Students first review the names of indigenous groups that lived in Texas at the time of the Republic of Texas. Then they examine Sam Houston’s policy toward the indigenous people living in Texas. Next they analyze the effect of Mirabeau Lamar’s “Indian policy” on the Texas national debt. Finally they learn about the Texas Rangers and consider the role they played in shaping life in Texas.
Students read an introduction explaining how growing Texas settlements led to conflicts with American Indian tribes and outlining that they will compare the Indian policies of Sam Houston and Mirabeau Lamar and learn about the Texas Rangers. They then respond to a word cloud prompt by naming one or more American Indian tribes that lived in Texas from pre-colonization through the Republic.
Teacher MovesPresent the lesson overview and objectives, preview key vocabulary, and, if available, assign leveled readers about Sam Houston and the Cherokee, Mirabeau Lamar, or the Texas Rangers to support background knowledge. As students submit tribes to the word cloud, highlight major Texas tribes and briefly review when and where they lived, then transition the class to the next scene.
Students read about Sam Houston’s background living with the Cherokee and his efforts as president to avoid war with Texas Indian tribes by negotiating treaties and promoting peaceful coexistence. They learn about Chief Bowles and the tensions caused by the unapproved land treaty and ongoing conflicts. Students then answer multiple-choice questions to identify Houston’s policy toward Texas Indians and explain why many Texans opposed it.
Teacher MovesClarify Houston’s belief that settlers and American Indians could share Texas territory and his attempts to secure land for the Cherokee through negotiation. Emphasize the disagreement from many Texans and the Texas Senate, and the frequent violent conflicts that continued. Review student responses to the questions, address misconceptions about Houston’s policy and its opponents, and summarize key takeaways before moving on.
Students read about Mirabeau B. Lamar’s presidency, his disagreement with Houston, and his goal of expanding Texas westward by removing American Indian tribes from Texas territory. They learn how Lamar increased spending on troops, roads, forts, and attacks against tribes such as the Cherokee, leading to forced relocation, loss of life and land for American Indians, and a sharp rise in the Texas national debt. Students then post a response inferring how Lamar’s Indian policy affected the Republic’s budget and read that Houston later returned to office.
Teacher MovesGuide students through the text, highlighting contrasts between Houston’s and Lamar’s approaches and the human and financial costs of Lamar’s policies. Invite students to share and discuss selected wall responses that insightfully connect defense spending and frontier expansion to the growing national debt, using these examples to reinforce cause-and-effect relationships before summarizing why many Texans wanted another change in leadership.
Students read about the origins and changing roles of the Texas Rangers—from early frontier defense under Stephen F. Austin, to scouting and aiding settlers during the Texas Revolution and Runaway Scrape, to expanded use against American Indians under Lamar, and finally to their modern role in criminal and special investigations. They watch Who are the Texas Rangers? to deepen their understanding of the Rangers’ history and legend, then write a diary entry from the perspective of a Texas Ranger during any historical period and post it to a class wall. Students review classmates’ diary entries and respond to at least two with a question or positive comment.
Teacher MovesSupport students in connecting the historical narrative and video to the diary-writing task by prompting them to include specific details about time period, duties, and challenges faced by Texas Rangers. Encourage thoughtful peer feedback by modeling constructive questions and comments, and highlight a few strong diary entries that accurately reflect the Rangers’ evolving role in Texas history.
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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