TEACHER:
CLASS: 7th Social Studies
DATE: February 22
M T W TH F
Topic 6, Lesson 7: A Hurricane and the Oil Boom
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. (395-403)
Online Editable presentation (p.395)
Start Up Activity: (p.395)
Reading and Note Taking Study Guide
(p.395)
Analyze Maps, Tables, Visuals,
Information
(p.397 and 399)
Interactive Gallery (p.398)
3D-Model: Exploring an Oil Derrick (p.399)
Digital Activity: How Do We Affect the
Economy? (p.403)
Digital Lesson Quiz (p.403)
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:





Understand why the Galveston Hurricane caused a
large amount of destruction.
Explain the ways in which the Galveston Hurricane
affected the development of Texas.
Describe some of earliest uses for oil.
Explain the significance of the discovery of oil at
Spindletop in 1901.
Explain how the oil industry contributed to the
industrialization of Texas.
Introduce Vocabulary Activity (p.395)
barrier island
hurricanes
wildcatter
roughneck
Galveston
Hurricane
Spindletop Hill
Informal Assessment Questions 1-5 (p.403)





How might Galveston have avoided such heavy damage from the hurricane of 1900?
Which aspects of modern Galveston geography are results of the hurricane of 1900?
How did the Corsicana oil field play a role in the birth of the oil industry?
Why was Spindletop such a “good surprise” for Texas?
Why was the discovery of oil at Spindletop a turning point for the state of Texas?
Stop & Check for Understanding—High Level Questions




What sort of challenges did Galveston face in the 19th century before the hurricane?
What steps did the city of Galveston take to help protect the city from future hurricanes?
What was the significance of the “gusher” at Spindletop?
What was one way the state used oil revenue?
Small Group Purposeful Talk Question Stems
The Galveston Hurricane of 1900 (p.396-398)
 Give examples that explain why the hurricane had such a devastating effect on Galveston.
 How did the destruction and failure of communications systems affect the impact of the storm?
 How do you think the storm will shape the political, economic, and social development of Galveston?
After the Storm (p.398-399)
 Describe the political developments in Galveston following the hurricane. Cite evidence that these developments affected
other cities as well.
 How do you think the hurricane affected the economic development of Galveston? Provide evidence for support.
 What do you think were the social effects of the storm? Explain your reasoning.
A Boom Begins the Age of Oil (p.399-401)
 Why does the author describe the 1901 discovery of oil at Spindletop as “one of the most significant dates in Texas history?
 What technological innovation affected the use of fossil fuels?
 How do you think this will affect the development of the Texas economy?
 Trace the early development of the oil industry in Texas.
A Boom Changes the Economy (p. 401-403)
 Use the example of Beaumont to explain how the development of the oil industry contributed to the urbanization of the oil
industry contributed to the urbanization of Texas.
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p.395)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity: The Galveston Hurricane (p.395)
Project the Start Up Activity: The Galveston Hurricane (p.395). Ask students to read the quote and answer the questions as the get
settled. Have students share their answers with a partner.
 Does Dr. Cline’s account seem reliable? Why or why not?
 Why was the hurricane so devastating for the people of Galveston?
 How do you think the storm affected the city of Galveston over time?
Reading and Note Taking Study Guide (p.395)
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.397)
Review the map, Texas hurricane Over Time, on page 397.
 Which region of Texas was most likely to experience bad hurricanes?
 What geographic factors might explain that pattern?
Analyze Data (p.399)
Review the infographic, The Age of Oil, on page 399.
 What was the most significant result of the discovery of oil at Spindletop?
 What data supports your evaluation?
Digital Activity: How Do We Affect the Economy? (p.403)
Project the Digital Activity: How Do We Affect the Economy? (p.403). Have students read the activity and list at least 5 ways that
people’s actions affected the economy of Texas. Remind students to consider the economic impact of the oil industry, the growth of
related industries, and the uses of oil revenue. Have students share their lists with a partner or class.
 How did the discovery of oil make Texas a more industrialized state?
 In addition to the economic impact of the oil industry, how did the industry shape Texas politics and society?
Have student lit the political and social impacts of the oil industry as well as the ways oil affected the development of Texas.
Digital Lesson Quiz: (p.403)
Assign the Digital Lesson Quiz (p.403). Discuss with the class: In A Hurricane and the Oil Boom, you read about the effects of the
Galveston Hurricane and the impact of the oil industry.
 Describe the defining characteristics of the Age of Oil.
 Give an example of how technological advancements in the energy industry affected the development of Texas.
Lesson Plan
Engage
*Have students preview the lesson objectives and the list of key terms (p.395). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p.395).
