week 14 texas fourth grade studies weekly
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Suggested Literature “Stephen F. Austin” by Russ Roberts “Stephen F. Austin and the Founding of Texas” by James L. Haley “Wilderness Pioneer: Stephen F. Austin” by Carol Hoff “Stories from the History of Texas” by W. Frances Scarborough
Internet Resources http://www.tshaonline.org/handbook/online/articles/LL/flo11.html http://www.tshaonline.org/handbook/online/articles/LL/fla12.html http://www.sonofthesouth.net/texas/jean-lafitte.htm http://www.texanalivinghistory.org/longbio.html
Page 1 The Trouble with Texas Social Studies TEKS: 2D, 3B, 8A, 8B, 8C, 12C, 19A, 19C ELA/R TEKS: 1, 2, 2B, 10, 11, 11A, 11C, 11D, 27A, 27B, 28, 29 ELPS: 1.D.1, 2.C.1, 2.C.2, 2.I.3, 3.B.2, 3.G.2, 3.H.3, 4.D.1, 4.E.1, 4.F.1, 4.F.2, 4.G.2, 4.G.3
Lesson Suggestions: Shared Reading; Fab Four (Reciprocal Teaching Method)
BAV: filibuster
Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level 1. What sorts of challenges and troubles does the Spanish government face in Texas in the year 1820? (New
Spain and Old Spain are fighting against each other; the Comanche and Apache tribes are raiding and killing each other and everything in their path; filibusters are trying to settle in Texas, and John Long is claiming to be the president of an independent Texas.) LOW/2
Stephen Austin
Social Studies TEKS: 2B, 2D, 3B, 8A, 8B, 8C, 9B, 10B, 12C, 12F, 14B, 15A, 19A, 19B, 19C ELA/R TEKS: 1, 2, 2B, 4, 10, 11, 11A, 11C, 11D, 15, 15A, 15B, 15C, 15D, 15E, 16A, 20C, 24, 26, 27A, 27B, 28, 29 ELPS: 1.D.1, 2.C.1, 2.C.2, 2.I.3, 2.I.5, 3.B.2, 3.G.1, 3.G.2, 3.H.3, 4.D.1, 4.E.1, 4.F.1, 4.F.2, 4.G.2, 4.G.3, 4.G.4
Students will identify and explain clusters and patterns of settlement as effects of land grants and Anglo colonization. Students will describe locations of cities and explain geographic factors that influenced patterns of settlement by empresarios.
• independent • Moses Austin • Baron de Bastrop • Stephen Austin
• colonize • grant • pioneer
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2. Why did Spain finally agree to let Moses Austin establish a colony in Texas? (Baron de Bastrop gave Spain three good reasons why Austin should be allowed to establish a colony.) LOW/2
3. Why did Baron de Bastrop think Moses Austin’s colony would do well in Texas? Use text-based evidence to support your answer. (“Bastrop reminded the Spanish government that Spaniards and Mexicans did not want to settle Texas. He told them that those who tried settling Texas were getting out as fast as they could. He also warned the government that the conflict among American Indian tribes and settlers would never be solved until colonies were allowed in Texas. Finally, he reminded them that Anglo colonies in Louisiana had been very successful. Bastrop believed they would be just as successful in Texas, and they would strengthen Spain’s hold on Texas.”) LOW/2
Differentiated Instruction: Allow your students to reread this article using the online audio reader. Allow students additional time to answer the above questions with a partner using the “Think, Pair, Share” strategy.
Pages 2 and 3 Stephen Austin Refuses to Quit! Social Studies TEKS: 2D, 3B, 8A, 8B, 8C, 12C, 14B, 19A ELA/R TEKS: 1, 2, 2B, 10, 11, 11A, 11C, 11D, 24, 26, 27A, 27B, 28, 29 ELPS: 1.D.1, 2.C.1, 2.C.2, 2.I.3, 2.I.5, 3.B.2, 3.G.1, 3.G.2, 3.H.3, 4.D.1, 4.E.1, 4.F.1, 4.F.2, 4.G.2, 4.G.3, 4.G.4
Lesson Suggestions: Shared Reading; Make a shared timeline of Stephen Austin’s experiences beginning in 1820, using the article to guide the sequence of events. Students may complete additional research and add information to the timeline, including copies of primary and secondary sources.
