In this lesson plan, students will study Sam Houston’s run for a second presidential term and will create for him a modern-day presidential campaign. This activity will demonstrate to students how individuals can participate in civic affairs and identify the importance of historical figures such as Sam Houston, Barbara Jordan and Lorenzo de Zavala.
Created by Paula Warden, July 2006
The student is expected to describe the successes and problems of the Republic of Texas; identify leaders important to the founding of Texas as a republic and state, including Sam Houston, Mirabeau Lamar, and Anson Jones. TEKS §113.6. Social Studies, Grade 4. (b)(3)(B,E)
The student is expected to apply geographic tools, including grid systems, legends, symbols, scales and compass roses, to construct and interpret maps. TEKS §113.6. Social Studies, Grade 4. (b)(6)(A)
The student is expected to:
explain how individuals can participate voluntarily in civic affairs at state and local levels explain the role of the individual in state and local elections identify the importance of historical figures such as Sam Houston, Barbara Jordan, and Lorenzo de Zavala, who modeled active participation in the democratic process.
TEKS §113.6. Social Studies, Grade 4. (b)(18)(A,B,C)
The student is expected to: identify leadership qualities of state and local leaders, past and present. TEKS §113.6. Social Studies, Grade 4. (b)(19)(B)
The student is expected to:
differentiate between, locate, and use primary and secondary sources such as computer software, interviews, biographies, oral, print, and visual material, and artifacts to acquire information about the United States and Texas analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps identify different points of view about an issue or topic identify the elements of frame of reference that influenced the participants in an event.
TEKS §113.6. Social Studies, Grade 4. (b)(22)(A-E)
The student is expected to:
use social studies terminology correctly incorporate main and supporting ideas in verbal and written communication express ideas orally based on research and experiences create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies use standard grammar, spelling, sentence structure, and punctuation.
TEKS §113.6. Social Studies, Grade 4. (b)(23)(A-E)
The student is expected to use a problem-solving process to:
identify a problem and gather information list and consider options, and consider advantages and disadvantages choose and implement a solution, and evaluate the effectiveness of the solution use a decision-making process to identify a situation that requires a decision gather information, identify options, predict consequences, and take action to implement a decision.
TEKS §113.6. Social Studies, Grade 4. (b)(24)(A,B)
Lesson Objective: Students will understand Sam Houston’s intentions for running for a second presidential term and create a modern-day presidential campaign for him.
Activate students’ prior knowledge of Sam Houston’s political career. Sources for use may include your textbook, Make Way for Sam Houston by Jean Fritz, and the Handbook of Texas Online. Compile a class timeline together.
Distribute Document Analysis Worksheet to students. Using a computer or projector, show the original letter announcing Sam Houston’s nomination for second term as the President of the Republic of Texas, April 8, 1841. Allow students to work in groups or partners to analyze document and complete worksheet using the document transcript. Discuss each group’s findings.
Students must familiarize themselves with the condition of the Republic before Sam Houston came into his second term. Read about Mirabeau B. Lamar and the Republic of Texas in your textbook, Make Way for Sam Houston by Jean Fritz, and/or in Handbook of Texas Online. This knowledge will allow students to determine important aspects of Sam Houston’s presidential campaign.
Students will create a modern-day version of Sam Houston’s second presidential campaign. Emphasis should be placed on using factual information in creative ways to promote Sam Houston as the best candidate. The final product will be a variety of campaign materials, either hand-created or computer-generated, presented on a tri-fold display board. See CAMPAIGN CRITERIA HANDOUT with rubric link.
Note: Teachers may choose to use all or parts of this project for use with their students.
