Travis� Letter from the Alamo by tommyadams

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									Lesson
                                                             Letter Home
 Title:
 Designer:              Teela Watson             Grades:        4/7     School District:                Birdville I.S.D.
                                              Time
Subject Area:           Social Studies                                Two 45 minute sessions
                                            Frame:
   Topic:                       Students write a letter as if they are going into battle with Travis.

  Lesson Summary:            Students will listen to the letter written by Lt. Col. William B.
  Travis as the Alamo was under siege. Students will construct a letter to their families as
  if they were a soldier under the command of Travis. In the letter, students will describe
  the scene around them, discuss how it feels to be defending Texas and what they want
  their family to know in case they don’t survive.

  Content Standards:
  §113.6. Social Studies, Grade 4.
         3) History. The student understands the causes and effects of the Texas Revolution, the Republic of Texas,
         and the annexation of Texas to the United States. The student is expected to:

                   (A) analyze the causes, major events, and effects of the Texas Revolution, including the battles of
                   the Alamo and San Jacinto;

                    (E)    identify leaders important to the founding of Texas as a republic and state, including Sam
                           Houston, Mirabeau Lamar, and Anson Jones.

         19) Citizenship. The student understands the importance of effective leadership in a democratic society. The
         student is expected to:

                   (B) identify leadership qualities of state and local leaders, past and present.

         (22) Social studies skills. The student applies critical-thinking skills to organize and use information
         acquired from a variety of sources including electronic technology. The student is expected to:

                    (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,
                   comparing, contrasting, finding the main idea, summarizing, making generalizations and
                   predictions, and drawing inferences and conclusions;

                   (D) identify different points of view about an issue or topic;

                   E)     identify the elements of frame of reference that influenced the participants in an event;

         (23) Social studies skills. The student communicates in written, oral, and visual forms. The student is
         expected to:

                   (A) use social studies terminology correctly;
                (B) incorporate main and supporting ideas in verbal and written communication;

                 (D) create written and visual material such as journal entries, reports, graphic organizers, outlines,
                and bibliographies; and

                (E) use standard grammar, spelling, sentence structure, and punctuation.




§113.23. Social Studies, Grade 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:

                (A) 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,
                and William B. Travis; and

                (B) explain the issues surrounding significant events of the Texas Revolution, including the battle
                of Gonzales, the siege of the Alamo, the convention of 1836, Fannin's surrender at Goliad, and the
                battle of San Jacinto.

      (21) Social studies skills. The student applies critical-thinking skills to organize and use information
      acquired from a variety of sources including electronic technology. The student is expected to:

                 (D) identify points of view from the historical context surrounding an event and the frame of
                reference that influenced the participants;

                (E) support a point of view on a social studies issue or event;

                (F) identify bias in written, oral, and visual material;

                 (F)   evaluate the validity of a source based on language, corroboration with other sources, and
                       information about the author

      (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is
      expected to:

                (B) use standard grammar, spelling, sentence structure, and punctuation;

                (D) create written, oral, and visual presentations of social studies information.




Performance Standards:
                              The students will be able to define “point of view”.
                              The students will be able to use correct grammar and spelling
                               in a letter.
Overarching “Essential Questions”:
How would someone going into a battle where the odds were 160 against 2000 feel?
What would you say to someone you loved if you thought you might not live to see them
again?
Is there ANY cause worth risking your life for? Why?

Instructional Chronology:
Day 1: Students will listen to William Travis’ letter from the Battle of the Alamo. The
teacher will discuss “point of view” and relate how it affects writing. Students will create
their own letter as if they were a soldier going into battle with Travis. The student
Will describe the scene around

Day 2: Continue writing assignment.




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Teacher- Graded Rubric:


Teacher Resources:

                    Travis’ Letter from the Alamo
Commandancy of the Alamo ~

Bexar February. 24th 1836 ~

To the People of Texas & all Americans in the world ~

Fellow citizens & compatriots ~

I am besieged, by a thousand or more of the Mexicans under Santa Anna ~ I
have sustained a continual bombardment of cannonade for 24 hours and have
not lost a man ~ The enemy has demanded a surrender at discretion,
otherwise, the garrison are to be put to the sword, if the fort is taken ~ I
have answered the demand with a cannon shot, and our flag still waves
proudly from the walls ~ I shall never surrender or retreat. Then, I can on
you in the name of Liberty, of patriotism & every thing dear to the American
Character, to come to our aid, with all dispatch ~ The enemy is receiving
reinforcements daily and will no doubt increase to three or four thousand in
four or five days. If this call is neglected, I am determined to sustain
myself as long as possible and die like a soldier who never forgets what is
due to his own honor & that of his country ~ Victory or Death

William Barret Travis

P.S. The lord is on our side – When the enemy appeared in sight we had not
three bushels of corn ~ We have since found in deserted houses 80 or 90
bushes and got into the walls 20 or 30 head of Beeves ~

Travis

								
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