes. Students then review classmates’ letters and respond to at least two with a question or a positive comment.
Teacher MovesPrompt students to use specific details from the article and prior learning about farms, ranches, towns, education, religion, and hardships when composing their letters. Encourage thoughtful peer feedback by modeling constructive questions and comments, and circulate to support students in connecting historical information to their imagined perspectives.
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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