Start Up Activity: The Galveston Hurricane (p.395)
Project the Start Up Activity: The Galveston Hurricane (p.395). Ask students to read the quote and answer the
questions as the get settled. Have students share their answers with a partner.
 Does Dr. Cline’s account seem reliable? Why or why not?
 Why was the hurricane so devastating for the people of Galveston?
 How do you think the storm affected the city of Galveston over time?
Explore
Explain
Elaborate
Evaluate
*Tell students that in this lesson they will be learning about the effects of the hurricane and other major events,
including the discovery that led to the Age of Oil.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 The Galveston Hurricane of 1900 (p.396-398)
 After the Storm (p.398-399)
 A Boom Begins the Age of Oil (p.399-401)
 A Boom Changes the Economy (p. 401-403)
*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 effects of the hurricane and other major events,
including the discovery that led to the Age of Oil.
The Galveston Hurricane of 1900 (p.396-398)
 Galveston was named after Bernardo de Galvez, the Spanish governor of Louisiana and viceroy of New
Spain in the late 1700s. Galvez was a hero of the American Revolution. He helped the American patriots
defeat the British in several battles.
After the Storm (p.398-399)
 The storm that hit Galveston moved north out of Texas. It remained a strong storm as it crossed
Oklahoma and Kansas After a few days, it passed into the North Atlantic. Meanwhile, Galveston was faced
with death and destruction, and the challenge of rebuilding. The storm’s devastation, and the heroic
efforts to recover from it, would have deep political economic, and social impacts on Texas history.
A Boom Begins the Age of Oil (p.399-401)
 Spanish explorer Luis De Moscoso found oil in Texas in 1543. While stranded on the shore, Moscoso and
his men saw oil floating on the surface of the water. They patched their leaking boats with the sticky
slime.
A Boom Changes the Economy (p. 401-403)
 Oil would become a huge industry in Texas-and around the world. Technological innovations would create
huge demand for this product. The oil would transform local economies and markets, and national
markets as well.
*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 Wallpaper Strategy to design a piece of wallpaper using text and illustration that
encapsulates something that have learned about the effects of the Galveston hurricane on the development of the
city and state. Post students’ wallpaper and have them take a gallery walk through the images, noting what others
have depicted. Students may jot down ideas as they occur and discuss their responses to the images.
*Active Classroom
Have students break into groups and use the Circle Write Strategy to answer the prompt:
 Why was the discovery of oil in Texas so important?
Have students write as much as they can for 1 minute and then switch with the person on the right. Have the next
person improve or elaborate on the response. Students continue to switch until the paper comes back to the first
person. Have the groups share the best response 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.403). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 How might Galveston have avoided such heavy damage from the hurricane of 1900?
 Which aspects of modern Galveston geography are results of the hurricane of 1900?
 How did the Corsicana oil field play a role in the birth of the oil industry?
 Why was Spindletop such a “good surprise” for Texas?
 Why was the discovery of oil at Spindletop a turning point for the state of Texas?
TEACHER:
CLASS: 7th Social Studies
DATE: February 23-25
M T W TH F
TEKS Assessment and Practice
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. (404-411)
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:
In this topic, you will learn about the years of Russia, Central Asia, and the Caucasus.
 TEKS Assessment questions, pgs. 404-408.
 TEKS Practice, pages 409-411.
 Assign Benchmark Tests after you complete the relevant topics to monitor student progress toward mastering
the course content and as preparation for the End-of-Course Test.
o Benchmark Test 1: Covers Topics 1-3
o Benchmark Test 2: Covers Topics 4-5
o Benchmark Test 3: Covers Topics 6-7
o Benchmark Test 4: Covers Topics 8-11
TEACHER:
CLASS: 7th Social Studies
DATE: February 26
M T W TH F
Topic 7, Lesson 1: Modern Times Emerge
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
7B: define and trace the impact of "boom-and-bust" cycles of leading Texas industries
throughout the 20th and early 21st centuries such as farming, oil and gas production,
cotton, ranching, real estate, banking, and computer technology
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
7D: describe and compare the civil rights and equal rights movements of various groups
in Texas in the 20th century and identify key leaders in these movements, including
James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League
of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison
White
7E: analyze the political, economic, and social impact of major events, including World
War I, the Great Depression, and World War II, on the history of Texas
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
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
12A: explain economic factors that led to the urbanization of Texas
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
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
18A: identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been president of the United States
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.
