Texas TEKS 7.3

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

• 7.3.A

  describe the chain of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle ...

• 7.3.B

  explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Anton...

• 7.3.C

  explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales; the siege of the Alamo, William B. Travis's letter ...

01

What Students Need to Do

Students trace how tensions grew from early resistance and Mexican government responses into open war and independence. They connect leaders to specific choices and explain why major political and military events changed the conflict.

02

What Mastery Looks Like

A student can build an accurate timeline from the Fredonian Rebellion through San Jacinto and explain the cause and effect links. They can match major leaders to their actions and explain the significance of Gonzales, the Alamo, Goliad, the 1836 convention, and San Jacinto.

03

Common Misconceptions

Students often treat the Alamo as the start and entire story, skipping earlier Mexican policies and colonial resistance. They may assume all Texans supported independence or that every defender was Anglo, overlooking Tejano participants such as Juan Seguín. They also confuse Fannin’s surrender with a battlefield death and credit outcomes to one leader instead of several linked decisions.

04

How to Assess It

Give students cards for the Fredonian Rebellion, Mier y Terán Report, Law of April 6, Turtle Bayou Resolutions, Austin’s arrest, Gonzales, and San Jacinto. Have them order the cards, then explain one cause and effect link and name one person involved.

1. 01

   Give pairs event and cause cards to arrange on a desk timeline, then have them draw arrows and label each link.

2. 02

   After reading Travis’s letter, ask: What did Travis want readers to believe and do, and which words show that?

3. 03

   Play Who Am I with clue cards for Childress, de Zavala, Fannin, Houston, Santa Anna, Seguín, and Travis.

4. 04

   Have students inspect a local Texas monument or online marker, then check whose role is highlighted, omitted, or oversimplified.

• 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:

• 4.3

  History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is...