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History Under Nine Flags
A Teacher’s Guide and Resource book for
Presidio La Bahia Historic Site
Goliad, Texas
IntroductionThis guide is designed to enhance your students’ experience during
their visit to the Presidio La Bahia historical site at Goliad, Texas. This fascinating historical monument has been the location of significant historical events from the early colonial Spanish history of Texas until the present. To visit La Bahia is to step into the past. It is a great opportunity to immerse 4th and 7th grade Texas history students (or students of any grade level) in the history of Texas.
The activities, evaluations and other resources in this guide have been designed to promote higher order thinking skills in Texas history students.
The guide is divided into sections for ease of use as follows:
An educator’s “thumbnail” guide to the history of Presidio La Bahia to help teachers understand the scope and chronology of the site, and give them some background information.
Activities and lessons to do before your visit to the site-These lessons will establish some prior knowledge of the history of the site. State standards are listed after each activity.
A short description of what you and your students can expect during your visit to Presidio La Bahia.
Activities Lessons and assessments for students after their visit. This includes enrichment material and a study guide based on information they will receive during their visit.
A page of frequently asked questions about the presidio. A list of video, library and internet resources that can be used to
enhance student learning and supply information for the teacher.
I hope that your visit to Presidio La Bahia is enriching for you and your students. It is a beautiful, inspiring, and historical site. Generations of school children have passed through its doors to learn about its rich history. Enjoy your visit.
David Vickers
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Table of ContentsAn Educator’s Guide to Presidio La Bahia.......................................4
Student Activities Before Your Visit................................................7
The Presidio Pre-Test...............................................................8
Presidio Portrait Gallery........................................................10
The Life of a Spanish Soldier................................................13
Presidio Location.....................................................................16
What Happened to Me?.........................................................20
What to Expect When You and Your Students Visit Presidio La Bahia...............................................................................25
Student Activities Afer your Visit................................................26
Presidio Point of View………………………………………27
Presidio Primary Sources......................................................31
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Study Guide for Presidio La Bahia………………………...35
FAQs about Presidio La Bahia.........................................................37
Library and Internet Resources……………………………………39
An Educator’s Thumbnail Guide to Presidio La Bahia
Many history teachers will have some background knowledge of the events that occurred at Presidio La Bahia. Others will need some background information before their visit. I have included a short history of the presidio.
One of the first misconceptions many people have about Presidio La Bahia is that it is a Spanish mission. Presidio is the Spanish word for fort. The Presidio is a fort and not a mission (Mission Espiritu Santos is located across the San Antonio River). It was a military installation occupied by Spanish, Mexican and later Texan troops. The history of the Presidio is often explained by the nine flags that have flown over its walls, or had some influence on its story. Docents at the fort discuss its history through the story of the nine flags, and I will explain it the same way.
The Flag of France- The story of Presidio lLa Bahia begins with the establishment of the French colony of Fort St. Louis at Garcitias Creek near Matagorda Bay. French explorer Rene Robert Cavalier Sur de la Salle claimed this area on the Texas Coast for France in 1685. La Salle’s colony was a failure and he was killed; however the arrival of the French in Spanish territory drew the attention of Spanish officials who sent an expedition to establish an outpost at the site of the French colony. It was named Presidio La Bahia. Difficulties caused the fort to be moved to present day Victoria County and finally to Goliad County in 1749. The title La Bahia (The Bay) comes from its original location by Matagorda Bay, a reminder that has been kept for almost three hundred years. The flag of France is among those displayed at the Presidio.
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The Flag of Spain- After being moved several times, Presidio La Bahia was established at its present location by Spanish colonizer Jose de Escandon in 1749. Its original purpose was to protect Mission Espiritu Santos across the San Antonio River and assist the Franciscan Friars in their conversion of the local Karankawa and Couhuiltecan Indians to Christianity. Later during the time of Spanish Texas, the mission was abandoned and La Bahia became instrumental in the defense of the coastal area of the province of Texas. During the American Revolution, Spanish troops from La Bahia assisted the Spanish army in fighting on the side of the American Revolutionists thus giving La Bahia the distinction of being one of the only communities west of the Mississippi river to participate in the American War for Independence.
