TEACHER:
CLASS: 7th Social Studies
DATE: January 25-27
M T W TH F
Topic 6, Lesson 1: Texans Expand Westward
Student Expectations Bundled in Lesson
Resources:
Noun=Underline Verb=Italicize
Content Standards
1A: identify the major eras in Texas history, describe their defining characteristics, and
explain why historians divide the past into eras, including Natural Texas and its People;
Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early
Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads;
Age of Oil; Texas in the Great Depression and World War II; Civil Rights and
Conservatism; and Contemporary Texas
1B: apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods
1C: explain the significance of the following dates: 1519, mapping of the Texas coast
and first mainland Spanish settlement; 1718, founding of San Antonio; 1821,
independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil
War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at
Spindletop
4A: identify individuals, events, and issues during the administrations of Republic of
Texas Presidents Houston, Lamar, and Jones, including the Texas Navy, the Texas
Rangers, Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William Goyens, Mary
Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the
Santa Fe Expedition, public debt, and the roles of racial and ethnic groups
6A: identify significant individuals, events, and issues from Reconstruction through the
beginning of the 20th century, including the factors leading to the expansion of the
Texas frontier, the effects of westward expansion on American Indians, the buffalo
soldiers, and Quanah Parker
6B:identify significant individuals, events, and issues from Reconstruction through the
beginning of the 20th century, including the development of the cattle industry from its
Spanish beginnings and the myths and realities of the cowboy way of life
6C: identify significant individuals, events, and issues from Reconstruction through the
beginning of the 20th century, including the effects of the growth of railroads and the
contributions of James Hogg
6D: explain the political, economic, and social impact of the agricultural industry and
the development of West Texas resulting from the close of the frontier
7A: explain the political, economic, and social impact of the oil industry on the
industrialization of Texas
7C: describe and compare the impact of the Progressive and other reform movements
in Texas in the 19th and 20th centuries such as the Populists, women's suffrage,
agrarian groups, labor unions, and the evangelical movement of the late 20th century
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
8B: analyze and interpret geographic distributions and patterns in Texas during the
19th, 20th, and 21st centuries
9A: locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal
Plains regions and places of importance in Texas during the 19th, 20th, and 21st
centuries such as major cities, rivers, natural and historic landmarks, political and
cultural regions, and local points of interest
9C: analyze the effects of physical and human factors such as climate, weather,
landforms, irrigation, transportation, and communication on major events in Texas
10A: identify ways in which Texans have adapted to and modified the environment and
analyze the positive and negative consequences of the modifications
10B: explain ways in which geographic factors such as the Galveston Hurricane of 1900,
the Dust Bowl, limited water resources, and alternative energy sources have affected
the political, economic, and social development of Texas
11B: analyze how immigration and migration to Texas in the 19th, 20th, and 21st
centuries have influenced Texas
U.S. History Textbook Colonization
through Reconstruction
pp. (330-344)
Online Editable presentation (p.330)
Start Up Activity: (p.330)
Reading and Note Taking Study Guide
(p.330)
Analyze Maps, Tables, Visuals,
Information
(p.331 and 338)
Digital Activity: Evaluate Ten Bear’s
Statement (p.344)
Digital Lesson Quiz (p.)
12A: explain economic factors that led to the urbanization of Texas
12B: trace the development of major industries that contributed to the urbanization of
Texas such as transportation, oil and gas, and manufacturing
13A: analyze the impact of national and international markets and events on the
production of goods and services in Texas such as agriculture, oil and gas, and
computer technology
13B: analyze the impact of economic concepts within the free enterprise system such
as supply and demand, profit, government regulation, and world competition on the
economy of Texas
13C: analyze the impact of significant industries in Texas such as oil and gas, aerospace,
medical, and computer technologies on local, national, and international markets
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
18B: identify the contributions of Texas leaders, including Lawrence Sullivan "Sul" Ross,
John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey
Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr
Process Standards
20A: compare types and uses of technology, past and present
20C: analyze the effects of various scientific discoveries and technological innovations
on the development of Texas such as advancements in the agricultural, energy,
medical, computer, and aerospace industries
20D: evaluate the effects of scientific discoveries and technological innovations on the
use of resources such as fossil fuels, water, and land
21A: differentiate between, locate, and use valid primary and secondary sources such
as computer software, databases, media and news services, biographies, interviews,
and artifacts to acquire information about Texas
21C:organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps
21H: use appropriate mathematical skills to interpret social studies information such as
maps and graphs
22A: use social studies terminology correctly
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
22C: transfer information from one medium to another, including written to visual and
statistical to written or visual, using computer software as appropriate
Objective/Key Understanding:




Identify the effect of westward expansion on American
Indians
Describe the effects if the Frontier Wars on Texas.
Explain how West Texas was opened to Anglo
Americans settlement.
Explain the main duties of the Texas Rangers during the
1870s.
Introduce Vocabulary Activity (p.330)
extinction
dragoon
guerrilla
desperado
Salt Creek
Massacre
Quanah Parker
industry
Informal Assessment Questions 1-5 (p.344)





How was the treatment of American Indians by Anglos during the 1800s different from the treatment of American Indians by
the Spanish and French during earlier times?
Compare and contrast the effects of the Frontier Wars in American Indians.
Why did the Blackland Prairie region become one of the most densely populated regions of Texas?
What attracted settlers to West Texas?
Give examples supporting the idea that railroad companies were partly responsible of the closing of the frontier in Texas.
Stop & Check for Understanding—High Level Questions





What was a result of the Salt Creek Massacre?
What was the significance of the Red River War?
What sort of responsibilities did the Buffalo Soldiers have to the frontier?
Why did the population of Texas increase so quickly in the late nineteenth century?
What role did the Rangers play in the Texas Revolution?
Small Group Purposeful Talk Question Stems
A History if Conflict with American Indians (p.331-334)
 Be sure students understand how the westward expansion of the Texas frontier affected American Indians.
The Frontier Wars in the Panhandle (p. 334-335)
 What factors caused Quanah Parker to surrender?
 What were the effects of his defeat on both American Indians and Anglo settlers?
The Frontier Wars in South Texas (p.336-338)
 How did the Texas Rangers make the frontier safer for Anglo settlers?
 Identify the effects of westward expansion on American Indians.
Expansion on the Western Frontier (p.338-341)
 Explain how the development of West Texas was affected by the closing of the frontier.
 What factors caused the expansion of the Texas frontier?
The Texas Rangers (p. 341-344)
 Compare and contrast the Texas Rangers with the Texas army.
 What advantages do you think the Rangers had when it came to protecting the frontier?
 Give examples of how Lamar and Houston used the Texas Rangers during their presidencies.
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p.330)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p.330)
Project the Start Up Activity (p.330). Ask students to study the image and answer the questions as they enter and get settled. Have
students share their answers with a partner, wither in class or through a blog space.
 What in this image matches what you already know about cowboys? What is different?
Reading and Note Taking Study Guide (p.330)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview
of the lesson in the Reading and Note taking Study Guide
Analyze Maps (p.331)
Review the map, The Frontier Wars, on page 331.
 Why did most battles of the Frontier Wars take place in the far north and west of Texas?
Analyze Maps (p. 337)
Review the map, The Nueces Strip, page337.
 What geographic factors probably made the Nueces Strip especially hard to patrol?
Analyze Visuals (p. 338)
Review the infographic, The Texas Frontier After the Civil War, on page 338.
 How did improvements in transportation technology likely affect the development of the West Texas frontier?
Digital Activity: Evaluate Ten Bear’s Statement (p.344)
Project the Digital Activity: Evaluate Ten Bear’s Statement (p.344). Have students review the quote from Ten Bears that they read at
the beginning of the lesson and explain whether they think he was accurate. Discuss the answers as a class.
 Why do you think Anglos were so interested in land where American Indians lived?
 What factors led to the expansion of the Texas frontier and also contributed to the conflict?
Digital Lesson Quiz: (p.344)
Assign the Digital Lesson Quiz (p.344). Discuss with the class: In The Frontier Wars and Westward Expansion, you read about the
causes and effects of westward expansion and the development of West Texas.
 Select one of the significant conflicts you learned about in the lesson and explain its causes and effects.
 What factors led to the closing of the frontier?
Lesson Plan
Engage
Explore
*Have students preview the lesson objectives and the list of key terms (p.330). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p.330).
Start Up Activity (p.330)
Project the Start Up Activity (p.330). Ask students to study the image and answer the questions as they enter and
get settled. Have students share their answers with a partner, wither in class or through a blog space.
 What in this image matches what you already know about cowboys? What is different?
*Tell students that in this lesson they will be learning about the expansion of the Texas frontier and its effects on
American Indians and on West Texas.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 A History if Conflict with American Indians (p.331-334)
