Students make a guess as to what number state Texas was to join the Union. Then they learn about the events leading up to annexation. They examine a timeline and create their own summary timelines of key events. Next they analyze the two conflicting positions in the United States over the annexation of Texas. Finally they imagine the events on the day that Texas became a state in order to write a front-page report.
Students read an introduction explaining that Texas was not always part of the United States and that they will learn about the events and conflicts leading to annexation. They review the lesson objectives and see that Texas joined the United States in 1846. Students then respond to a word cloud prompt by making an educated guess about what number state Texas was when it joined the Union.
Teacher MovesPreview the experience by summarizing the overall flow of the lesson and highlighting key vocabulary. Review the objectives with students and frame the guessing activity as low-stakes and fun, later revealing that Texas was the 28th state and, if relevant, pointing out that students could determine this by counting the stars on the flag.
Students read a narrative about the political steps and debates leading from Texas independence to annexation, including multiple rejected requests for statehood, Mexico’s eventual recognition of Texas independence with conditions, and the final U.S. annexation resolution and transfer of government in 1846. They are directed to review a detailed online timeline, Annexation Process: 1836–1845, to deepen their understanding of the sequence of events. Students answer a multiple-choice question about how many annexation requests were rejected, then use a graphic organizer to create their own three-entry timeline highlighting key events in the annexation process.
Teacher MovesDecide whether to review the annexation narrative and timeline as a whole class or have students work with partners. Clarify key dates and events, and, if needed, model how to record the first entry on the student timeline. Share or reference a sample four-event timeline to illustrate important milestones and emphasize that by statehood Texas had been under five different flags. Support students in selecting and sequencing events that best explain how Texas became a U.S. state.
Students examine text explaining why the U.S. Congress initially rejected Texas annexation, focusing on fears of war with Mexico and two major conflicting views: support for westward expansion and the anti-slavery movement. They learn about the idea of Manifest Destiny and how it justified U.S. expansion, then answer a poll about whether a believer in Manifest Destiny would support Texas annexation. Next, they read about how the spread of slavery influenced northern opposition to annexation and respond to a second poll about whether someone who opposed slavery would support annexation. Finally, students choose either the pro–westward expansion or anti-slavery position and, imagining themselves as U.S. citizens in 1844, write a persuasive letter to a U.S. senator arguing how he should vote on Texas annexation.
Teacher MovesConnect the discussion to prior learning about Texas leaders and expansionist goals, such as President Lamar’s vision of a greater Texas. Clarify the concepts of Manifest Destiny and the anti-slavery movement, guiding students to see how these beliefs shaped opinions on annexation. Before the letter-writing task, review the elements of argumentative writing, including claim, reasons, and evidence. Circulate to support students as they draft their letters, then share one or more strong or interesting examples with the class and, if appropriate, have students publish their argumentative texts as a final step in the writing process.
Students read a description and eyewitness account of the 1846 statehood ceremony in which the Republic of Texas flag was lowered and the U.S. flag was raised. Using this information and their imagination, they write a front-page news report dated February 20, 1846, describing what the ceremony looked like, what events took place, and how people felt. After posting their reports, students review classmates’ work and respond to at least two peers with a question or positive comment.
Teacher MovesHelp students visualize the statehood ceremony and discuss it as a turning point in Texas history. Highlight that not all Texans welcomed statehood, especially those who had hoped for a larger independent Texas, and use any student reports that express sadness at the end of the Republic to illustrate these differing perspectives. Encourage constructive peer feedback by modeling thoughtful questions and specific positive comments on classmates’ news reports.
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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