In this lesson, students will choose one figure that made an impact on the Texas Revolution and write a research paper about that person. This research can include: internet, library, textbooks, etc. The students will include a minimum of three pictures relevant to their figures, one of which must be hand drawn. The students will also construct and decorate a paper doll that is a recreation of their famous figure.
Created by Rhonda Williams, 2004
The student will apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods related to the beginning of the Texas Revolution. TEKS §113.23. Social Studies, Grade 7. (b)(1)(B)
The student will explain the significance of the date, 1836. The student will analyze the major events of the Texas Revolution, including the gathering of money and men for the fighting. TEKS §113.23. Social Studies, Grade 7. (b)(1)(C)
The student will explain the roles played, and the contributions made, by significant individuals during the Texas Revolution, such as Haden Edwards and Henry Raguet, and will identify the leadership qualities of elected and appointed leaders of Texas. TEKS §113.23. Social Studies, Grade 7. (b)(3)(A) & (18)(A,B)
The student will differentiate between, locate, and use primary and secondary sources, such as biographies from the Handbook of Texas, and written documents, such as the Minutes of the Committee of Vigilance and Safety, to acquire information about Texas. TEKS §113.23. Social Studies, Grade 7. (b)(21)(A)
The student will analyze information from these sources by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and drawing inferences and conclusions. TEKS §113.23. Social Studies, Grade 7. (b)(21)(B)
The student will identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants using their biographies and their own words from primary documents. TEKS §113.23. Social Studies, Grade 7. (b)(21)(D)
The student will search for bias in the excerpts of the Minutes of the Committee of Vigilance & Safety of Nacogdoches and evaluate the validity of the source based on language, corroboration with other sources, and information about the authors and subjects. TEKS §113.23. Social Studies, Grade 7. (b)(21)(F,G)
The student will produce a written evaluation of the leadership characteristics of Haden Edwards or Henry Raguet, 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 §113.23. Social Studies, Grade 7. (b)(22)(A,D)
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 250 words long, incorporate main and supporting ideas, use social studies terminology correctly, and use standard grammar, spelling, sentence structure, and punctuation.