BAV: worthless
Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level 1. What were some of the hardships many of Austin’s colonists faced? (starvation; attacks by Karankawa tribe;
lack of supplies; no proof of land ownership) LOW/2 2. What do you think of Stephen Austin’s rules for his colonists? Why? (Accept reasonable responses: good
rules; keeps everyone following the rules; peaceful and educated) LOW to MODERATE/4 3. Based on the information in this article, what kind of man was Stephen Austin? Use text-based evidence
to support your answer. (Students can use many parts of this article to show that Austin was responsible, intelligent, persistent and courageous. He also respected money, followed directions and cared about the colonists.) MODERATE/2
Differentiated Instruction: Allow your students to reread this article using the online audio reader. Students may work with a partner or in a small cooperative group to complete additional research and contribute more information to the classroom timeline. Be sure to have students cite any sources they used.
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Page 4 Activity: Austin’s Colony Social Studies TEKS: 2D ELA/R TEKS: 1, 2, 2B, 4 ELPS: 4.F.1, 4.F.2
Lesson Suggestions: This activity will require extra research for students. Read the directions to the students. Independent work or work with a buddy.
Cognitive Complexity Level: MODERATE/2
Differentiated Instruction: Complete this activity as a shared reading or during small group instruction to provide more assistance to individual students if needed.
STAAR Writing Connection Let’s Write: Writing Literacy Skills Prompt Social Studies TEKS: 2B, 2D, 3B, 8A, 8B, 8C, 9B, 10B, 12C, 12F, 14B, 15A, 19A, 19B, 19C ELA/R TEKS: 15, 15A, 15B, 15C, 15D, 15E, 16A Literary: Imagine that you have decided to settle in Stephen F. Austin’s Texas colony. Write a letter to the family you will leave behind. In this letter, tell them why you are going to Texas. Describe how you think life will be better in Texas and how it might be worse. Finally, explain how hard you think it will be to say goodbye and never see them again. Be sure to use correct grammar, spelling, sentence structure and punctuation.
Write thoughtful answers to the following writing prompts. Your answers should be in complete sentences.
1. Write a composition about the most important lesson you have ever learned.
The information below will help you remember what you should think about as you write.
REMEMBER—YOU SHOULD: • write about the most important lesson you have ever learned • make sure each sentence you write helps the reader understand your composition • write about your ideas in detail so the reader really understands what you are saying • try to use correct spelling, capitalization, punctuation, grammar and sentences
2. Stephen F. Austin had to solve tough problems to make his Texas colony a success. Write a composition in which you describe why you think Austin was strong enough to get the job done.
THINK ABOUT THESE IMPORTANT QUESTIONS AS YOU WRITE: • Why didn’t Austin quit? • Why was establishing a colony in Texas so important to Austin? • How important was it for Austin to have a strong will?
Activity: A Class Debate Fourth graders usually learn that Jane Long was the Mother of Texas. Most do not know that Sam Houston
unofficially nominated another contender, Margaret Theresa Robertson Wright. This activity will give your
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students a chance to weigh the merits of each woman’s worthiness for this title, while learning that historical records and accounts often leave unanswered questions that invite further study.
Tell your students there is another nominee for the Mother of Texas. Then, you can either read the following article to your students or make copies for them to read. After they have heard or read this article, ask them to debate who most deserves the title — Jane Long or Margaret Theresa Robertson Wright. Ask the students to use information they have learned in Week 13 in stating their points of view.
Will the Real Mother of Texas Please Stand Up? Have you ever heard of Margaret Theresa Robertson Wright? Sam Houston knew about her. He thought so
much of her that he named her the Mother of Texas. Here is her story.
Margaret Theresa Robertson Wright lived near Goliad in 1836. On March 27 of that year, the Mexican army prepared to execute nearly 370 Texas soldiers for their part in the Texas Revolution. Of these soldiers, 340 were killed, but 28 soldiers escaped. One of these soldiers was William Hunter. He found his way to Margaret Wright’s ranch, where she took care of him.
Hunter told Margaret Wright that other soldiers had survived the Goliad Massacre. She pretended to go to the Guadalupe River to get water, but she was really searching for the other Texas soldiers. She found them hiding in the woods and learned that many of them needed medical attention. Of course, they all needed food.
Margaret Wright risked her own life to help the soldiers. Mexican soldiers were camped on her land. She knew they were looking for the Texans, so she had to think of a way to secretly help them. Her clever plan was to make frequent trips to the Guadalupe River to get water. She was actually taking medicine and food to the soldiers. The soldiers left notes for her in the hollow trunk of a tree. These notes told her what they needed. Margaret Wright picked up the notes and later returned with the supplies they requested hidden in her water pail. Margaret Wright demonstrated her bravery in another way. She stole a gun from the Mexican soldiers on her land and took it to the Texans.