 The Frontier Wars in the Panhandle (p. 334-335)
 The Frontier Wars in South Texas (p.336-338)
 Expansion on the Western Frontier (p.338-341)
Explain
Elaborate
Evaluate
 The Texas Rangers (p. 341-344)
*Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and
understand the text as they read.
*Tell students that in this lesson they will be learning about the expansion of the Texas frontier and its effects on
American Indians and on West Texas.
A History if Conflict with American Indians (p.331-334)
 Relations between European settlers and American Indians were nearly as bad 300 years later. In 1839,
Texas President Lamar ordered soldiers to attack and remove Cherokee Indians who had migrated into
East Texas three decades earlier. More than one hundred Cherokee, including Chief Duwali, were killed.
The survivors were scattered and joined other tribes or fled into Mexico or present day Oklahoma. Within
in a few years nearly all American Indians in the eastern third of Texas were driven out as Anglo settlers
from the U.S. poured in.
The Frontier Wars in the Panhandle (p. 334-335)
 After the Salt Creek Massacre, General Sherman sent more soldiers to enforce the reservation policy in
Texas. The new arrivals brought more horses, better weapons, and harsher tactics. New weapons,
especially the repeating rifle, gave the army a significant advantage over the Comanche and Kiowa.
The Frontier Wars in South Texas (p.336-338)
 The end of the Red River War and defeat of the Comanche and Kiowa, however, did not end conflict. In
other parts of Texas, Anglos, African Americans and Mexican Americans continued to struggle with Native
Americans.
Expansion on the Western Frontier (p.338-341)
 At the time of the Civil War, Anglos has settled less than half of Texas. The troops who guarded the
frontier left Texas to fight in the war. With the absence of soldiers, American Indians raided Anglo
settlements and burned farms and ranches. Thousands of settlers left their homes. The frontier in Texas
moved back eastward.
The Texas Rangers (p. 341-344)
 In 1823, Austin had first raised a small force of experienced frontiersmen as Rangers to protect the
settlers against Indians. In 1835, lawmakers in Texas formally organized the Texas Rangers to better
protect the frontier. Over time, the Rangers served as both special police force and as a military unit.
*Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
*Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
*Active Classroom
Divide students into two groups to use the A Closer Look Strategy. Have one group focus on the Before image and
the other group focus on the After image. Have groups share what they see and compare images. Discuss what
they learned about the development of West Texas as a result of their focus.
*Topic of Inquiry
Students will examine primary and secondary source documents to answer the following question:
 What political, economic, and social impact did the development of the agriculture, railroad, and oil
industries have on Texas from Reconstruction to the early twentieth century?
Examining how these major industries affected Texas’s development will contribute to the students’
understanding of the Essential Question:
 How do we affect the economy?
*Assign the Digital Lesson Quiz for this lesson (p.344). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 How was the treatment of American Indians by Anglos during the 1800s different from the treatment of
American Indians by the Spanish and French during earlier times?
 Compare and contrast the effects of the Frontier Wars in American Indians.
 Why did the Blackland Prairie region become one of the most densely populated regions of Texas?
 What attracted settlers to West Texas?
 Give examples supporting the idea that railroad companies were partly responsible of the closing of the
frontier in Texas.
TEACHER:
CLASS: 7th Social Studies
DATE: January 28-29
M T W TH F
Topic 6, Lesson 2: Cattle Kingdoms & Open Ranges
Student Expectations Bundled in Lesson
Resources:
Noun=Underline Verb=Italicize
Content Standards
1A: identify the major eras in Texas history, describe their defining characteristics, and
explain why historians divide the past into eras, including Natural Texas and its People;
Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early
Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads;
Age of Oil; Texas in the Great Depression and World War II; Civil Rights and
Conservatism; and Contemporary Texas
1B: apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods
1C: explain the significance of the following dates: 1519, mapping of the Texas coast
and first mainland Spanish settlement; 1718, founding of San Antonio; 1821,
independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil
War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at
Spindletop
4A: identify individuals, events, and issues during the administrations of Republic of
Texas Presidents Houston, Lamar, and Jones, including the Texas Navy, the Texas
Rangers, Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William Goyens, Mary
Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the
Santa Fe Expedition, public debt, and the roles of racial and ethnic groups
6A: identify significant individuals, events, and issues from Reconstruction through the
beginning of the 20th century, including the factors leading to the expansion of the
Texas frontier, the effects of westward expansion on American Indians, the buffalo
soldiers, and Quanah Parker
6B:identify significant individuals, events, and issues from Reconstruction through the
beginning of the 20th century, including the development of the cattle industry from its
Spanish beginnings and the myths and realities of the cowboy way of life
6C: identify significant individuals, events, and issues from Reconstruction through the
beginning of the 20th century, including the effects of the growth of railroads and the
contributions of James Hogg
6D: explain the political, economic, and social impact of the agricultural industry and
the development of West Texas resulting from the close of the frontier
7A: explain the political, economic, and social impact of the oil industry on the
industrialization of Texas
7C: describe and compare the impact of the Progressive and other reform movements
in Texas in the 19th and 20th centuries such as the Populists, women's suffrage,
agrarian groups, labor unions, and the evangelical movement of the late 20th century
8A: create and interpret thematic maps, graphs, charts, models, and databases
representing various aspects of Texas during the 19th, 20th, and 21st centuries
8B: analyze and interpret geographic distributions and patterns in Texas during the
19th, 20th, and 21st centuries
9A: locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal
Plains regions and places of importance in Texas during the 19th, 20th, and 21st
centuries such as major cities, rivers, natural and historic landmarks, political and
cultural regions, and local points of interest
9C: analyze the effects of physical and human factors such as climate, weather,
landforms, irrigation, transportation, and communication on major events in Texas
10A: identify ways in which Texans have adapted to and modified the environment and
analyze the positive and negative consequences of the modifications
10B: explain ways in which geographic factors such as the Galveston Hurricane of 1900,
the Dust Bowl, limited water resources, and alternative energy sources have affected
the political, economic, and social development of Texas
11B: analyze how immigration and migration to Texas in the 19th, 20th, and 21st
centuries have influenced Texas
12A: explain economic factors that led to the urbanization of Texas
U.S. History Textbook Colonization
through Reconstruction
pp. (345-357)
Online Editable presentation (p.345)
Start Up Activity: (p.345)
Reading and Note Taking Study Guide
(p.345)
Analyze Maps, Tables, Visuals,
Information
(p.347, 348, 349, and 352)
Digital Activity: (p.)
Digital Lesson Quiz (p.)
12B: trace the development of major industries that contributed to the urbanization of
Texas such as transportation, oil and gas, and manufacturing
13A: analyze the impact of national and international markets and events on the
production of goods and services in Texas such as agriculture, oil and gas, and
computer technology
13B: analyze the impact of economic concepts within the free enterprise system such
as supply and demand, profit, government regulation, and world competition on the
economy of Texas
13C: analyze the impact of significant industries in Texas such as oil and gas, aerospace,
medical, and computer technologies on local, national, and international markets
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
18B: identify the contributions of Texas leaders, including Lawrence Sullivan "Sul" Ross,
John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey
Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr
Process Standards
20A: compare types and uses of technology, past and present
20C: analyze the effects of various scientific discoveries and technological innovations
on the development of Texas such as advancements in the agricultural, energy,
medical, computer, and aerospace industries
20D: evaluate the effects of scientific discoveries and technological innovations on the
use of resources such as fossil fuels, water, and land
21A: differentiate between, locate, and use valid primary and secondary sources such
as computer software, databases, media and news services, biographies, interviews,
and artifacts to acquire information about Texas
21C:organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps
21H: use appropriate mathematical skills to interpret social studies information such as
maps and graphs
22A: use social studies terminology correctly
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
22C: transfer information from one medium to another, including written to visual and
statistical to written or visual, using computer software as appropriate
Objective/Key Understanding:





Identify how the cattle industry developed from
Spanish beginnings.
Compare the myths and realities of cowboy life on the
cattle trails.
Describe the development of big ranches in Texas.
Explain how Texas land policies affected the open
range.
Explain the factors that led to the end of the open
range in Texas.
Introduce Vocabulary Activity (p.345)
vaquero
remuda
enclosure
lariat
mustang
felony
quarantine
open range
drovers
strike
internal
improvements
Informal Assessment Questions 1-5 (p.345)





How did the Spanish help begin the cattle industry in Texas?
How were the Anglo cowboys of the 1820s different than Spanish vaqueros in Texas?
Give two reasons to support the idea that the end of the Civil War helped the Texas cattle industry.
Explain the differences between the myths and realities of the cowboy way of life.
What was the effect of the passage of land policies on the open range in Texas?
Stop & Check for Understanding—High Level Questions





Why did the cattle industry grow after the Civil War?
What was the reason for conflict between farmers and cowboys?
What was the primary difference between West Texas and South Texas ranches?
Why did cattle owners without property disagree with fenced-in ranches?
What benefits came from use of fences in modern ranching?
Small Group Purposeful Talk Question Stems
Spanish Beginnings (p. 346-328)
 How did the Civil War contribute to the development of the cattle industry?
 Create a chronology (flowchart, circle map, timeline, etc.) of significant events in the development of the cattle industry
from its Spanish beginnings through the Civil War.
The Great Cattle Trails (p. 348-351)
 Cite evidence from the lesson that explains why myths developed around the cowboy way of life.
 Compare and Contrast the myths and realities of the cowboy way of life.
The Expanding Influence of Ranches (p. 351-353)
 Have students identify the significant individuals from the King family and explain their role in the development of the cattle
industry.
 How do you think the development of the cattle industry in West Texas will change, and why?
The Demise of the Open Range (p.353-355)
 How did the Joseph Glidden affect the cattle industry?
The Cattle Industry Evolves Over Time (p.356-357)
 Give at least one example of that supports the idea that changes in the cattle industry made the cowboy way of life less
profitable.
 What was the Big Die-Up and how did it affect the development of the cattle industry?
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p.346)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: Analyze Image (p.346)
Project the Start Up Activity (p.346). Ask students to study the image an answer the questions as they enter and get settled. Have
students share their answer with a partner, wither in class or through a blog space.
 What in this image matches what you already know about cowboys? What is different?
Reading and Note Taking Study Guide (p.346)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview
of the lesson in the Reading and Note taking Study Guide
Analyze Information (p.347)
Review the chart, Effects of the Civil War on the Cattle Industry, on page 347.
 What caused a rise in the number of cattle raised in Texas during the late 1800s?
Analyze Information (p.348)
Review the infographic, Cattle Trail Economics, on page 348.
 Why were steers probably worth so much more in Chicago than in Texas?
Analyze Maps (p. 349)
Review the map, Major Cattle Trails, on page 349.
 How would this action have affected cattle drives along the trails shown here?
Analyze Maps (p.352)
Review the map, The XIT Ranch, on page 352.
 About how many square miles did the XIT Ranch cover?
Digital Activity: The Real Lives of Cowboys (p.357)
Project the Digital Activity: The Real Lives of Cowboys(p.357). Have students read the passages and examine the map. Have students
answer their questions and share their responses with a partner.
Have students review what they learned about the myths and realities of the cowboy way of life from Reconstruction through the
beginning of the twentieth century.
 How did the cowboy way of life change from the nineteenth to the early twentieth century? Why?
Digital Lesson Quiz: (p.357)
Assign the Digital Lesson Quiz (p.357). Discuss with the class: In Cattle Kingdoms and Open Ranges, you read about significant events
in the development of the cattle industry and the cowboy way of life.
 Describe the major characteristics of the Cattle Era.
 How had these characteristics changed by the twentieth century?
 Do you think ranchers were right to enclose their property using barbed wire? Explain your reasoning.
Lesson Plan
Engage
*Have students preview the lesson objectives and the list of key terms (p.346). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p.346).
Start Up Activity: Analyze Image (p.346)
Project the Start Up Activity (p.346). Ask students to study the image an answer the questions as they enter and
get settled. Have students share their answer with a partner, wither in class or through a blog space.
 What in this image matches what you already know about cowboys? What is different?
Explore
Explain
Elaborate
Evaluate
*Tell students that in this lesson they will be learning about the defining characteristics of the Cattle Era, including
the myths and realities o the cowboy way of life.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 Spanish Beginnings (p. 346-328)
 The Great Cattle Trails (p. 348-351)
 The Expanding Influence of Ranches (p. 351-353)
 The Demise of the Open Range (p.353-355)
 The Cattle Industry Evolves Over Time (p.356-357)
*Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and
understand the text as they read.
*Tell students that in this lesson they will be learning about the defining characteristics of the Cattle Era, including
the myths and realities of the cowboy way of life.
Spanish Beginnings (p. 346-328)
 Spanish explorers first brought cattle and horses to what is now Texas. By 1772, about 25,000 Spanish
cattle were in the Nueces Valley. Some of them escaped and roamed wild on the plains. Over time, these
cows evolved into the lean and tough Texas longhorn. They grew horns up to eight feet wide from tip to
tip. Within 40 years. Nearly a million wild longhorns roamed the Texas landscape.
The Great Cattle Trails (p. 348-351)
 The Northern demand for beef led to the rise of the cattle rails. A cattle drive began with a roundup,
which took place in the spring when grass was green. Cowboys then drove the herds north to towns with
rail stations. The cattle were then sent by rail to the Northern states, where they would be slaughtered
for meat. Ranchers could make big profits moving a herd to market.
The Expanding Influence of Ranches (p. 351-353)
 By the late 1870s, land and cattle companies owned over half the land in West Texas, Ranchers soon
enclosed nearly all the rangeland in South and Southwest Texas. This brought an end to the big cattle
drives.
The Demise of the Open Range (p.353-355)
 Ranching on the open ranges worked well, but not for long. Several factors ended the open range in
Texas. A key factor was the expansion of railroads in the state. Closely related to this were the state’s land
policies, population growth, and the spread of farming. It is important to understand how these factors
changed ranching on the open range.
The Cattle Industry Evolves Over Time (p.356-357)
 The end of open range was just one reason for the end of the great cattle drives. The expansion of
railroads into Texas also made the cattle drives unnecessary. Ranchers now used the railroads to move
their animals to market. Concern over a deadly disease, Texas fever, made drives even more difficult.
Armed ranchers sometimes patrolled the trails, determined to prevent sick cattle from infecting their
herds. In 1185, Kansans barred all Texas cattle from their state.
*Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
*Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
*Active Classroom
Have students use the Write 1-Get 3 Strategy to answer the question:
 What ware four defining characteristics of a cowboy?
Have students fold a piece of paper into quarters, write down one response in the first box, and then go around
the room asking to hear other responses. When students think a response is correct, have them write it in one of
their boxes until they have three more responses on their page. Have students share their responses with the
class.
*Topic of Inquiry
Students will examine primary and secondary source documents to answer the following question:
 What political, economic, and social impact did the development of the agriculture, railroad, and oil
industries have on Texas from Reconstruction to the early twentieth century?
Examining how these major industries affected Texas’s development will contribute to the students’
understanding of the Essential Question:
 How do we affect the economy?
*Assign the Digital Lesson Quiz for this lesson (p.357). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 How did the Spanish help begin the cattle industry in Texas?
 How were the Anglo cowboys of the 1820s different than Spanish vaqueros in Texas?



