Texas TEKS 7.3.B
The Standard
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, Juan N. Seguín, and William B. Travis
Texas Essential Knowledge and Skills for Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify each leader's position, major actions, and influence on the conflict. They explain how individual decisions shaped independence, the Alamo, Goliad, and San Jacinto.
What Mastery Looks Like
- A student connects Childress to the declaration and de Zavala to independence and the interim government. They distinguish Travis at the Alamo, Fannin at Goliad, Houston and Santa Anna as opposing commanders, and Seguín as a Tejano military leader. They explain why each person's contribution affected the revolution.
Common Misconceptions
- Students often swap Fannin's role at Goliad with Travis's role at the Alamo. They may overlook Seguín and de Zavala or assume all Texas leaders were Anglo settlers. Some treat Santa Anna only as a general and miss his political power in Mexico.
How to Assess It
- Exit ticket: Match all seven people to their main roles, then choose two and explain how each affected the revolution in one sentence.
Lesson moves
Ways to Teach It
Give groups seven name, action, location, and outcome cards to match, then place the completed sets on a classroom timeline.
Ask students to write: Which person's decision most changed the revolution, and what two facts support your claim?
Play Who Am I with clues about offices, battles, documents, and decisions, requiring students to name and justify each person.
Compare a local monument, street name, or historical marker with a textbook account, then note whose role the public source emphasizes.
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Printable 7.3.B Worksheet
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