Students describe President Lamar’s policies, including his position on relations with the American Indians and with Mexico. Then they analyze his vision for a greater Texas and how his actions relating to the Texas Rangers, the Texas Navy, and the Santa Fe Expedition supported this vision. Finally, they evaluate his contributions to education in Texas.
Students read a brief introduction to Mirabeau B. Lamar’s rise to the presidency of the Republic of Texas and the goals for the lesson. They view an image of Lamar and complete a table listing issues he inherited from Sam Houston’s administration, such as annexation, relations with American Indians and Mexico, national debt, and public education.
Teacher MovesPresent the lesson overview and objectives, then prompt students to brainstorm and share the unfinished issues facing Lamar when he became president. Facilitate a brief discussion to surface key challenges that will be explored in more depth later in the lesson.
Students examine an image of Austin as the new capital and read a narrative about Lamar’s background, military service, relationship with Sam Houston, and election as president, including his vision of expanding Texas toward the Pacific Ocean. They read A Vision of Greatness to learn more about Lamar’s presidency, then complete a graphic organizer describing his positions and actions on annexation, relations with American Indians, relocation of the capital, Texas debt, and relations with Mexico. Finally, they answer a poll identifying which of these issues represented differences between Lamar’s and Houston’s positions.
Teacher MovesGuide students through the reading, clarifying key events and Lamar’s goals for Texas. Support students as they complete the organizer, prompting them to use evidence from the text. After the poll, discuss how Lamar’s policies contrasted with Houston’s, emphasizing how these differences shaped the direction of the Republic.
Students read about how Lamar expanded the roles of the Texas Rangers and the Texas Navy, including the history and frontier role of the Rangers and the appointment and actions of Edwin W. Moore as Navy commander. They then read about Lamar’s plan for the Texan Santa Fe Expedition and his goal of controlling the Santa Fe Trail and expanding trade and territory. Using this information, students post to a class wall explaining how the Texas Rangers, Texas Navy, and Santa Fe Expedition supported Lamar’s vision of a greater Texas, citing evidence from the texts. They then review classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesDirect students to the background information on the Texas Rangers and Texas Navy as needed, and highlight how each institution’s role changed under Lamar. Prompt students to connect these actions to Lamar’s expansionist vision when composing their wall posts. Monitor the discussion, share a strong sample response, and use it to model citing evidence and making clear connections between policies and Lamar’s goals.
Students read about the development of public education during Lamar’s presidency, including land grants to counties, the mixed success of the early system, the founding of Baylor University, and Lamar’s legacy as the “Father of Education in Texas.” They then post to a class wall explaining whether they think Lamar deserves this title, given that many of his ideas were implemented decades later, and justify their opinions.
Teacher MovesClarify the historical context of education in the Republic of Texas and Lamar’s role in proposing land-based funding. Invite students to share and compare their opinions about Lamar’s title, highlighting thoughtful or exemplary responses to spark whole-class discussion about long-term impact and historical recognition.
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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