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
Process Standards
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
21B: analyze information by sequencing, categorizing, identifying cause-and-effect
U.S. History Textbook Colonization
through Reconstruction
pp. (416-427)
Online Editable presentation (p.416)
Start Up Activity: (p.416)
Reading and Note Taking Study Guide
(p. 416)
Analyze Maps, Tables, Visuals,
Information
(p.417, 425,and 427)
Interactive Chart (p.423)
Digital Activity: What Changed Life the
Most? (p.425)
Digital Lesson Quiz (p.425)
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions
21C: organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps
21D: identify points of view from the historical context surrounding an event and the
frame of reference that influenced the participants
21F: identify bias in written, oral, and visual material
21G: evaluate the validity of a source based on language, corroboration with other
sources, and information about the author
22B: use standard grammar, spelling, sentence structure, punctuation, and proper
citation of sources
Objective/Key Understanding:





Describe the impact of the Progressive Movement in
Texas.
Analyze the impact the Mexican Revolution had on
Hispanic Americans in Texas.
Describe the roles Texans played during World War I,
both on the home front and abroad.
Analyze the political impact World War I had on Texas.
Explain the economic factors that led to the
urbanization.
Introduce Vocabulary Activity (p.416)
Progressives
suffrage
Prohibition
neutral
impeachment
surplus
regulate
unethical
pardon
segregation
Informal Assessment Questions 1-5 (p.427)





Contrast how the point of view of interest groups like the Texas State Federation of Labor (TSFL) would have differed from
the goals of big business.
Explain how conflict between economic classes led to the Mexican Revolution.
Contrast how Annie Webb Blanton and Ma Ferguson influenced reform in Texas.
Compare and contrast the lives of farmers during and after World War I.
Why did people have more leisurely lives after World War I?
Stop & Check for Understanding—High Level Questions






How did Progressive reforms affect Texas?
How did the Mexican Revolution affect life along the Texas-Mexico border?
What caused the U.S. to prepare for war?
In what ways was Texas involved in World War I?
What challenges did rural Texans face?
In what ways did life change in urban Texas?
Small Group Purposeful Talk Question Stems
The Progressive Movement in Texas (p.417-419)
 Challenge students to identify different points of view of interest groups on important Texas issues from the Progressive
Era.
 How might these points of view have differed from those of non-Progressives?
New Challenges in Texas and Mexico (p.419-422)
 Direct pairs of students to create a visual summary of the text. The summary can be in the form of a graphic organizer,
timeline, or other appropriate form. When students have completed their work, compare and contrast the visual
summaries with the text.
 What are the advantages of each? Disadvantages?
 Direct students to identify the leadership qualities of the following elected leaders of Texas’s past: James “Pa” Ferguson,
Miriam “Ma” Ferguson, and Dan Moody.
Texas and World War I (p.422-423)
 Direct students to identify the leadership qualities of these appointed leaders of Texas’ past: Edward House, Thomas Watt
Gregory, and Albert Burleson.
The Texas Home Front (p.423-425)
 Review the content about the Camp Logan Riot with students. Ask students to identify the central issues that caused the
riots and its main social effects.
 Ask students to summarize how Texas women contributed economically and socially to the war effort.
Changing Ways of Life (p.425-426)
 Direct students to analyze the effects of various technological innovations on the development of Texas during this time,
especially advancements in the agricultural industry. Students should present their analysis in the form of a paragraph or
brief essay.
The Urbanization of Texas (p.426-427)
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p.416)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p.416)
Project the Start Up Activity (p.416). Explain that the words modern refers to the present as opposed to the past. So the phrase
modern life in Texas includes today. Have them try to list 10 things that are part of Texans’ everyday lives today that were not part of
everyday life 100 years ago.
Reading and Note Taking Study Guide (p.416)
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.417)
Review the infographic, Progressive Reforms in Texas, on page 417.
 Based on this infographic, which areas of Texas life were most affected by the reforms of the Progressive Era?
Analyze Graphs
Review the graph, Ethnic Population of Texas, 1910, on page 425.
 What drew immigrant to Texas in greater numbers in the early 1900s then in the early 1800s?
Analyze Tables (p.427)
Review the table, Texas’s Major Cities and Industries, 1920, on page 427.
 Based on this table, how did the oil industry influence the Texas population during this era?
Digital Activity: What Changed Life the Most? (p.425)
Project the Digital Activity: What Changed Life the Most? (p.425). Invite students to share their rankings with the rest of the class.
Tally the rankings and reach a class consensus for each item. Review the lesson by courting down the items from the least to the
most life changing. Discuss the changes each item brought to life in Texas.