Presidio La Bahia was also instrumental in the beginning of the cattle industry in Texas. Mission Friars began cattle ranching on the Texas coast, teaching indigenous people cattle working skills. Later, after the missions were closed, former soldiers and colonists began their own cattle ranches and began to develop what would later become the Texas cattle culture. The early Spanish flag is part of the array displayed at Presidio La Bahia
The Flag of the Republic of the North- During the years before Mexico won its Independence from Spain, Texas was invaded by Filibusters, adventurers, who wanted to capture Texas for their own gain or to add it to the United States. American adventurer Philip Nolan led the earliest attempt to do so; however, the first significant attempt was led by an American named Augustus Magee and a Spaniard named Bernardo Gutierrez in 1812. Their small army captured the Presidio and was besieged by the Spanish army. This siege was one of the longest in American history. They were later defeated by the Spanish army at the Battle of the Medina near San Antonio. Gutierrez and Magee called their army “The Republican Army of the North.” They established what could be considered the First Republic of Texas, and their flag, a solid green banner, is also among those displayed.
Dr. James Long’s Flag- In 1821 Filibuster, Dr. James Long and his small group of filibusters captured the fort and attempted to establish an independent country. Long was also defeated and captured by the Mexican authorities and his attempt failed. His flag symbolizes the second Republic established in Texas. Long’s flag is a white and red striped banner with a white star in a red field.
Flag of Mexico- Mexico won its independence from Spain in 1821. The Presidio passed from being a Spanish garrison to being an outpost of the new Republic of Mexico. Mexican troops would occupy the Presidio until its capture by Texans in 1835 when Anglo-American colonists revolted against Mexican rule and began the Texas Revolution. It was during this era that the
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town around the Presidio was named “Goliad,” which was an anagram for Hidalgo, in honor of Father Miguel Hidalgo, the hero of the Mexican Revolution against Spain. It was in this time period that the Texas Revolution occurred, including the dramatic events surrounding the Fannin’s command of the Presidio. This period in the Presidio’s history is represented by the tri-color flag of the Mexican Republic.
Philip Dimmitt’s Bloody Arm Flag- In 1835 local settlers led by James Collingsworth captured Presidio La Bahia from the Mexican army. Command of the fort was given to Captain Philip Dimmit, who designed a flag showing a severed arm holding a bloody sword. The flag represented the idea that Texans would rather cut off their right arms than live under the heel of the dictator Santa Anna. The flag was first flown over Presidio La Bahia on December 20, 1835 when Dimmit and his men signed the first Texas Declaration of Independence from Mexico in Our Lady of Loreto Chapel at the Presidio.
Command of the Presidio was later given to Colonel James Fannin, who was defeated by General Urrea’s Mexican army at the Battle of Coleto Creek, nine miles from the Presidio. Fannin and his men were captured and executed by order of General Santa Anna on Palm Sunday of 1836. This brutal massacre was one of the most significant events of the Texas Revolution and one of the main motivations driving the Texas Army to victory at the Battle of San Jacinto in April of 1836.
Flag of the Republic of Texas- After the Texas Revolution, Texan troops under Thomas Rusk returned to the Presidio. The remains of Fannin’s slain command were interred in a mass grave near the fort with great reverence and ceremony. During the nine years that Texas was an independent republic, Presidio La Bahia began to deteriorate; however, Our Lady of Loreto Chapel and the rest of the property was restored to the Catholic Church and was used as a parish church by the Mexican and Irish Catholic families residing in the area. The flag of the Republic of Texas, which later became the state flag, is one of the nine flags.
Flag of the United States of America- After Texas became a State, the Presidio was acquired by the city council of Goliad. In 1853 the site was restored to the Church and has been the property of the Catholic Diocese of Victoria since that time. The United States Flag is, of course, proudly displayed.
Flag of the Confederacy- During the time that Texas belonged to the Confederate States, Presidio La Bahia was in ruins. It was thought to be the site of musters of some of the local Confederate units formed from local
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communities and sent to fight in the American Civil War. The Presidio displays the Confederate National Flag to represent this historical period.
Restoration- By the modern era, Presidio La Bahia was in ruins. The only structure in good shape was Our Lady of Loreto Chapel which was still used as an area church by local Roman Catholics. In 1963 historian and philanthropist Kathryn Stoner O’Conner spearheaded efforts to restore the Presidio to its 1836 condition. Through Mrs. O’Conner’s efforts and generosity the Presidio was restored to its present condition. Renowned architects Rayford Stripling, as well as other national experts, were employed to rejuvenate the Presidio to the grand monument that it is today.
Student Activities Before your VisitThe following activities are designed to establish some background knowledge for your students before they come to Presidio La Bahia. They are designed for both 4th and 7th grade level students. All of the activities are designed to help students employ higher order thinking skills.
Complete TEKS for 4th and 7th grade are included at the end of each activity.
