Students learn about continued settler disgruntlement with the central Mexican government and they summarize the message of the Turtle Bayou Resolutions. Next they identify reasons why the settlers became disenchanted with President Santa Anna and his government. Finally, they consider the role of the United States in instigating the Texas Revolution.
Students read an introduction explaining how tensions between Anglo settlers and the central Mexican government grew and how this led to the Turtle Bayou Resolutions and eventually the Texas Revolution. They view an image of the Trinity River and Anahuac area, read background about the Mexican government enforcing the Law of April 6, 1830 and building a fort at Anahuac, then draw or upload an image to show what they think the fort looked like.
Teacher MovesPreview the experience by explaining how this lesson builds on prior learning about earlier events leading to the Texas Revolution and by reviewing the lesson objectives. After students post their drawings or images, have them review each other’s work to reinforce understanding of the setting and context at Anahuac.
Students read about Colonel Juan Davis Bradburn’s enforcement of Mexican law at Anahuac, including his conflict with Francisco Madero over land titles, his arrest of Madero, and his arrest and military trial of William B. Travis and others, and then answer a multiple-choice question about the true purpose of Travis’s militia. They are introduced to the Turtle Bayou Resolutions, read an excerpt stating a grievance against the Bustamante administration, and summarize that grievance in their own words on a class wall.
Teacher MovesClarify the sequence of events at Anahuac and how Bradburn’s actions angered Anglo settlers. Support students as they interpret the language of the Turtle Bayou Resolutions, emphasizing that the resolutions objected to violations of the 1824 Constitution and disregard for people’s rights, and note the irony that the resolutions urged support for Santa Anna, who was then fighting Bustamante. Monitor and, if needed, prompt students’ wall responses to ensure they accurately capture the grievance.
Students view an image of Antonio López de Santa Anna and read about how Anglo settlers initially aligned with him against President Bustamante, then grew discontent as Santa Anna centralized power and enforced laws abolishing slavery, imposing taxes, and ending immigration. They read Mexican Rule to learn more about settlers’ feelings and the Mexican government’s response, then post an explanation on a class wall about why Anglo Texas settlers came to object to Santa Anna’s rule.
Teacher MovesReinforce that Santa Anna abandoned the Constitution of 1824, under which Anglo settlers had agreed to live, and connect this shift to growing unrest in Texas. Guide students to use information from the reading and prior scenes to explain settlers’ objections clearly and with specific reasons in their wall posts.
Students read Texas Annexation to explore the question of whether the United States helped instigate the Texas Revolution. Using information from this article and earlier sources in the experience, they post a response on a class wall explaining whether they think the United States encouraged the Texas Revolution and support their position with evidence.
Teacher MovesEncourage students to draw on multiple sources as they form and justify their opinions about U.S. involvement. Highlight and share interesting or exemplary student responses with the class to prompt discussion about differing interpretations and the broader causes of the Texas Revolution.
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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