Digital Lesson Quiz: (p.425)
Assign the Digital Lesson Quiz (p.425). Discuss with the class: In Modern Times Emerge, you read about Texas during the early 20 th
century and the many changes that took place throughout the state during that time. These changes included those brought about
by Progressives as they tried to improve life in Texas. You also learned about the Mexican Revolution and how it changed life for the
worse for Hispanic Texans. World War I also changed life in Texas economically, socially, and politically. Advances in technology
affected life in a state that experienced remarkable urbanization as modern Texas emerged.
 What were the effects of various technological innovations on the development of Texas in the early 1900s?
 What different points of view of interest groups on important Texas issues arose during the Progressive Era?
Lesson Plan
Engage
Explore
Explain
*Have students preview the lesson objectives and the list of key terms (p.416). Use the Editable Presentation
found on the digital course to present the main ideas of the lesson (p.416).
Start Up Activity (p.416)
Project the Start Up Activity (p.416). Explain that the words modern refers to the present as opposed to the past.
So the phrase modern life in Texas includes today. Have them try to list 10 things that are part of Texans’ everyday
lives today that were not part of everyday life 100 years ago.
*Tell students that in this lesson they will be learning about how many of the items on their lists came to be as
modern Texas emerged in the early 1900s.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 The Progressive Movement in Texas (p.417-419)
 New Challenges in Texas and Mexico (p.419-422)
 Texas and World War I (p.422-423)
 The Texas Home Front (p.423-425)
 Changing Ways of Life (p.425-426)
 The Urbanization of Texas (p.426-427)
*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 how many of the items on their lists came to be as
modern Texas emerged in the early 1900s.
The Progressive Movement in Texas (p.417-419)
 During the Progressive Era, there were liberal and conservative groups. The liberal side tried to solve
problems as they came up. It tried to improve the lives of women, minorities, and workers. The
conservative side tried to prevent problems by holding on to a more traditional set of values.
New Challenges in Texas and Mexico (p.419-422)
 By the late 1910s, Texans had new issues to keep them busy. A popular governor was accused of making
Elaborate
Evaluate
unethical decisions. Many Texans were also affected by events outside the state. Its southern neighbor,
Mexico, experiences a revolution that could have caused problems for people in Texas.
Texas and World War I (p.422-423)
 Even as Mexicans dealt with revolution, Europeans faced another conflict that would touch Texans’ lives.
For decades, tensions in Europe had been building. Nations argued over land claims and built alliances. In
August 1914, a terrorist killed the Archduke of Austria-Hungary, and Europeans went to war. TO the
people of the time, it was known as the Great War. Today, we remember it as World War I.
The Texas Home Front (p.423-425)
 Many Texans volunteered to aid the war effort. Volunteers raised funds, obtained supplies, and boosted
morale. The Texas State Council of Defense worked in these efforts.
Changing Ways of Life (p.425-426)
 In the early 1900s, many Texans still lived as they had since the end of the Civil War. Most people lived in
the rural areas of the state, where they farmed and ranched. Still, changes were starting to occur that
would transform Texas. One of the biggest changes was the size of the state’s population.
The Urbanization of Texas (p.426-427)
 While most Texans still lived in rural areas during the early 1900s, cities grew quickly. In 1900, less than
20% of Texans lived in urban areas, or towns and cities. By 1920, that percentage had grown to more than
30%. By 1920, more than 30 Texas cities had populations of more than 10,000. Many workers moved to
growing cities were centers for a particular industry or business.
*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
Conduct A Closer Look for a visual that illustrate the Camp Logan Riot. Use the whiteboard tool to divide it into 4
numbered quadrants. Have students count off 1 to 4. Then have them look closely at the part of the image in their
quadrant. Have them tell you what they see and what they learned as a result of their focus on this part of the
image. Collect their insights for each quadrant.
*Topic of Inquiry
Students will investigate primary and secondary sources to draw conclusions about the political, economic, and
social impacts of the Great Depression and the Dust Bowl in Texas. They will then use what they have learned to
write an essay in response to the investigation question:
 How did geography, weather, and the economic boom and dust cycles affect the people of Texas during
the Great Depression and the Dust Bowl?
Students’ research during this Topic Inquiry will help them better understand the Topic Essential Question:
 How does economics affect everyone?
*Assign the Digital Lesson Quiz for this lesson (p.425). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 Contrast how the point of view of interest groups like the Texas State Federation of Labor (TSFL) would
have differed from the goals of big business.
 Explain how conflict between economic classes led to the Mexican Revolution.
 Contrast how Annie Webb Blanton and Ma Ferguson influenced reform in Texas.
 Compare and contrast the lives of farmers during and after World War I.
 Why did people have more leisurely lives after World War I?