When the Texas soldiers healed and regained their strength, they joined Sam Houston’s army. Twenty years later, Sam Houston campaigned for governor. In a speech he delivered in Victoria, he remembered her courage and service during the Texas Revolution and proudly named her the Mother of Texas.
Now here is Jane Long’s story: Many people think Jane Long is the Mother of Texas because she gave birth to the first Anglo-American
child born in Texas. Jane Long even claimed this was true, but it is not. Beginning in 1807, census reports show other Anglo-American children were born in Texas before her child was born in 1821. She did, however, live an exciting and dangerous life worth studying. Her husband, James Long, tried twice to take Texas away from Spain. He even declared himself the president of Texas.
Jane Long suffered many losses in her life. Two of her three children died at an early age. One child died in Louisiana while she was in Texas helping her husband. The child she claimed was the first Anglo-American born in Texas did not live to become an adult.
While Jane’s husband captured La Bahia, she defended their fort on Bolivar Island. Shortly after James Long left the fort, so did the other settlers. Jane was alone with her child and a servant girl, Kian. They ate oysters Kian gathered from the water. When the Karankawa threatened the fort, Jane fired back with the fort’s cannon. It was here that she gave birth to the child she claimed was the first Anglo-American born in Texas.
When Jane discovered her husband had been killed, she rode all the way to Mexico. She wanted the person who killed her husband punished, and she wanted money for her loss.
Later in her life, Jane Long became a part of Stephen F. Austin’s settlement. Some accounts of her life say she was courted by famous Texans like Ben Milam, Mirabeau Lamar and Sam Houston. Much of what we know about her life comes from the stories she told to Lamar.
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Jane Long’s claim to have given birth to the first Anglo-American child in Texas is wrong, but she did play a role in some of the important events that shaped the history of Texas.
Writing and Technology Web Surfers
• http://www.tshaonline.org • http://www.sonofthesouth.net/texas/jean-lafitte.htm • http://www.texanalivinghistory.org/longbio.html • Students may use this opportunity to learn more about this week’s topics. Depending on what you require
from your students, you can teach many reading, writing and technology standards. The Cognitive Complexity Level for any type of research activity as mentioned above is MODERATE to HIGH/3 and 4
Social Studies TEKS: 2B, 2D, 3B, 8A, 8B, 8C, 9B, 10B, 12C, 12F, 14B, 15A, 19A, 19B, 19C ELA/R TEKS: 1, 2, 2B, 10, 11, 11A, 11D, 24, 26, 27A, 27B, 28, 29
Digital Developments: The teacher may use this as a student product assessment and/or replacement for weekly assessment. MODERATE to HIGH/3 and 4 2.0 Technology Suggestion(s): Audacity and Windows Movie Maker Social Studies TEKS: 2B, 2D, 3B, 8A, 8B, 8C, 9B, 10B, 12C, 12F, 14B, 15A, 19A, 19B, 19C ELA/R TEKS: 2A, 2B, 2C, 3, 18C, 20C, 29A, 31
• This week students have read about Stephen Austin and his colony. Have students make an audio file (Audacity) and add their own illustrations or online sources they find during research to build a Windows Movie Maker project (combining oral language skills and technology).
A Penny for Your Thoughts Teacher: Use the two stories from “Will the Real Mother of Texas Please Stand Up?” in this week’s Teacher Supplement. Students should read both articles. Follow the debate directions available online with your teacher account at www.studiesweekly.com/online. Select the “Resources” tab, and open the “+” for “General Resources.”
Analyze this prompt: The Real Mother of Texas: Was it Margaret Theresa Robertson Wright or Jane Long? 1. Have students think about their answers and then search for supporting evidence. Fill in area #1. 2. Give directions for passing the paper and recording responses. 3. Remind students to be kind and respectful when completing this activity.
Social Studies TEKS: 2A, 2B, 2C, 2D, 8A, 8B, 8C Cognitive Complexity Level & Relevance MODERATE/3 and 4
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Teacher Supplement STAAR Math Connection 1. D 2. G 3. C 4. H 5. B
STAAR Reading/Writing Connection (Assessment)
1. B LOW to MODERATE/2 2. F LOW to MODERATE/2 3. D LOW/2 4. G LOW to MODERATE/2 5. D LOW to MODERATE/2 6. H LOW to MODERATE/2 7. A LOW to MODERATE/2 8. G LOW to MODERATE/2 9. D LOW to MODERATE/2 10. Accept reasonable responses; those who were
dishonest, lazy, uncooperative because those are character traits Austin does not have. (Cite sources: “Stephen Austin Refuses to Quit!,” pages 2 and 3) LOW to MODERATE/2
Week 14 Answer Keys
I N D E P E N D E N C E
P
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Texas Fourth Grade Studies Weekly
1. Which of the following holds only 1 li ter of liquid? A eyedropper B a swimming pool C a car’s gas tank D a plas tic sof t dr ink bot tle
2. Emily plays on a gir ls’ basketball team. The table ranks the f irs t f ive gir ls by height. Emily is 1 meter, 54 centimeters tall. How much taller is Janet than Emily?
F 21 cm G 19 cm H 14 cm J 13 cm
3. Evan will spin the arrow on a spinner like the one shown. If Evan spins the arrow twice, which of these is NOT a possible outcome?
A Brown, brown B Red, brown C Brown, green D Yellow, brown
4. Look at the f igure made up of 1-cube units. What is the volume of the f igure? F 16 cubic units G 39 cubic units H 140 cubic units J 150 cubic units
5. At a s tate park gif t shop Aurelia bought a souvenir picture book for $2.79 and a bag of polished s tones for $1.34. What was the total amount she paid for her purchases?
A $4.03 B $4.13 C $3.13 D $1.45
STAAR Math Connection Week 14
Team Members’ Heights
Person Height (cm)
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A Penny for Your Thoughts Analyze this prompt: The Real Mother of Texas: Was it Margaret Theresa Robertson Wright or Jane Long?
1. Think about your answer and then search for supporting evidence. Fill in area #1. 2. Follow your teacher’s directions for passing this paper and recording responses. 3. Remember to be kind and respectful when completing this activity.
Name: Date: Texas Fourth Grade Studies Weekly Worksheet 1 Week 14
Standards:
2. Read section 1. Write a reason to support your classm ate’s op
inion. 3. W
rite an opposite opinion to disagree with sections 1 and 2. 4. Re ad s
ecti ons
1-3 . W
Stephen Austin Week 14 Assessment
1. Look at the char t. Use i t to answer the question.
Which idea belongs in the empty box?
A pirate at tacks along the Texas coast
B Mexicans did not want to live in Texas
C the death of Moses Austin
D The United States is f ighting England in the War of 1812
2. The reader can conclude that the Meusebach-Comanche Treaty
F is unique because i t was made by pr ivate ci tizens and not the government
G caused the German colonis ts to fear the Comanche
H was a waste of time on the par t of John Meusebach
J s tar ted a war with the Comanche
3. The Mexican War of Independence
A las ted only six months
B caused the Spaniards to at tack Texas set tlers
C took the life of Stephen F. Austin
D is celebrated on September 16
4. What is the most likely reason that Stephen F. Austin decided not to allow “cr iminals and lazy people” in
his colony?
F The Spanish government asked him to keep them out.
G He knew they would weaken the young colony.
H They did not have enough money to buy Austin’s land.
J They did not know how to farm and raise lives tock.
5. Which sentence from the ar ticle “Why go to Texas?” BEST shows that the ear ly set tlers knew how to take
care of many of their basic needs?
A You’ve jus t buil t a house on their hunting grounds.
B If you wanted to send a let ter back home, you gave i t to someone headed in that direction and
hoped i t would be delivered.
C If you get sick or injured, your family and fr iends will help you the best they can.
D Finally, you’ll have to make jus t about every thing you need.
Reasons Spain gave Austin permission to build a colony
? Successful colonies in Louisiana
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Read the following passage. Then read each question and select your answer. (1) Stephen F Austin is known as the Father of Texas. (2) He worked hard to make Texas a place where people could raze their families. (3)Austin took dangerous r isks to make his colony an success. (4) Most people would give up in the face of so much problems to solve. (5) His bravery at San Jacinto helped Sam Houston become the f irs t president of Texas.
6. What change, if any, should be made to sentence 1? F Change Father to father G Inser t a comma af ter Austin H Inser t a per iod af ter F J Make no change
7. What change, if any, should be made to sentence 2? A Change raze to raise B Inser t a comma af ter Texas C Change to to two D Make no change
8. What change, if any, should be made to sentence 3? F Change colony to Colony G Change an to a H Change the per iod to an exclamation mark J Make no change
9. What information does this map provide to the reader? A the location of several impor tant ci ties in Texas B the cardinal and intermediate directions C the approximate location of San Felipe D all of the above
For the following question, use this week’s Studies Weekly magazine because you must ci te one source of your answer. (For example: You found par t of the answer on Page 1 in the ar ticle “The Trouble with Texas.”)
10. The colonis ts “who broke Austin’s rules were publicly whipped, and families of poor character were forced to leave.” Based on that information, hypothesize what “poor character” most likely meant to Stephen Austin.