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The Presidio Pre-TestINSTRUCTIONS
Students may take the following pretest to evaluate what they already know about the Presidio and its history. Do not use this assignment as a grade, since it is designed to measure pre- existing knowledge. Have students discuss and explain their answers in class. Two essay questions are included at the end of the test to facilitate higher order thinking. Review the tests after your visit to compare student’s answers with what they have learned during their visit.
TEKS OBJECTIVES
4th Grade
(26) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
(B) incorporate main and supporting ideas in verbal and written communication;
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(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.
7th Grade
(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;
Presidio La Bahia Pre-Test:Name______________ Class_________Instructions: Read each question carefully and circle the answer that you think is most correct.
1. What do you think the word “Presidio” means?a. A Spanish Missionb. A place were people have meetingsc. A fort or military building
2. What nation built Presidio La Bahia?a. Franceb. Spainc. Germany
3. Where is the Presidio located?a. Near the Rio Grande riverb. Close to San Antonio Texasc. On the coastal plains of Texas near Goliad
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Answer the following essay questions. Use complete sentences, proper grammar and spelling.
What kind of historical events do you think might have occurred at the Presidio La Bahia Site?
What kind of individuals do you think lived at the Presidio La Bahia Site?
Presidio Portrait GalleryINSTRUCTIONS
Students may use the internet, or library references to study one of the individuals on the list below, and draw a full-length portrait of the person. They will need to research clothing styles using period artwork and portraits to develop an accurate image of the individual.
The teacher divides students into groups. Usually a group of about four or five students is desirable. Issue one sheet of bulletin board paper or wide white butcher paper to each group. The paper should be cut in lengths long enough for a student to lie down and have their full body traced. Instruct students to pick one of the group to lie on the paper and have them outline the student with a pencil to get an accurate human shape. They then draw clothing, accessories, hair styles and facial features that reflect the appearance of the person.
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When the portrait is completed have students put the name of the individual in prominent letters on the paper and write short statements indicating the individual’s involvement in Texas history and their connection to Presidio La Bahia. These can be arranged around the portrait of the individual. Display the finished projects in a hallway or other public area. Lesson length may vary from two to five days depending on the size of the class.
Modifications- Students may do this activity in pairs or as individuals by reducing the size of the portrait to a simple portrait or in a smaller format drawing. These smaller images can be bound into a classroom book of portraits.
Significant Individuals in the History of Presidio La Bahia:
Jose de Escandon, James Walker Fannin, Carlos de La Garza, Bernardo Guitierrez, Augustus Magee, Hugo O’Connor, Philip Dimmitt, James Long, Henry Perry, Jose Urrea, John C. Duval, Herman Ehrenberg, Panchita Alvarez, Samuel B. McCulloch Jr., Martin De Leon.
MATERIALS
Large sheets of butcher or craft paper, markers, crayons. The teacher may hand out the list of historical individuals who were associated with Presidio La Bahia and allow students to decide which individual to portray.
INTERNET RESOURCES
http://www.tshaonline.org/handbook/online/search.html -The Handbook of Texas Online is an ideal resource for this project. Each person listed will have a biography that can be printed and used as a reference as students complete their project.
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Because of the variation in clothing and appearance students may use various search engines to research historical clothing
and hair styles.
TEKS OBJECTIVES
4th Grade
(20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
7th Grade
(1) History. The student understands traditional historical points of reference in Texas history. The student is expected to:
(A) identify the major eras in Texas history and describe their defining characteristics;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
(C) explain the significance of the following dates: 1519, 1718, 1821, 1836, 1845, and 1861.
(2) History. The student understands how individuals, events, and issues prior to the Texas Revolution shaped the history of Texas. The student is expected to:
(B) identify important individuals, events, and issues related to European exploration and colonization of Texas, including the establishment of Catholic missions;
(C) identify the contributions of significant individuals including Moses Austin, Stephen F. Austin, and Juan Seguín during the colonization of Texas;
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The Life of a Spanish SoldierINSTRUCTIONS
Using the resources listed below, students research the daily life of a Spanish soldier stationed at Presidio La Bahia during the later part of the 18th and early part of the 19th century. Some of the resources listed below are for Spanish soldiers at different forts and station in New Spain; however, they apply to the men who were stationed at the Presidio.
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Students take notes concerning weapons, duties, uniforms, and other aspects of the life of a soldier and write a first person story about a day in their life. Because it is a first person story, students will get an idea of the hardships and problems that the soldiers faced on a day to day basis. Students should use the listed resources to expand their knowledge of the daily life of the soldiers and their families, also stationed at the Presidio. Students who wish to expand their stories may illustrate them, or design maps and diagrams that enhance their stories. The length of this lesson should average two to three class periods.