Give two reasons to support the idea that the end of the Civil War helped the Texas cattle industry.
Explain the differences between the myths and realities of the cowboy way of life.
What was the effect of the passage of land policies on the open range in Texas?
TEACHER:
CLASS: 7th Social Studies
DATE:
M T W TH F
Topic , Lesson :
Student Expectations Bundled in Lesson
Resources:
Noun=Underline Verb=Italicize
Content Standards
Process Standards
U.S. History Textbook Colonization
through Reconstruction
pp. ()
Online Editable presentation (p.)
Start Up Activity: (p.)
Reading and Note Taking Study Guide
(p. )
Analyze Maps, Tables, Visuals,
Information
(p.)
Digital Activity: Texas Constitutions during
Reconstruction (p.)
Digital Lesson Quiz (p.)
Objective/Key Understanding:
Introduce Vocabulary Activity (p.)

Informal Assessment Questions 1-5 (p.)

Stop & Check for Understanding—High Level Questions

Small Group Purposeful Talk Question Stems

Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. )
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p.)
Project the Start Up Activity (p.). Ask students to read the quote as they enter and get settled. Then have them write a paragraph
reflecting on the quote,. Have students share their ideas with a partner.
 Take a moment to reflect on how their new freedom may have affected African Americans, in particular African American
children.
Reading and Note Taking Study Guide (p.)
Students can preview Key Terms and Academic Vocabulary using the Interactive Reading Notebook on the Digital Course or preview
of the lesson in the Reading and Note taking Study Guide
Digital Activity: Constitutions During Reconstruction (p.)
Project the Digital Activity: (p.).
Digital Lesson Quiz: (p.)
Assign the Digital Lesson Quiz (p.). Discuss with the class: In
Lesson Plan
*Have students preview the lesson objectives and the list of key terms (p.314). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p.314).
Start Up Activity: (p.)
*Tell students that in this lesson they will learn about
Engage
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
Explore
the class.

*Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and
understand the text as they read.
Explain
Elaborate
Evaluate
*Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
*Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
*Active Classroom
Have students analyze the social effects of Reconstruction in Texas by Making Headlines for each of the social
*Topic of Inquiry
In this topic Inquiry, students work in teams to examine different perspectives on this issue by analyzing several
sources, arguing both sides of a Yes/No question, then developing and discussing their own point of view on the
question:
 Was Sam Houston’s opposition to secession justified?
*Assign the Digital Lesson Quiz for this lesson (p.). Teachers can also opt to have students demonstrate mastery
by responding to the following questions on paper:
