Students learn about the accomplishments of the Constitutional Convention of 1836 and they describe the grievances that led to it. Then they examine the structure of the Texas Declaration of Independence and translate a section of the document into their own words.
Students read a brief introduction to the Convention of 1836 and the overnight drafting of the Texas Declaration of Independence, view an image of Independence Hall, and learn that the document listed grievances against the Mexican government. They then contribute ideas to a shared table by suggesting possible grievances that might appear in the Texas Declaration of Independence, adding new ideas if their first thought has already been posted.
Teacher MovesIntroduce the lesson overview and objectives, emphasizing that students will investigate the Convention of 1836 and the Texas Declaration of Independence. Facilitate a discussion of students’ proposed grievances, highlighting examples such as lack of religious freedom, immigration restrictions, and being forced to house troops. Then organize students into small groups for upcoming scenes and ensure all groups are ready before moving on.
In small groups, students skim Texian Independence Convention, Washington-on-the-Brazos, 1 March 1836 to identify key events at the Convention and record what happened on several dates in a graphic organizer timeline. They then read portions of The Birth of a Republic to focus on the grievances Texans had against Mexico and collaboratively list those grievances in a shared table.
Teacher MovesClarify the historical context of the Texas Revolution and the Consultation’s indecision about independence. Monitor groups as they complete the timeline organizer, prompting them to connect specific dates to actions taken at the Convention. Guide students as they extract grievances from the reading, suggesting or confirming points such as Santa Anna’s abandonment of the Constitution of 1824, favoritism toward Coahuila, the arrest of Stephen F. Austin, lack of public education, military occupation, and denial of basic rights. Use the table’s grouping features to review and compare group responses before unlocking the next scene.
Students read an explanation of the work of the 59 delegates at the Constitutional Convention of 1836, including the drafting of the Texas Declaration of Independence, the preparation of a constitution, and the creation of a new government with David Burnet as temporary president. They learn that George Childress drafted the Texas Declaration of Independence in one day and modeled it on the U.S. Declaration of Independence. Students then read more about the document using The Texas Declaration of Independence and a companion site, and in small groups complete a graphic organizer with important facts about the Texas Declaration of Independence.
Teacher MovesReinforce the roles of the delegates, George Childress, and David Burnet, and emphasize the connection between the Texas and U.S. Declarations of Independence. Support groups as they identify and record key facts about the Texas Declaration of Independence, prompting them toward ideas such as authorship, length, unanimous approval, modeling on the U.S. Declaration, and the official declaration date of March 2, 1836. Share and discuss sample facts with the class to consolidate understanding before moving on.
Students read an explanation comparing the Texas Declaration of Independence to the U.S. Declaration of Independence, noting shared emphases on citizens’ rights and independence, as well as the Texas document’s focus on property rights, grievances, and the nature of the new government. They then read and discuss a transcript of the Declaration of Independence of Texas, 1836 in their small groups, focusing on the first two paragraphs and the final paragraph. Working collaboratively, they rewrite those sections in their own words and post their group’s paraphrase to a shared wall.
Teacher MovesGuide students in comparing the structures and themes of the Texas and U.S. Declarations of Independence, drawing attention to rights, grievances, and statements of independence. Facilitate group discussion of the transcript, helping students unpack complex language about government’s duty to protect life, liberty, and property, the abandonment of the Constitution of 1824, and the assertion of Texas’s independence. Review groups’ paraphrases, share sample interpretations, and further break down challenging portions of the document so students can connect the grievances and promises to the broader story 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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