Modifications- Students can design an illustrated comic book rather than an essay. They can use the same format, telling the story in first person, and putting themselves in the place of a Spanish soldier.
Students might also consider writing from the point of view of a soldier’s wife or child, since many of the Spanish soldiers brought their families with them.
MATERIALS
Paper, pencils, map colors, markers, blank copy paper and lined writing paper
INTERNET RESOURCES
http://www.militarymuseum.org/soldados.html -This is an excellent illustrated site showing uniforms and items similar to those worn by the Spanish military at the Presidio.
http://www.militarymuseum.org/soldados.htmlhttp://www.tamu.edu/ccbn/dewitt/adp/history/hispanic_period/milframe.html - This page is concerned with the Soldiers at the Alamo, however it is very helpful in understanding the soldiers at the Presidio
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http://www.presidiolabahia.org/early_history.htm - Official site of the Presidio La Bahia.
VIDEO RESOURCES
“Presidio La Bahia and Its Place in History”- A comprehensive Video about Presidio La Bahia. Available from Presidio La Bahia Historical Site in DVD format
TEKS OBJECTIVES
4th Grade
(20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas;
(B) identify customs, celebrations, and traditions of various culture groups in Texas; and
(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
7th Grade
(1) History. The student understands traditional historical points of reference in Texas history. The student is expected to:
(A) identify the major eras in Texas history and describe their defining characteristics;
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
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(C) explain the significance of the following dates: 1519, 1718, 1821, 1836, 1845, and 1861.
(2) History. The student understands how individuals, events, and issues prior to the Texas Revolution shaped the history of Texas. The student is expected to:
(B) identify important individuals, events, and issues related to European exploration and colonization of Texas, including the establishment of Catholic missions;
(C) identify the contributions of significant individuals including Moses Austin, Stephen F. Austin, and Juan Seguín during the colonization of Texas;
(F) contrast Spanish and Anglo purposes for and methods of settlement in Texas.
Presidio LocationINSTRUCTIONS
Remind the students that the Presidio La Bahia was located at two different locations before it was rebuilt at its present site. Students will create a map plotting different locations of the Presidio from its first location on Garcitas Creek in 1721 to 1726
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location near Mission Valley and finally to its present location near Goliad starting in 1749.
The students may use the outline map provided to create a map following the instructions on the “Moving Presidio” handout. Students use the outline map as a basis for a larger map, by using a transparency or document camera to project its image on a large sheet of craft paper. The assignment may be used as a group or class project.
Students will need to use reference maps of Texas to find the cities and landmarks in the directions.
MATERIALS
Large sheets of craft paper, markers, outline map of the Texas coast, map colors, reference maps, overhead projector or document camera. Several reference maps of Texas.
TEKS OBJECTIVES4TH GRADE
(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and
(B) translate geographic data into a variety of formats such as raw data to graphs and maps.
(8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:
(A) identify clusters of settlement in Texas and explain their distribution;
(B) explain patterns of settlement at different time periods in Texas;
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7TH Grade
(8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(A) create thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th and 20th centuries; and
(9) Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to:
(A) locate places and regions of importance in Texas during the 19th and 20th centuries;
The Moving Presidio!Background: The Presidio La Bahia was located at two different locations before it was moved to its present location. Use the outline map provided and follow the instructions below to create a
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map showing how the presidio was moved. Use reference maps provided by your teacher to locate cities and landmarks.
Locate and label Garcitas Creek and Matagorda Bay.
Mark the 1721 location of Presidio La Bahia on the western side of Garcitas creek. It is near the present-day city of Port Lavaca.
Find the location of present day Victoria Texas. Locate the 1726 location of the presidio northwest of Victoria on the Guadalupe River.
Locate present- day Goliad and mark the 1749 location of Presidio La Bahia south of Goliad on the San Antonio River.
Draw a compass rose on your map. Label the Gulf of Mexico and all major rivers. Draw a directional line from each location to the
next. Note the year that each location was established.
Write a title on your map. An example would be “Locations of Presidio La Bahia” or something similar.
Use map colors to color major bodies of water and land.