N
S
EW
SW
NENW
SE
Suggested Literature “Stephen F. Austin” by Russ Roberts “Stephen F. Austin and the Founding of Texas” by James L. Haley “Wilderness Pioneer: Stephen F. Austin” by Carol Hoff “Stories from the History of Texas” by W. Frances Scarborough
Internet Resources http://www.tshaonline.org/handbook/online/articles/LL/flo11.html http://www.tshaonline.org/handbook/online/articles/LL/fla12.html http://www.sonofthesouth.net/texas/jean-lafitte.htm http://www.texanalivinghistory.org/longbio.html
Page 1 The Trouble with Texas Social Studies TEKS: 2D, 3B, 8A, 8B, 8C, 12C, 19A, 19C ELA/R TEKS: 1, 2, 2B, 10, 11, 11A, 11C, 11D, 27A, 27B, 28, 29 ELPS: 1.D.1, 2.C.1, 2.C.2, 2.I.3, 3.B.2, 3.G.2, 3.H.3, 4.D.1, 4.E.1, 4.F.1, 4.F.2, 4.G.2, 4.G.3
Lesson Suggestions: Shared Reading; Fab Four (Reciprocal Teaching Method)
BAV: filibuster
Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level 1. What sorts of challenges and troubles does the Spanish government face in Texas in the year 1820? (New
Spain and Old Spain are fighting against each other; the Comanche and Apache tribes are raiding and killing each other and everything in their path; filibusters are trying to settle in Texas, and John Long is claiming to be the president of an independent Texas.) LOW/2
Stephen Austin
Social Studies TEKS: 2B, 2D, 3B, 8A, 8B, 8C, 9B, 10B, 12C, 12F, 14B, 15A, 19A, 19B, 19C ELA/R TEKS: 1, 2, 2B, 4, 10, 11, 11A, 11C, 11D, 15, 15A, 15B, 15C, 15D, 15E, 16A, 20C, 24, 26, 27A, 27B, 28, 29 ELPS: 1.D.1, 2.C.1, 2.C.2, 2.I.3, 2.I.5, 3.B.2, 3.G.1, 3.G.2, 3.H.3, 4.D.1, 4.E.1, 4.F.1, 4.F.2, 4.G.2, 4.G.3, 4.G.4
Students will identify and explain clusters and patterns of settlement as effects of land grants and Anglo colonization. Students will describe locations of cities and explain geographic factors that influenced patterns of settlement by empresarios.
• independent • Moses Austin • Baron de Bastrop • Stephen Austin
• colonize • grant • pioneer
132
2. Why did Spain finally agree to let Moses Austin establish a colony in Texas? (Baron de Bastrop gave Spain three good reasons why Austin should be allowed to establish a colony.) LOW/2
3. Why did Baron de Bastrop think Moses Austin’s colony would do well in Texas? Use text-based evidence to support your answer. (“Bastrop reminded the Spanish government that Spaniards and Mexicans did not want to settle Texas. He told them that those who tried settling Texas were getting out as fast as they could. He also warned the government that the conflict among American Indian tribes and settlers would never be solved until colonies were allowed in Texas. Finally, he reminded them that Anglo colonies in Louisiana had been very successful. Bastrop believed they would be just as successful in Texas, and they would strengthen Spain’s hold on Texas.”) LOW/2
Differentiated Instruction: Allow your students to reread this article using the online audio reader. Allow students additional time to answer the above questions with a partner using the “Think, Pair, Share” strategy.
Pages 2 and 3 Stephen Austin Refuses to Quit! Social Studies TEKS: 2D, 3B, 8A, 8B, 8C, 12C, 14B, 19A ELA/R TEKS: 1, 2, 2B, 10, 11, 11A, 11C, 11D, 24, 26, 27A, 27B, 28, 29 ELPS: 1.D.1, 2.C.1, 2.C.2, 2.I.3, 2.I.5, 3.B.2, 3.G.1, 3.G.2, 3.H.3, 4.D.1, 4.E.1, 4.F.1, 4.F.2, 4.G.2, 4.G.3, 4.G.4
Lesson Suggestions: Shared Reading; Make a shared timeline of Stephen Austin’s experiences beginning in 1820, using the article to guide the sequence of events. Students may complete additional research and add information to the timeline, including copies of primary and secondary sources.
BAV: worthless
Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level 1. What were some of the hardships many of Austin’s colonists faced? (starvation; attacks by Karankawa tribe;
lack of supplies; no proof of land ownership) LOW/2 2. What do you think of Stephen Austin’s rules for his colonists? Why? (Accept reasonable responses: good
rules; keeps everyone following the rules; peaceful and educated) LOW to MODERATE/4 3. Based on the information in this article, what kind of man was Stephen Austin? Use text-based evidence
to support your answer. (Students can use many parts of this article to show that Austin was responsible, intelligent, persistent and courageous. He also respected money, followed directions and cared about the colonists.) MODERATE/2
Differentiated Instruction: Allow your students to reread this article using the online audio reader. Students may work with a partner or in a small cooperative group to complete additional research and contribute more information to the classroom timeline. Be sure to have students cite any sources they used.
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Page 4 Activity: Austin’s Colony Social Studies TEKS: 2D ELA/R TEKS: 1, 2, 2B, 4 ELPS: 4.F.1, 4.F.2
Lesson Suggestions: This activity will require extra research for students. Read the directions to the students. Independent work or work with a buddy.
Cognitive Complexity Level: MODERATE/2
Differentiated Instruction: Complete this activity as a shared reading or during small group instruction to provide more assistance to individual students if needed.
STAAR Writing Connection Let’s Write: Writing Literacy Skills Prompt Social Studies TEKS: 2B, 2D, 3B, 8A, 8B, 8C, 9B, 10B, 12C, 12F, 14B, 15A, 19A, 19B, 19C ELA/R TEKS: 15, 15A, 15B, 15C, 15D, 15E, 16A Literary: Imagine that you have decided to settle in Stephen F. Austin’s Texas colony. Write a letter to the family you will leave behind. In this letter, tell them why you are going to Texas. Describe how you think life will be better in Texas and how it might be worse. Finally, explain how hard you think it will be to say goodbye and never see them again. Be sure to use correct grammar, spelling, sentence structure and punctuation.
Write thoughtful answers to the following writing prompts. Your answers should be in complete sentences.
1. Write a composition about the most important lesson you have ever learned.
The information below will help you remember what you should think about as you write.
REMEMBER—YOU SHOULD: • write about the most important lesson you have ever learned • make sure each sentence you write helps the reader understand your composition • write about your ideas in detail so the reader really understands what you are saying • try to use correct spelling, capitalization, punctuation, grammar and sentences
2. Stephen F. Austin had to solve tough problems to make his Texas colony a success. Write a composition in which you describe why you think Austin was strong enough to get the job done.
THINK ABOUT THESE IMPORTANT QUESTIONS AS YOU WRITE: • Why didn’t Austin quit? • Why was establishing a colony in Texas so important to Austin? • How important was it for Austin to have a strong will?
Activity: A Class Debate Fourth graders usually learn that Jane Long was the Mother of Texas. Most do not know that Sam Houston
unofficially nominated another contender, Margaret Theresa Robertson Wright. This activity will give your
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students a chance to weigh the merits of each woman’s worthiness for this title, while learning that historical records and accounts often leave unanswered questions that invite further study.
Tell your students there is another nominee for the Mother of Texas. Then, you can either read the following article to your students or make copies for them to read. After they have heard or read this article, ask them to debate who most deserves the title — Jane Long or Margaret Theresa Robertson Wright. Ask the students to use information they have learned in Week 13 in stating their points of view.
Will the Real Mother of Texas Please Stand Up? Have you ever heard of Margaret Theresa Robertson Wright? Sam Houston knew about her. He thought so
much of her that he named her the Mother of Texas. Here is her story.
Margaret Theresa Robertson Wright lived near Goliad in 1836. On March 27 of that year, the Mexican army prepared to execute nearly 370 Texas soldiers for their part in the Texas Revolution. Of these soldiers, 340 were killed, but 28 soldiers escaped. One of these soldiers was William Hunter. He found his way to Margaret Wright’s ranch, where she took care of him.
Hunter told Margaret Wright that other soldiers had survived the Goliad Massacre. She pretended to go to the Guadalupe River to get water, but she was really searching for the other Texas soldiers. She found them hiding in the woods and learned that many of them needed medical attention. Of course, they all needed food.
Margaret Wright risked her own life to help the soldiers. Mexican soldiers were camped on her land. She knew they were looking for the Texans, so she had to think of a way to secretly help them. Her clever plan was to make frequent trips to the Guadalupe River to get water. She was actually taking medicine and food to the soldiers. The soldiers left notes for her in the hollow trunk of a tree. These notes told her what they needed. Margaret Wright picked up the notes and later returned with the supplies they requested hidden in her water pail. Margaret Wright demonstrated her bravery in another way. She stole a gun from the Mexican soldiers on her land and took it to the Texans.
When the Texas soldiers healed and regained their strength, they joined Sam Houston’s army. Twenty years later, Sam Houston campaigned for governor. In a speech he delivered in Victoria, he remembered her courage and service during the Texas Revolution and proudly named her the Mother of Texas.
