In this lesson plan, students will explore why and how certain historical figures became famous. The class will be divided into groups and, using their textbooks and images found on the TIDES website, will record the names of those individuals involved in the Texas Revolution. Each student will choose one person to research and will make a presentation about that person to the rest of the class.
Created by Adelheid (Heidi) Murphrey, August 2007
The student understands traditional historical points of reference in Texas history. The student is expected to explain the significance of the following dates: 1519, 1718, 1821, 1836, 1845, and 1861. TEKS §113.23 History7.1 (C)
The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The student is expected to: explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, and William B. Travis; explain the issues surrounding significant events of the Texas Revolution, including the battle of Gonzales, the siege of the Alamo, the convention of 1836, Fannin's surrender at Goliad, and the battle of San Jacinto. TEKS §113.23 History7.3(A, B)
The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood. The student is expected to: identify individuals, events, and issues during the Republic of Texas and early Texas statehood, including annexation, Sam Houston, Anson Jones, Mirabeau B. Lamar, problems of the Republic of Texas, the Texas Rangers, the Mexican War, and the Treaty of Guadalupe-Hidalgo. TEKS §113.23 History7.4 (A)
The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about 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 from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; evaluate the validity of a source based on language, corroboration with other sources, and information about the author. TEKS §113.23 Social Studies skills7. 21 (A, B, C, G)
The student communicates in written, oral, and visual forms. The student is expected to: use social studies terminology correctly; use standard grammar, spelling, sentence structure, and punctuation; transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software when appropriate; and create written, oral, and visual presentations of social studies information. TEKS §113.23 Social Studies skills7.22 (A, B, C, D)
Ask students to brainstorm how or why a person may become famous or is noted as a hero. Ask students to record and share their answers with the class.
Explore Project images from TIDES:
Divide the class into groups. Students will use the Texas Revolution chapter of their textbooks to find and record the names of individuals who were involved in the Texas Revolution. Each student will research one person to learn about the individuals involved in the Texas Revolution.
To conduct their research, students will use primary and secondary sources such as biographies and artifacts. Students will assemble their research materials on a poster board. Students will present their final project to the class. Poster boards will be displayed.
Teacher observation, student participation, rubric for poster board, and student presentation.Extension
Students will sketch and illustrate a monument honoring their hero.
