Students explain the meaning of “to declare independence” for a second grader. Then they examine the structure and main purpose of the Texas Declaration of Independence. Next they paraphrase two paragraphs of the Declaration in their own words. Finally, they read about the Runaway Scrape and develop a position on the Texas government’s flight.
Students read a brief historical introduction to the Convention of 1836 and the Texas Declaration of Independence, then view an image of the Texas Declaration. They respond to a collaborative prompt by writing a simple, second-grade-friendly definition of what it means “to declare independence.”
Teacher MovesPreview the experience, highlight key vocabulary, and share the lesson objectives. Facilitate discussion of students’ definitions, using the sample explanation to clarify that declaring independence means announcing that a group will govern itself rather than be ruled by another government. Organize students into small groups for the next three scenes and transition them to the Explore scene.
Students examine an image of Independence Hall at Washington-on-the-Brazos and read background text describing the Constitutional Convention of 1836, the overnight drafting of the Texas Declaration of Independence, and the document’s main structural parts (preamble, grievances, conclusion, signatures). In small groups, they brainstorm and post possible grievances that might appear in the Declaration, then create a concept map of important facts about the Texas Declaration of Independence. Students read about José Antonio Navarro’s role as a Tejano leader and early signer of the Declaration, then write and share a brief statement explaining the main purpose of the Texas Declaration of Independence and how the authors fulfilled that purpose, responding to peers’ posts with questions or positive comments.
Teacher MovesGuide students through the background text, emphasizing the structure and purpose of the Texas Declaration of Independence and connecting it to the U.S. Declaration of Independence. Lead a whole-class discussion comparing students’ proposed grievances with the actual historical grievances, highlighting issues such as lack of rights, abuses of power, and instability in the Mexican government. Support students as they build their concept maps, suggesting additional key facts as needed. After students read about José Antonio Navarro, prompt them to consider why some Anglo settlers questioned Tejano loyalty and clarify misconceptions. Monitor and facilitate the small-group writing on the Declaration’s main purpose, drawing attention to strong examples and encouraging constructive peer feedback before moving on.
Students read an explanation of how the Texas Declaration of Independence was modeled on the U.S. Declaration of Independence, focusing on citizen rights and the formal declaration of independence. Working in small groups, they select two of four provided paragraphs from the Texas Declaration and paraphrase them in their own words, using a dictionary to clarify unfamiliar vocabulary. They post their paraphrases to a shared space for teacher review.
Teacher MovesExplain that spelling and language have changed since the 1830s and point out examples of older spellings in the text. Support groups as they unpack complex sentences and vocabulary, prompting them to restate ideas clearly while preserving the original meaning. After students submit their paraphrases, discuss sample responses with the class, using the provided model paraphrases to check for understanding of key ideas such as government responsibilities, constitutional change, long-standing grievances, and the formal declaration of Texas’s independence.
Students view an image related to the Runaway Scrape and read a narrative describing the government’s move from Washington-on-the-Brazos to Harrisburg, the eastward retreat of Sam Houston’s troops, and the hardships faced by fleeing settlers. In small groups, they discuss whether the government’s relocation was a wise strategic decision or an act of cowardice, then post a group position statement explaining and supporting their view.
Teacher MovesIf available, show the class the video Experiences During Runaway Scrape to deepen students’ understanding of the refugees’ experiences. Clarify the sequence of events and reasons for the government’s move, emphasizing both strategic concerns and public perception. Review students’ group responses, selecting and sharing contrasting examples (wise move vs. cowardice) to prompt whole-class discussion. Guide students to support their positions with evidence from the text and to consider the responsibilities of leaders during a crisis.
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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