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Texas Coast Outline Map
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What Happened to Me?INSTRUCTIONS
Students will learn how the events at Presidio La Bahia changed the lives of the people who lived, worked and fought there. Copy the “What happened to me?” handout on card stock and cut out individual cards. Hand each student a card and instruct them to read and save them until after their visit. They might carry the card with them on their visit. They may write down in a journal or notebook what they think happened to the individual. Explain that each individual card represents a person who worked, lived or fought at the Presidio. The class might go over each one in class and discuss what might have been the eventual fate of the person on each card. Depending on the size of your group, some students will have duplicate cards. After your visit, copy the sheet labeled “The Rest of the Story”. Cut the sheet into strips for each individual. Post each strip somewhere in the classroom and have students look for their historical person and read their fate. Discuss in class whether they were surprised to learn what happened to the person on their card.
MATERIALS
“What happened to me?” cards, posted “The Rest of the Story pages with the description of each individuals eventual fate.
TEKS OBJECTIVES4TH Grade
(20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
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7th Grade
(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.
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Ellen Cash
I was the wife of a Texan soldier who fought with Colonel
Fannin. I stayed with my husband at Presidio La Bahia before General Urrea’s army
arrived.
John Sowers Brooks
I was an Adjutant (assistant) to Colonel Fannin during the time he was commander at Presidio
La Bahia. I helped rebuild some of the walls of the fort that had
fallen into disrepair.
John Duval
I was a member of a military company from Kentucky. My brother Burr Duval was the
commander. I was a teenager during the time I was at Presidio
La Bahia.
Herman Ehrenberg
I was a Texan soldier from Germany. I served under the command of Colonel Fannin.I was a member of a group of
soldiers called the New Orleans Greys.
General Jose Urrea
I was the general of the Mexican army that captured
Colonel Fannin and his men. I was considered one of the best soldiers in the Mexican army.
Nicholas Fagan
I was a local settler from Ireland. I joined the Texan side and was stationed at Presidio La
Bahia. My young son, John, was with me.
Philip Dimmitt
I was the commander of the Presidio before Colonel Fannin. I designed the “Bloody Arm” flag. During my command of Presidio La Bahia, the first
Texas Declaration of Independence was signed.
Panchita Alvarez
I am sometimes known as the “Angel of Goliad.” I helped
rescue several Texan soldiers from being massacred by
Mexican forces.
Thomas Rusk
I was a General in the Texan army. I helped to bury the
bodies of Fannin and his men after they were killed. I made an emotional speech at the funeral service for Fannin and his men.
Carlos de la Garza
I was a local Tejano rancher who lived on the San Antonio River. I stayed loyal to Mexico
and fought against Colonel Fannin and his men. I saved
several men from being massacred.
Captain Jack Shackelford
I was the commander of a military unit called the
“Alabama Red Rovers.” My son and my nephew were both
members of my military unit.We came from the town of
Courtland, Alabama.
Nicholas Portilla
I was the second in command of the Mexican army under
General Urrea. I received orders from General Santa Anna to execute the Texan prisoners
The Rest of the Story (cut each section out to be posted around the classroom)
NICHOLAS FAGAN and his son John were saved from being massacred by his friend Carlos de la Garza. Fagan returned to his ranch on the San Antonio river and died at the age of 58.
JOHN SOWERS BROOKS was badly wounded at the battle of Coleto and later massacred by the Mexican army.
ELLEN CASH stayed with her husband during the battle of Coleto. She crossed enemy lines to ask General Urrea for water for the wounded Texans. Her husband was massacred by the Mexican army. She later remarried.
JOHN DUVAL avoided being killed during the massacre of Fannin’s men by playing dead. His brother Burr was killed. He later became a Texas Ranger and fought in the Mexican War. He wrote about his experience at Goliad.
HERMAN EHRENBERG survived the massacre and escaped to join the Texas army. He later had many adventures. He returned to Germany and wrote a book about the things he had experienced. He was killed by Indians in Arizona.
GENERAL JOSE URREA was away from the presidio when the order to massacre Fannin and his men was received from Santa Anna. He returned to Mexico where he fought in the war between Mexico and the United States. He died in 1849.
PHILIP DIMMITT left his command at the Presidio and fought at the battle of Bexar. He settled in Refugio. He was kidnapped by Mexican troops, but escaped and later to return to his home.
PANCHITA ALVAREZ returned to Mexico with the Mexican army. She later returned to Texas and settled on the King ranch. She is honored by historians for her part in saving Texan soldiers.
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THOMAS RUSK became secretary of war for the Republic of Texas. He served in the government of Texas for many years. He died in 1857.
NICHOLAS PORTILLA defended the fact that he carried out Santa Anna’s orders to executed Fannin and his men. He returned to Mexico and continued to serve in the Mexican army.
JACK SHACKELFORD was spared by the Mexican army because he was a doctor and helped take care of the wounded Mexican soldiers. His son and nephew were killed in the massacre. He returned to his home in Alabama and died in 1857.
CARLOS DE LA GARZA returned to his ranch on the San Antonio river. He became the protector of many of the local Tejanos. He participated in battles with local Indians and lived in peace with his neighbors until his death.
What to Expect When You and Your Students Visit Presidio La Bahia
Students visiting Presidio La Bahia step off of their buses and into the past. Student groups will receive a brief but informative talk on the history of the site and will have access to a modern
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interpretive museum. Living history demonstrations are also available during certain times of the year. Student tours proceed in the following sequence:
Students will disembark from buses or other transportation at the front of the Presidio near the flag display, and enter through the ticket office. Payment of fees can be made upon entry. The Presidio prefers that one adult enters first to pay for the group before the students enter. Unless your students number more than 120, do not break them into groups at this time.
A Docent will lead the group into the Chapel for a 20 minute story entitled “History Under Nine Flags.” This brief but informative talk will help to give your students important information about the site.
After leaving the Chapel students may explore the grounds of the Presidio. The teacher may divide them into groups at this time. We ask that each group has an adequate number of sponsors and that the sponsors not allow the students to climb on the walls or cause any damage to exhibits.
At certain times of the year, living historians will be doing demonstration at the Presidio. These experienced, qualified presenters will talk to groups about clothing, weapons and accoutrements worn and used by Mexican, Texan and Spanish soldiers that garrisoned the site.
Students and teachers are encouraged to spend time in the museum located in the officer’s quarters of the Presidio adjacent to the ticket office and gift shop.
Before leaving the site, students, sponsors and teachers may shop at the Presidio gift shop and store. Several souvenir items can be found there. Books, CDs and other resources are also available.
Student Activities after your VisitThese activities are designed to enrich and enhance your student’s learning after their visit. A study guide is included.
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As with the previous activities, TEKS objectives are included at the end of each activity
Presidio Point of ViewINSTRUCTIONS
Discuss historical point of view with your students. Have students brainstorm how an individual’s point of view influenced their actions in the context of their historical situation. Ask them what they think a soldier in Fannin’s
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command might be thinking as he realizes that he might soon be going into battle with Mexican forces. After discussing the Texan’s point of view, discuss what a Mexican soldier in General Urrea’s army might be thinking in the same situation. You will need to review the events leading up the battles of Coleto and Refugio.
Hand out the point of view sheets with the image of the Texan and Mexican soldiers and have students complete the sentences. Encourage students to use their knowledge of the events at Presidio La Bahia, to put themselves in the place of the individuals pictured
MATERIALS
Point of view sheet handout
TEKS OBJECTIVES
4th Grade(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:
(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; and
7th Grade(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:
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(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;
A Texan Soldier’s Point of View…
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As a Texan soldier I thought…
I said…
I experienced…
A Mexican Soldiers Point of View…
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As a Mexican Soldier I thought…
I said…
I experienced…
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Presidio Primary SourcesINSTRUCTIONS
Discuss the difference between primary and secondary historical sources with your students. Explain how historians find primary source materials valuable in interpreting history. Students will be analyzing a primary source, a letter written by Texan soldier Burr Duval who was stationed at Presidio La Bahia during the time that Colonel Fannin commanded the fort.
Have students read Burr Duval’s letter and fill out the “Evaluating Primary Sources “Worksheet. This activity can be done in groups or as an individual assignment. This is a short assignment that can be done in twenty minutes or less, or can be stretched out with class discussion.
MATERIALS
Handouts of Burr Duval letter and handouts of “Evaluating Primary Sources” worksheet
TEKS OBJECTIVES4th grade
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:
(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas;
7th grade
(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:
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(A) differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
(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;
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Goliad, March 9th, 1836
DearFather,It has been some time since I have had an opty. of writing to you. A gentleman leaves here to day for the U. States but have my doubts if he gets fifty miles from this post as we are surrounded by Mexican troops. By last express, yesterday from San Antonio we learned that our little band of 200 still maintained their situation in the Alamo, the fort outside of the town. They have been fighting desperately there for 10 or 15 days against four or five thousand Mexicans. Santa Anna is there himself and has there and in this vicinity at least six thousand troops. Contrary to the expectation of every one he has invaded the Country when least expected….We now muster at this post 400 strong, and from the preparations we have made shall be enabled to give any number a desperate fight. San Antonio I fear has fallen before this; from its situation and construction, I cannot believe it possible so small a band could maintain it against such fearful odds. D. Crockett is one of the number in the fort....As I anticipated, much dissention prevails among the Volunteers, Col. Fannin, now in command (Genl. Houston being absent), is unpopular -- and nothing but the certainty of hard fighting, and that shortly, could have kept us together so long. I am popular with the army, and strange as you may think it could lead them or the majority of them where I choose. They have offered me every office from a Majority to Comdr. in Chief. I have seen enough to desire no office for the present in Texas higher than the one I hold. I have fifty men in my Company, who love me and who cannot be surpassed for boldness and chivalry. With such a band I will gain the laurels I may wear or die without any....I have never seen such men as this army is composed of -- no man ever thinks of retreat, or surrender, they must be exterminated to be whipped. Nothing can depress their ardour. We are frequently for days without anything but Bull beef to eat, and after working hard all day could you at night her the boys crowing, gobling, barking, bellowing, laughing and singing you would think them the happiest and best fed men in the world.Do all you can for Texas.
