Students learn about James Fannin’s surrender at Goliad. First they learn about the events leading up to the surrender and the massacre that followed it, identifying causes and effects of the events. Then they identify similarities and differences between the Battle of the Alamo and the surrender at Goliad. Finally, they write a letter about the fate of the captured Texans from the view point of General Urrea (requested clemency for them) or Santa Anna (ordered them executed).
Students are introduced to the Texas Revolution context at Goliad and view an image of Presidio La Bahía Chapel. They activate prior knowledge by contributing facts about Goliad during the Texas Revolution to a shared table, adding new information that has not yet been listed.
Teacher MovesPresent the lesson overview and objective, then review or clarify key background facts about Presidio La Bahía and the early Battle of Goliad, emphasizing its strategic importance and the early Texan victory. Encourage students to build on one another’s ideas in the table and ensure everyone understands the historical setting before moving on.
Students read background text about the first Battle of Goliad and how the situation later turned against the Texans. They watch the video Texas in Review - Shrine at Goliad (1957) and read the article The Goliad Massacre: The Other Alamo to learn about Fannin’s leadership, his surrender, and the massacre that followed. Using this information, they complete a cause-and-effect graphic organizer explaining what went wrong at key decision points in Fannin’s command. Then they respond to a prompt explaining why Texans killed at the Alamo are generally viewed as heroes while those killed at Goliad usually are not.
Teacher MovesSupport students in extracting key details from the video and article, and guide them in accurately linking causes and effects in the organizer. Prompt students to think critically about leadership decisions and consequences. After students post their ideas about heroism at the Alamo versus Goliad, highlight and share an insightful response, using it to lead a brief discussion about how context and circumstances shape perceptions of heroism before transitioning to the next scene.
Students read Mexican army executes 417 Texas revolutionaries at Goliad to deepen their understanding of the massacre and to compare it with the Battle of the Alamo. They then complete a similarities-and-differences graphic organizer, listing ways the two events are alike (such as being turning points in the revolution) and how they differ (including leadership, surrender, and how each group of Texans is remembered).
Teacher MovesGuide students in identifying accurate similarities and differences between the Alamo and Goliad, prompting them to use evidence from the article and prior learning. Clarify misconceptions about each event, and emphasize how both battles influenced Texan morale and the course of the revolution before moving students forward.
Students read a short passage describing Fannin’s expectations for prisoner-of-war treatment and contrasting the viewpoints of General Urrea and Santa Anna regarding the fate of the Texan prisoners. Drawing on this text, they choose either Urrea or Santa Anna and write a letter from that general’s point of view explaining, in their own words, what should be done with the prisoners at Goliad. After posting, they review classmates’ letters and respond to at least two with questions or positive comments.
Teacher MovesRead the passage aloud with the class, define challenging vocabulary, and check for understanding of each general’s perspective. Ask volunteers to summarize Urrea’s and Santa Anna’s points of view before students write. As students compose and respond to letters, circulate (physically or virtually) to prompt deeper reasoning about point of view, fairness, and consequences, and to reinforce respectful, constructive peer feedback.
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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