Now here is Jane Long’s story: Many people think Jane Long is the Mother of Texas because she gave birth to the first Anglo-American
child born in Texas. Jane Long even claimed this was true, but it is not. Beginning in 1807, census reports show other Anglo-American children were born in Texas before her child was born in 1821. She did, however, live an exciting and dangerous life worth studying. Her husband, James Long, tried twice to take Texas away from Spain. He even declared himself the president of Texas.
Jane Long suffered many losses in her life. Two of her three children died at an early age. One child died in Louisiana while she was in Texas helping her husband. The child she claimed was the first Anglo-American born in Texas did not live to become an adult.
While Jane’s husband captured La Bahia, she defended their fort on Bolivar Island. Shortly after James Long left the fort, so did the other settlers. Jane was alone with her child and a servant girl, Kian. They ate oysters Kian gathered from the water. When the Karankawa threatened the fort, Jane fired back with the fort’s cannon. It was here that she gave birth to the child she claimed was the first Anglo-American born in Texas.
When Jane discovered her husband had been killed, she rode all the way to Mexico. She wanted the person who killed her husband punished, and she wanted money for her loss.
Later in her life, Jane Long became a part of Stephen F. Austin’s settlement. Some accounts of her life say she was courted by famous Texans like Ben Milam, Mirabeau Lamar and Sam Houston. Much of what we know about her life comes from the stories she told to Lamar.
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Jane Long’s claim to have given birth to the first Anglo-American child in Texas is wrong, but she did play a role in some of the important events that shaped the history of Texas.
Writing and Technology Web Surfers
• http://www.tshaonline.org • http://www.sonofthesouth.net/texas/jean-lafitte.htm • http://www.texanalivinghistory.org/longbio.html • Students may use this opportunity to learn more about this week’s topics. Depending on what you require
from your students, you can teach many reading, writing and technology standards. The Cognitive Complexity Level for any type of research activity as mentioned above is MODERATE to HIGH/3 and 4
Social Studies TEKS: 2B, 2D, 3B, 8A, 8B, 8C, 9B, 10B, 12C, 12F, 14B, 15A, 19A, 19B, 19C ELA/R TEKS: 1, 2, 2B, 10, 11, 11A, 11D, 24, 26, 27A, 27B, 28, 29
Digital Developments: The teacher may use this as a student product assessment and/or replacement for weekly assessment. MODERATE to HIGH/3 and 4 2.0 Technology Suggestion(s): Audacity and Windows Movie Maker Social Studies TEKS: 2B, 2D, 3B, 8A, 8B, 8C, 9B, 10B, 12C, 12F, 14B, 15A, 19A, 19B, 19C ELA/R TEKS: 2A, 2B, 2C, 3, 18C, 20C, 29A, 31
• This week students have read about Stephen Austin and his colony. Have students make an audio file (Audacity) and add their own illustrations or online sources they find during research to build a Windows Movie Maker project (combining oral language skills and technology).
A Penny for Your Thoughts Teacher: Use the two stories from “Will the Real Mother of Texas Please Stand Up?” in this week’s Teacher Supplement. Students should read both articles. Follow the debate directions available online with your teacher account at www.studiesweekly.com/online. Select the “Resources” tab, and open the “+” for “General Resources.”
Analyze this prompt: The Real Mother of Texas: Was it Margaret Theresa Robertson Wright or Jane Long? 1. Have students think about their answers and then search for supporting evidence. Fill in area #1. 2. Give directions for passing the paper and recording responses. 3. Remind students to be kind and respectful when completing this activity.
Social Studies TEKS: 2A, 2B, 2C, 2D, 8A, 8B, 8C Cognitive Complexity Level & Relevance MODERATE/3 and 4
Week 14 Texas Fourth Grade Studies Weekly Teacher Supplement
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Teacher Supplement STAAR Math Connection 1. D 2. G 3. C 4. H 5. B
STAAR Reading/Writing Connection (Assessment)
1. B LOW to MODERATE/2 2. F LOW to MODERATE/2 3. D LOW/2 4. G LOW to MODERATE/2 5. D LOW to MODERATE/2 6. H LOW to MODERATE/2 7. A LOW to MODERATE/2 8. G LOW to MODERATE/2 9. D LOW to MODERATE/2 10. Accept reasonable responses; those who were
dishonest, lazy, uncooperative because those are character traits Austin does not have. (Cite sources: “Stephen Austin Refuses to Quit!,” pages 2 and 3) LOW to MODERATE/2
Week 14 Answer Keys
I N D E P E N D E N C E
P
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Texas Fourth Grade Studies Weekly
1. Which of the following holds only 1 li ter of liquid? A eyedropper B a swimming pool C a car’s gas tank D a plas tic sof t dr ink bot tle
2. Emily plays on a gir ls’ basketball team. The table ranks the f irs t f ive gir ls by height. Emily is 1 meter, 54 centimeters tall. How much taller is Janet than Emily?