Yr. affectionate sonB. H. Duval
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Studying Primary SourcesName__________ Class__________________Directions: Historians frequently depend upon primary sources; documents written at the time events occurred by people who were involved in the historical events. Read the letter written by Burr Duval, a soldier in Fannin’s command at Presidio La Bahia, and answer the following questions.
1. To whom is Duval writing this letter?
2. Is Burr Duval aware of the historical events that are going on in Texas? Explain your answer.
3. Do you think Duval has confidence in the abilities of the men in his command? Explain.
4. Does Burr Duval express opinions or facts in his letter?
5. Could Historians depend upon this letter for accurate information? Why or Why not? Explain your answer.
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Study Guide for Presidio La Bahia1. What does Presidio La Bahia mean?
2. What country established Presidio La Bahia?
3. In what year was Presidio La Bahia located at its present location?
4. What was the original name of the town surrounding the fort?
5. What is the name of the chapel located at the Presidio?
6. What part did Spanish soldiers at Presidio La Bahia play in the American Revolution?
7. In what year did Mexico gain its independence from Spain?
8. Name the six flags that have flown over Texas.
9. Nine flags have flown over Presidio La Bahia. What three extra flags, besides the six flags, have flown over Presidio La Bahia?
10. Who was the Texan leader that led a force to capture the Presidio in October 1835?
11. What document was signed in Our Lady of Loreto Chapel at the Presidio in December of 1835?
12. Where was the official Texas Declaration of Independence signed?
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13. Who was the Commander in Chief of the Texas army at this time?
14. Who was the commander of Texan forces at Presidio La Bahia in March 1836?
15. What name was given to Presidio La Bahia by the Texans?
16. Why did Colonel Fannin hesitate to leave the fort even though he had been ordered to leave by General Sam Houston?
17. When Colonel Fannin and his men left the fort on March 19, 1836, how far did he go before he was overtaken by the Mexican army?
18. Who was the commander of the Mexican army?
19. On Palm Sunday 1836 Colonel Fannin and his men were massacred by order of General Santa Anna. What name was give to that tragic day and how men were killed?
20. What is the Fannin monument and where is it located?
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Frequently Asked Questions About Presidio La Bahia and its HistoryQ. Isn’t Presidio La Bahia an old Spanish Mission?A. No. The Presidio was built as a military installation and has always been one. One of its original purposes was to help guard Mission Espirtu Santos, located across the San Antonio River. Our Lady of Loreto Chapel was located at the Presidio to provide for the spiritual needs of the soldiers stationed there.
Q. Is the Presidio La Bahia a state or Federal Park?A. The Presidio is neither a state nor federal park. It is the property of the Catholic Diocese of Victoria. The area in front of the Presidio and the Zaragoza birthplace are the property of the state of Texas. The Fannin Memorial Monument is owned by Goliad County.
Q. Who rebuilt the Presidio?A. Presidio La Bahia was restored by funds provided by Kathryn Stoner O’Connor, a local historian and philanthropist. The restoration, completed in the 1960’s, was undertaken by famed architect Rayford Stripling.
Q. How many men were killed in the massacre of Fannin and his men?A. 342 men were killed in the massacre. This was over twice the number of men killed in the Battle of the Alamo.
Q. Are the Mexican soldiers the “bad guys” in the story of the Fannin massacre?
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A. Most historians agree that the soldiers in Urrea’s army were simply doing what they were ordered to do. The fact that several soldiers rescued Texan prisoners illustrates that they had some compassion for the Texan captives.
Q. What is a Filibusterer and why did so many of them capture the Presidio?A. Filibusterers are individuals who want to take over all or part of another country. The Presidio was an important fort since it helped protect the Texas coast. It was a key part of the defense of Texas.
