In this lesson, students will analyze the major events of the Texas Revolution using primary sources found on the TIDES website and biographical information located in the Handbook of Texas. Students will brainstorm and discuss the qualities that make a good leader and write evaluations for those people who played important roles in the Revolution.
Created by Rhonda Williams, 2004
The student will analyze the major events of the Texas Revolution, including the gathering of money and men for the fight. TEKS §113.6. Social Studies, Grade 4. (b)(3)(A)
The student will explain the importance of voluntary individual participation in the democratic process and will identify the importance of historical figures, such as Haden Edwards and Henry Raguet, who modeled active participation in the democratic process. TEKS §113.6. Social Studies, Grade 4. (b)(18)(A,C)
The student will identify leaders in state and local governments and identify leadership qualities of state and local leaders, past and present. TEKS §113.6. Social Studies, Grade 4. (b)(19)(A,B)
The student will differentiate between, locate, and use primary and secondary sources, such as biographies and print material, to acquire information about the United States and Texas during the Texas Revolution. TEKS §113.6. Social Studies, Grade 4. (b)(22)(A)
The students will 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. TEKS §113.6. Social Studies, Grade 4. (b)(22)(B)
The student will organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps. TEKS §113.6. Social Studies, Grade 4. (b)(22)(C)
The student will identify the elements of frame of reference that influenced the participants in an event. TEKS §113.6. Social Studies, Grade 4. (b)(22)(E)
The student will create written, visual, and oral material based on research and experiences incorporating main and supporting ideas, using social studies terminology correctly, and using standard grammar, spelling, sentence structure, and punctuation. TEKS §113.6. Social Studies, Grade 4. (b)(23)(A-E)
Place the following instructions on the chalkboard/overhead/slide:
Think about the leaders that you have studied in Social Studies or have seen on the news. List in your journal the qualities and characteristics that a leader should have. Then, list the characteristics that a successful leader should not have.
Give students 5 minutes to brainstorm and record, then hold class discussion to create a master list of positive and negative characteristics for the class.
Have students define the following terms: voluntary, individual, participation, democratic process. Ask them to use these definitions to explain the phrase “voluntary individual participation in the democratic process.” Help the class write a definition to be used with the lesson.
Have students search their textbook index for references to Haden Edwards, look up the relevant information, and then record facts about him in their journal. Then, read the biography of Haden Edwards from the Handbook of Texas to the students, or have them read the article themselves. Read the biography of Henry Raguet from the Handbook of Texas to the students, or have them read the article themselves.
Place the Published Minutes of the Committee of Vigilance & Safety of Nacogdoches on the computer screen and projector. Read the excerpt with the students. Ask students to brainstorm and create a bubble map in their journals that shows from where troops to fight for the Texans will come. Examples should include volunteers, the militia, etc. Then, ask them to suggest ways to pay for troops.
Divide the students into pairs, pass out the Document Analysis Sheet, and ask students to complete the activity. When they have finished, bring students back together and check answers.
Assign the following:
Look at your list of leadership qualities. Make a list of the personal characteristics of Haden Edwards. Does he have the characteristics of a good leader? Does he have any negative qualities or characteristics? Use the information in your textbook, from the Teaching Excerpt and the Document Analysis Sheet, and the Handbook of Texas, and write an evaluation of Edwards as an important Texas leader and historical figure. Your evaluation should be at least 150 words long, incorporate main and supporting ideas, use social studies terminology correctly, and use standard grammar, spelling, sentence structure, and punctuation.
