Students examine Sam Houston’s two terms as president of the Republic of Texas. They examine key issues and evaluate them as successes or failures. Then they write an essay about an issue that was a disappointment for President Houston.
Students examine Sam Houston’s two terms as president of the Republic of Texas. They examine key issues and evaluate them as successes or failures. Then they write an essay about an issue that was a disappointment for President Houston.
Students read background text introducing Sam Houston’s election as the first president of the Republic of Texas, the early government structure, and the goal of U.S. annexation. They also read a brief description of Houston’s second term and learn that the capital was moved to the city of Houston. Students then respond to a word cloud prompt by naming Texas towns and cities named after Texas leaders.
Teacher MovesPresent the lesson overview and objectives, highlighting that students will examine successes and failures across Houston’s two presidential terms and write an essay about a major disappointment. Optionally show the Sam Houston video from the teacher pack. Prompt students to think of Texas places named after leaders and, after the word cloud, share examples (such as Austin, Brownsville, Bryan, Houston, Lubbock, McAllen, and Seguin). Organize students into small groups for the next three scenes and ensure they understand the collaborative structure.
In small groups, students read about Sam Houston’s first presidential term, including his goals for peace with American Indians, security against Mexico, and annexation, using Sam Houston (First Term) to learn more about key issues. Groups complete shared tables, taking notes on each issue—Annexation of Texas, Trade Agreement with England, Relations with American Indians, Texas Army, and the Córdova Rebellion—and classify each as a success or failure for Houston.
Teacher MovesGuide students as they read and complete the organizers, clarifying Houston’s goals and the challenges facing the Republic. After groups submit their tables, lead a whole-class discussion comparing how students labeled each issue. Use the provided notes to explain the complexities of annexation efforts, the trade agreement with England, Houston’s approach to American Indian relations, his controversial decisions about the Texas Army, and the causes and consequences of the Córdova Rebellion. Address misconceptions and emphasize how these events reflect both achievements and setbacks in Houston’s first term.
Working in the same small groups, students read about Sam Houston’s second presidential term and use Sam Houston (Second Term) to investigate major issues. They complete group tables on Santa Anna and Mexican invasions, the Mier Expedition, the Archive War, and Annexation of Texas, recording key details and judging whether each issue represented a success or failure for Houston.
Teacher MovesSupport students as they analyze the second-term events, prompting them to connect each issue to Houston’s broader goals for security and annexation. After groups finish, facilitate a class discussion using the provided notes to explain Santa Anna’s strategy, the events and brutality of the Mier Expedition, the conflict over moving the capital during the Archive War, and Houston’s diplomatic maneuvers to secure annexation. Encourage students to justify their success/failure judgments with evidence and to compare Houston’s first and second terms.
Students review Houston’s presidency across both terms by reading the designated presidency paragraphs in Sam Houston. In their small groups, they choose one issue that was a major disappointment for Houston and collaboratively write an essay explaining the issue and why it was disappointing, using evidence from the lesson resources. After posting their group essay, students read other groups’ essays and respond to at least two with a question or positive comment.
Teacher MovesRemind students to draw on information from all previously used resources as they select and explain a disappointing issue from Houston’s presidency. Circulate to support groups in planning, drafting, and citing evidence in their essays. After posts are shared, lead a discussion comparing the different issues students selected (such as failures in relations with American Indians, economic instability, or delayed annexation). If time permits, invite groups to present their essays to the class, highlighting how disappointments can coexist with significant accomplishments. Prepare students to complete the final evaluation individually.
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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