Texas TEKS 4.3

4.3 is a TEKS knowledge and skills statement. These are the student expectations under it.

• 4.3.A

  analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scr...

• 4.3.B

  summarize the significant contributions of individuals such as William B. Travis, James Bowie, David Crockett, Juan N. Seguín, Plácido Benavides, José Francisco...

• 4.3.C

  identify leaders important to the founding of Texas as a republic and state, including José Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones

• 4.3.D

  describe the successes, problems, and organizations of the Republic of Texas such as the establishment of a constitution, economic struggles, relations with Ame...

• 4.3.E

  explain the events that led to the annexation of Texas to the United States and the impact of the U.S.-Mexican War.

01

What Students Need to Do

Students trace why the Texas Revolution began, sequence its major events, and explain its results. They explain how key people shaped the revolution and new republic. They connect the republic’s achievements and problems to annexation and the U.S.-Mexican War.

02

What Mastery Looks Like

A student can build an accurate timeline from rising conflict through annexation, then explain cause-and-effect links using dates, places, and evidence. The student can compare leaders and eyewitnesses, including Tejano participants, and describe the republic’s government, debt, security, Texas Rangers, and relations with American Indians.

03

Common Misconceptions

Students often think the Alamo was a Texas victory or the final battle, rather than a defeat before San Jacinto. They may leave Tejanos, women, and children out of the story, or confuse independence from Mexico with later U.S. annexation. Some also assume annexation settled the border dispute, although it helped lead to war.

04

How to Assess It

Give students six event cards: Alamo, Declaration, Runaway Scrape, San Jacinto, annexation, and U.S.-Mexican War. Ask them to order the cards and write two cause-and-effect links plus one person’s contribution.

1. 01

   Have groups arrange event, person, and effect cards on a floor timeline, then defend three placements with evidence.

2. 02

   Write: Which mattered more at San Jacinto, Houston’s leadership or lessons from earlier events? Support your claim with two facts.

3. 03

   Play Who Am I? using clue cards for Travis, Seguín, Benavides, Ruiz, Dickinson, Esparza, Houston, Navarro, Lamar, Jones, and Santa Anna.

4. 04

   Use a current Texas map to locate major sites, then plan a museum route explaining how geography shaped events.

• 7.4

  History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood. The student is expec...

• 7.6

  History. The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century. ...

• 7.5

  History. The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. The student is expected to:

• 7.3

  History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The student is expected to: