Students learn about different factors and events contributing to the weakening of Spanish rule over Mexico and Texas. They study timelines of global events and Mexican history to see how the events are interrelated. They analyze Father Hidalgo’s “Grito de Dolores” speech, and then they read about different filibusters and elaborate on their influence on the shaping of Texas.
Students read an overview of how events in Europe, Mexico, and Texas contributed to the weakening of Spanish rule and review the lesson objectives. They view an image of the Mexican flag and respond to a poll identifying the correct date of Mexican Independence Day.
Teacher MovesIntroduce the focus of the experience, highlight the objectives, and clarify the difference between Mexican Independence Day, Cinco de Mayo, Juneteenth, and Texas Independence Day. Organize students into small groups for upcoming scenes and ensure all groups are ready before moving on.
Working in small groups, students consider how events in one part of the world can affect others. They review a timeline of world events from 1811–1820, select three events not directly related to Mexico, research them, and record the year, event, and description in a shared table. Groups then choose one event and discuss how it might have influenced Spain’s weakening control of Mexico, posting their reasoning to a shared wall. Next, they examine a Mexico timeline for 1808–1814 and read Struggle for Mexican Independence, discussing key points and recording major ideas in a concept map graphic organizer.
Teacher MovesGuide students in using the table tool, including sorting entries, and prompt them to infer connections between global events and Spain’s control over Mexico. Use guiding questions and examples to help students recognize factors such as wars, economic strain, and Enlightenment ideas. During the Mexico timeline and article work, circulate to support group discussion, prompt students to capture key events and causes in their organizers, and, as needed, highlight important milestones like Hidalgo’s call for independence and the eventual establishment of the Mexican republic before advancing the class.
Students read background information about Father Miguel Hidalgo, his Enlightenment-influenced ideas, and the circumstances leading to his decision to begin a revolution. They then read a reconstructed excerpt of his “Grito de Dolores” speech, discuss its meaning in small groups, and post an explanation of why the date of the speech has come to represent Mexico’s declaration of independence. Finally, they read about Hidalgo’s capture and execution and how Father José María Morelos continued the struggle and advanced a formal declaration of independence and a constitution.
Teacher MovesSupport students in interpreting the language and tone of Hidalgo’s speech, emphasizing his call for rebellion against Spanish rule and the themes of liberty, rights, and resistance to tyranny. Use questions to help students connect the speech to the symbolism of September 16 as Mexican Independence Day. Clarify the sequence of events from Hidalgo’s uprising to Morelos’s leadership and constitutional efforts, reinforcing how these actions contributed to the broader independence movement.
Students read about the Louisiana Purchase, the resulting border dispute between the United States and Spain, and the Adams–Onís Treaty that set the Sabine River as the eastern boundary of Texas and transferred Florida to the United States. They view a map showing the location of the Louisiana Purchase. Students are introduced to the historical meaning of “filibuster” and then, in small groups, divide and read different articles about filibuster expeditions in Texas, including Philip Nolan, the Nolan Expeditions, Peter Ellis Bean, the Gutiérrez-Magee Expedition, and the Long Expedition. Each student summarizes their assigned filibuster or expedition for the group, and together they discuss how these activities contributed to weakening Spanish control and encouraging Texas’s eventual independence, posting their conclusions to a wall.
Teacher MovesClarify the geopolitical context of the Louisiana Purchase and the Adams–Onís Treaty, ensuring students understand how shifting borders affected Texas. Distinguish between the modern political use of “filibuster” and its historical meaning as illegal adventuring in foreign territory. Monitor group reading and sharing, prompting students to identify each filibuster’s goals, actions, and impact on Spanish authority and Anglo migration. Highlight strong student responses, share exemplary ideas with the class, and emphasize how filibuster activity increased U.S. interest in Texas and altered the region’s demographics and loyalties before directing students to the individual evaluation.
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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