FRAME THE LESSON
TEACHER: 4th grade
CLASS: Texas History
DATE: March 28-April 1
TEKS Practice
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
5a identify the impact of various issues and events on life in Texas such as urbanization, increased use of oil and gas, the Great Depression, the Dust Bowl, and World War II
5c identify the accomplishments of notable individuals such as John Tower, Scott Joplin, Audie Murphy, Cleto Rodríguez, Stanley Marcus, Bessie Coleman, Raul A. Gonzalez Jr., and
other local notable individuals
8a identify and explain clusters and patterns of settlement in Texas at different time periods such as prior to the Texas Revolution, after the building of the railroads, and following
World War II
11b describe how the free enterprise system works, including supply and demand
11c give examples of the benefits of the free enterprise system such as choice and opportunity
12b explain how geographic factors such as climate, transportation, and natural resources have influenced the location of economic activities in Texas
12f explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas
13b identify oil and gas, agricultural, and technological products of Texas that are purchased to meet needs in the United States and around the world
17a identify important individuals who have participated voluntarily in civic affairs at state and local levels such as Adina de Zavala and Clara Driscoll
17b explain how individuals can participate voluntarily in civic affairs at state and local levels through activities such as holding public officials to their word, writing letters, and
participating in historic preservation and service projects
17didentify the importance of historical figures and important individuals who modeled active participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo
de Zavala, Ann Richards, Sam Rayburn, Henry B. González, James A. Baker III, Wallace Jefferson, and other local individuals
18a identify leaders in state, local, and national governments, including the governor, local members of the Texas Legislature, the local mayor, U.S. senators, local U.S. representatives,
and Texans who have been president of the United States
: 19c summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb
Bledsoe
Resources/Materials:



Objectives/Key Understanding:
My World Social
Studies consumable
textbook
My World Social
Studies Online
Texas Studies Weekly
magazine

Check for understanding of previous lessons

Spiral back to difficult concepts and reteach

Dig deeper into the concepts you have touched on in this chapter
Small Group Purposeful Talk Questions:




Vocabulary:
How was Texas life impacted by WWI?
How did American ideas about progress impact the economic development and
growth of Texas during the Roaring twenties?
How did principals of supply and demand affect Texas farmers during the
Roaring twenties?
How have geographic factors influences the location of economic agriculture
activities in Texas during the 1930s.
Alliance, Bond, Civil rights, Communism,
Conserve, Depression, Discrimination, Drought,
Interest, Jazz, Neutral, Prejudice, Profit, Stock,
Suburb, Suffrage, Unemployment
Stop & Check for Understanding—High Level Question:




What program created jobs and improved the economy in the 1930s?
Why did people buy stock in American companies during the Roaring
twenties?
What is an example of economic opportunities available to Texans after
World War II?
What contributions did Lydia Mendoza make for Texas?
Closing product/question/informal assessment:


TEKS Practice pgs. 340-343
My world activity: My Life During the Great
Depression
Rigor and Relevance (Real World Connection): We live
in a global society. It’s important that students grasp
the geographical and societal peculiarities to a
particular region so that they can relate to the people
around them. Discuss the big question for the chapter.
Critical Writing Prompt:
Complete the MyStory book activity.
Teaching points and activities:
Engage:
Big Question for chapter 9: How do people respond to good times and bad?
Review vocabulary words from the past lessons with students. There is an interactive review activity online.
Explore:
Students should take the TEKS Practice on pgs. 340-343.This may be given as homework.
Be sure to preview it with students so they are familiar with the types of questions on assessments.
Explain:
Have students take the Chapter Test. This is a good assessment to see what needs to be retaught. It can be printed out from the online resources or
completed online by students.
Elaborate:
Optional extension: Students work on the Texas Studies magazines, focusing on the in-depth lessons in the Teacher’s manual. The Teacher’s manual
has detailed lessons and activities with purposeful questions to ask students. Let the advanced students use it as extra work when they finish early or
assign small chunks as homework to everyone and have purposeful discussions and activities over the assigned reading the next day to review and
enhance understanding.
Evaluate:
Students will complete the “My World hands-on activity: “My Life during the Great Depression” This is part of your teacher resources.
Student will complete the “My story book writing activity” found in the online resources.