Q. Is this place haunted?A. Some individuals have had paranormal experiences at the Presidio. There is no documented proof that the site is haunted.
Q. Are re-enactors at Presidio La Bahia professional actors?A. Most are volunteers who demonstrate historical events for the love of history.
Q. Is the chapel still used as a church?A. Catholic mass is still held in Our Lady of Loreto Chapel. It is one of the oldest continually used Catholic churches in Texas.
Q. Is Presidio La Bahia opened year around?A. Presidio La Bahia is opened from 9:00 am to 4:45 year around. It is closed on New Year’s Day, Christmas, Easter and Thanksgiving.
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Internet and Library Resources INTERNET RESOURCES
These are websites that will be helpful references concerning Presidio La Bahia. Some of them deal with Spanish soldiers and colonial history while other are more concerned with the Texas Revolutionary era.
http://www.presidiolabahia.org – This is the official site of Presidio La Bahia. It is packed with information about the history of the Presidio, photos of the re-enactment, and information about hours of operation, group tours and admission.
http://www.tamu.edu/ccbn/dewitt/dewitt.htm -This site is a general early Texas history page with a lot of information about the Texas Revolution period and Fannin’s command.
http://www.tamu.edu/ccbn/dewitt/adp/-The Alamo de Parras website deals mainly with the Alamo and its early history, however it has a good deal of information about early Spanish soldiers.
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http://www.tshaonline.org/supsites/fannin/hd_abou.html- A study by historian Harbert Davenport of Fannin and the men in his command.
http://www.tpwd.state.tx.us/spdest/findadest/parks/goliad_and_mission_espiritu_santo/ -Information on Mission Espirtu Santo and its relation to Presidio La Bahia.
http://www.tshaonline.org/handbook/online/- The Handbook of Texas Online. An excellent source for Texas History information.
http://www.cotlha.com/ Official site of the Crossroads Of Texas Living History Association. This organization is responsible for several living history programs presented at the Presidio during the year.
http://www.prweb.com/releases/2010/06/prweb4117744.htm - Public relations site for Presidio La Bahia
LIBRARY REFERANCES
Here are a few books that might be helpful as references for both students and teachers.
O’Connor Kathryn Stoner Presidio La Bahia 1721-1846. 2001; Eakin Press- A comprehensive history of the Presidio.
Hardin, Stephen L. Texan Iliad: A Military History of the Texas Revolution. Austin: University of Texas Press. –This is a great overall reference for teachers when studying the Texas Revolution. It has a great deal of history of Presidio La Bahia. It is a scholarly book and may be a bit higher level for most students.
Duval, John C. Early Days in Texas, or, the Adventures of Jack Dobell. 1892; reprint Lincoln: University of Nebraska press. –This
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is a fictionalized account of a survivor of the Fannin Massacre, who wrote his story for his nieces and nephews. It is still a good read for students today.
Wolff, Henry, Jr. Ghosts of Goliad and others stories of Presidio La Bahia. 1999; Victoria: Victoria Advocate Publishing company. –This book is perfect for the student interested in the supernatural stories surrounding the Presidio.
Thonhoff, Robert H. The Texas Connection with the American Revolution.1981; Austin: Eakin Press –This book tells the story of the Spanish soldiers who left the Presidio to assist the Americans in their revolution against England.
Brown, Gary James Walker Fannin: Hesitant Martyr in the Texas Revolution. 2000; Plano: Republic of Texas Press. –A good biography and reference on James Walker Fannin.
Stout, Jay M. Slaughter at Goliad, 2008; a good scholarly account of the presidio under Fannin.
Cuate, Melodie A. Journey to Goliad, 2009; a children’s book, written for the middle school level with excellent descriptions of the Presidio and accounts of the people there.
Light, Patsy Heroine of the Texas: Francisca Alavez, the Angel of Goliad. 2010 an illustrated short account of the Angel of Goliad.
White, Nell Goliad in the Texas Revolutions, 1988; A short readable account of the Texas Revolution in Goliad.
Roel, Craig H. Remember Goliad! 1994; A short but sound account of the Spanish background, the Texas Revolution, and after.
VIDEOS
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Presidio La Bahia and its Place in History Forest Glen Productions, 2001- This video, produced for the Presidio La Bahia historical site is one of the best on the overall history of the presidio. It covers the entire history of the site from its beginnings to the present day.
The Texas Revolution: from Anahuac to San Jacinto Forest Glen Productions, 1986- A comprehensive study of the Texas Revolution, including events that occurred at Presidio La Bahia.
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