Students learn about the Mexican Constitution of 1824. They describe three events that were precursors to the Texas Revolution—the Fredonia Rebellion, the Mier y Terán Report, and the Law of April 6, 1830. They identify how these events led to the Mexican government’s fear of a rebellion and the Anglos’ frustration with the government.
Students read background information about Mexican independence, early colonization of Texas, and the adoption of the Mexican Constitution of 1824. They then examine a map of the United States and Mexico in 1824 and contribute an observation or generalization about the two countries to a shared class table.
Teacher MovesIntroduce the lesson focus and objectives, highlighting that students will trace events leading to the Texas Revolution and examine Mexican efforts to control Anglo Texas. Prompt students to analyze the 1824 map, drawing out observations such as Mexico’s size, Texas’s status within Mexico, and the distribution of U.S. states and territories, and then organize students into small groups for the next two scenes.
In small groups, students read Constitution of 1824 to learn about the structure and key features of the Mexican Constitution of 1824. Working collaboratively in a graphic organizer, they identify ways the Mexican Constitution was similar to and different from the U.S. Constitution, noting features such as branches of government, elected offices, and limits on popular participation.
Teacher MovesGuide students’ reading of the Constitution summary, clarifying unfamiliar terms and ensuring they understand major constitutional features. Support groups as they complete the organizer by prompting them to distinguish between similarities and differences with the U.S. Constitution and by emphasizing how Anglo Texans initially supported the constitution but later saw Mexican actions as unconstitutional.
Still in small groups, students divide readings so that each member studies one of three key events: the Fredonian Rebellion, the Mier y Terán investigation and report, or the Law of April 6, 1830, using the provided articles (such as The Short History of Fredonia, Fredonian Rebellion and the Old Stone Fort, Manuel de Mier Y Terán, The Texas Revolution, and Law of April 6, 1830). After reading, they teach their group about their assigned event and collaboratively complete a graphic organizer summarizing important facts about each event and how it contributed to rising tensions in Texas.
Teacher MovesExplain that students will investigate three events that increased Mexican fears of rebellion and Anglo frustration. Monitor group reading and discussion, ensuring each event summary includes key details such as the failed Fredonian Rebellion in Nacogdoches, Mier y Terán’s warning that Anglos might revolt, and the Law of April 6, 1830 restricting U.S. immigration, cancelling empresario grants, and banning further importation of enslaved people. Clarify misconceptions and then transition students to working individually in the remaining scenes.
Students reflect on the growing concerns of both Anglo Americans in Texas and the Mexican government, recalling the Fredonian Rebellion, the Mier y Terán Report, and the Law of April 6, 1830. Individually, they write a letter to Mexican President Anastasio Bustamante from the perspective of an Anglo Texan, explaining their feelings about the Law of April 6, 1830, evaluating its fairness, and describing its impact on their life using evidence from the lesson. They then read classmates’ letters and respond to at least two with questions or positive comments.
Teacher MovesPrompt students to use specific information from the three events to support the viewpoints in their letters, reminding them to address issues such as immigration restrictions, slavery, and cancellation of empresario grants. Facilitate a brief discussion of ideas raised in the letters, highlighting how the law intensified Anglo resentment and Mexican concerns about control.
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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