F 21 cm G 19 cm H 14 cm J 13 cm
3. Evan will spin the arrow on a spinner like the one shown. If Evan spins the arrow twice, which of these is NOT a possible outcome?
A Brown, brown B Red, brown C Brown, green D Yellow, brown
4. Look at the f igure made up of 1-cube units. What is the volume of the f igure? F 16 cubic units G 39 cubic units H 140 cubic units J 150 cubic units
5. At a s tate park gif t shop Aurelia bought a souvenir picture book for $2.79 and a bag of polished s tones for $1.34. What was the total amount she paid for her purchases?
A $4.03 B $4.13 C $3.13 D $1.45
STAAR Math Connection Week 14
Team Members’ Heights
Person Height (cm)
138
A Penny for Your Thoughts Analyze this prompt: The Real Mother of Texas: Was it Margaret Theresa Robertson Wright or Jane Long?
1. Think about your answer and then search for supporting evidence. Fill in area #1. 2. Follow your teacher’s directions for passing this paper and recording responses. 3. Remember to be kind and respectful when completing this activity.
Name: Date: Texas Fourth Grade Studies Weekly Worksheet 1 Week 14
Standards:
2. Read section 1. Write a reason to support your classm ate’s op
inion. 3. W
rite an opposite opinion to disagree with sections 1 and 2. 4. Re ad s
ecti ons
1-3 . W
Stephen Austin Week 14 Assessment
1. Look at the char t. Use i t to answer the question.
Which idea belongs in the empty box?
A pirate at tacks along the Texas coast
B Mexicans did not want to live in Texas
C the death of Moses Austin
D The United States is f ighting England in the War of 1812
2. The reader can conclude that the Meusebach-Comanche Treaty
F is unique because i t was made by pr ivate ci tizens and not the government
G caused the German colonis ts to fear the Comanche
H was a waste of time on the par t of John Meusebach
J s tar ted a war with the Comanche
3. The Mexican War of Independence
A las ted only six months
B caused the Spaniards to at tack Texas set tlers
C took the life of Stephen F. Austin
D is celebrated on September 16
4. What is the most likely reason that Stephen F. Austin decided not to allow “cr iminals and lazy people” in
his colony?
F The Spanish government asked him to keep them out.
G He knew they would weaken the young colony.
H They did not have enough money to buy Austin’s land.
J They did not know how to farm and raise lives tock.
5. Which sentence from the ar ticle “Why go to Texas?” BEST shows that the ear ly set tlers knew how to take
care of many of their basic needs?
A You’ve jus t buil t a house on their hunting grounds.
B If you wanted to send a let ter back home, you gave i t to someone headed in that direction and
hoped i t would be delivered.
C If you get sick or injured, your family and fr iends will help you the best they can.
D Finally, you’ll have to make jus t about every thing you need.
Reasons Spain gave Austin permission to build a colony
? Successful colonies in Louisiana
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Read the following passage. Then read each question and select your answer. (1) Stephen F Austin is known as the Father of Texas. (2) He worked hard to make Texas a place where people could raze their families. (3)Austin took dangerous r isks to make his colony an success. (4) Most people would give up in the face of so much problems to solve. (5) His bravery at San Jacinto helped Sam Houston become the f irs t president of Texas.
6. What change, if any, should be made to sentence 1? F Change Father to father G Inser t a comma af ter Austin H Inser t a per iod af ter F J Make no change
7. What change, if any, should be made to sentence 2? A Change raze to raise B Inser t a comma af ter Texas C Change to to two D Make no change
8. What change, if any, should be made to sentence 3? F Change colony to Colony G Change an to a H Change the per iod to an exclamation mark J Make no change
9. What information does this map provide to the reader? A the location of several impor tant ci ties in Texas B the cardinal and intermediate directions C the approximate location of San Felipe D all of the above
For the following question, use this week’s Studies Weekly magazine because you must ci te one source of your answer. (For example: You found par t of the answer on Page 1 in the ar ticle “The Trouble with Texas.”)
10. The colonis ts “who broke Austin’s rules were publicly whipped, and families of poor character were forced to leave.” Based on that information, hypothesize what “poor character” most likely meant to Stephen Austin.
N
S
EW
SW
NENW
SE