TEACHER:
CLASS: 7th Social Studies
DATE: January 4
M T W TH F
Student Holiday/ Teacher Work Day
TEACHER:
CLASS: 7th Social Studies
DATE: January 5-6
M T W TH F
Topic 5, Lesson 3: Growth and Expansion
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
4C: identify individuals, events, and issues during early Texas statehood, including the
U.S.-Mexican War, the Treaty of Guadalupe-Hidalgo, population growth, and the
Compromise of 1850
5A: explain reasons for the involvement of Texas in the Civil War such as states' rights,
slavery, sectionalism, and tariffs
5B: analyze the political, economic, and social effects of the Civil War and
Reconstruction in Texas
5C: identify significant individuals and events concerning Texas and the Civil War such
as John Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder and
the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch
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
11A: analyze why immigrant groups came to Texas and where they settled
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
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
14B: compare the principles and concepts of the Texas Constitution to the U.S.
Constitution, including the Texas and U.S. Bill of Rights
15A: describe the structure and functions of government at municipal, county, and
U.S. History Textbook Colonization
through Reconstruction
pp. (270-283)
Online Editable presentation (p.270)
Start Up Activity: (p.270)
Reading and Note Taking Study Guide
(p. 270)
Analyze Maps, Tables, Visuals,
Information
(p.276, 277, 280, 282, and 283)
Digital Activity: (p.283)
Digital Lesson Quiz (p.283)
state levels
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
17C: express and defend a point of view on an issue of historical or contemporary
interest in Texas
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.
19B: describe how people from various racial, ethnic, and religious groups attempt to
maintain their cultural heritage while adapting to the larger Texas culture
Process Standards
21E: support a point of view on a social studies issue or event
Objective/Key Understanding:





Describe the challenges faced by Tejanos after the U.S.Mexican War.
Explain the ongoing conflicts between American Indians
and Texans.
Analyze why immigrant group came to Texas.
Describe the experience of enslaved African Americans
in Texas.
Identify how individual empresarios contributed to the
population growth of Texas.
Introduce Vocabulary Activity (p.270)
exiled
Upper South
cattle rustler
Lower South
land grant system
manumission
emigrate
empresarios
Jose Antonio
Navarro
Informal Assessment Questions 1-5 (p. 283)

Stop & Check for Understanding—High Level Questions






How did cotton affect cities in Texas?
Why did Juan Nepomuceno Cortina fight against Anglo Texans?
How did American Indian and Texans view property rights differently?
Why did Texas give free land to settlers?
In the end, what positive outcome did the Peters land grant have?
How did slavery work to push some immigrants to Texas from the Upper South?
Small Group Purposeful Talk Question Stems
Expansion of a Cotton Culture in Texas (p. 271-272)
Mexican Texans (p. 272-274)
 Ask students how the examples of Lorenzo de Zavala and Jose Antonio Navarro show that some individual Tejanos during
early Texas statehood prospered.
American Indians in Texas (p. 274-276)
 How did the American Indian and the Texan view of land ownership differ?
 Ask students if they think the conflicts between American Indians and Texans were a result of economic disagreements or
social disagreements.
Immigrant Groups Come to Texas (p. 276-278)
 What was the biggest draw for immigrants to Texas?
 Point out that for most people, the idea of owning their own land, let alone vast amounts of it, was a distant dream at best.
This made Texas almost irresistible.
 What positive effect did immigration have on the state?
New Empresarios (p. 278-279)
 Challenge students to explain why they think the Texas state government would want to use an empresario system.
Immigrants From Other States (p. 279-281)
African American Immigrants (p. 281-283)
 Tell students that during the nineteenth century, the greatest numbers of African Americans lived along the lower Brazos
and Colorado Rivers.
 Challenge them to explain why this was the case.
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 270)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p. 270)
Project the Start Up Activity (p. 270). Ask students to think about why the population of Texas changes when it became a state.
Have students write one question about the changes in population for each of the question words (who, what, when, where, why,
and how) and share their questions with a partner or on a class blog.
 What do you think effected the population in Texas?
 Invite students to share their questions.
Reading and Note Taking Study Guide (p. 270)
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. 276)
Review the map on page 276.
 How did the size of the reservation lands shown on this map likely compare to the territories that American Indians had
traditionally inhabited?
Analyze Visuals (p. 277)
Review the visual, The Causes of Immigration to Texas in the Mid-1800s, on page 277.
 Make a generalization about why people decided to move to Texas.
Analyze Information (p. 220)
Review the table, The Battle of San Jacinto, on page 220.
 Why does the infographic call the battle “a one-sided victory”?
Analyze Political Cartoons (p. 280)
Review the cartoon on page 280.
 Why is this wealthy man angry that the people he has come to see have gone to Texas?
Analyze Charts (p. 282)
Review the chart, The Population of Texas: Free vs. Enslaved, 1830-1860,on page 282.
 Based on these charts, how did slavery influence population patterns in Texas during the mid-1800s?
Analyze Maps (p. 283)
Review the map, Texas Counties by African American Population, 1860, on page 283.
 What reasons explain the population distribution shown on this map?
Digital Activity: Answering Your Questions (p. 283)
Project the Digital Activity: Answering Your Questions (p. 283). Have students revisit their questions about a changing population in
Texas and answer them in writing.
 Identify the major population issues during early Texas statehood.
Digital Lesson Quiz: (p. 269)
Assign the Digital Lesson Quiz (p. 269). Discuss with the class what they learned about in Growth and Expansion.
 Which single issue do you think had the greatest effect on Texas’s population during early statehood? Explain your answer.
 How do you think the geography of Texas affected immigration and settlement patterns during the nineteenth century?
Lesson Plan
Engage
Explore
*Have students preview the lesson objectives and the list of key terms (p.). Use the Editable Presentation found on
the digital course to present the main ideas of the lesson (p. ).
Start Up Activity (p. 270)
Project the Start Up Activity (p. 270). Ask students to think about why the population of Texas changes when it
became a state. Have students write one question about the changes in population for each of the question words
(who, what, when, where, why, and how) and share their questions with a partner or on a class blog.
 What do you think effected the population in Texas?
 Invite students to share their questions.
*Tell students that in this lesson they will learn about issues during early Texas statehood, including population
growth and its geographic distribution and patterns. They will learn about the unique challenges faced by Tejanos
and enslaved African Americans, the ongoing conflicts between American Indians and Texans, and immigration to
Texas.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 Expansion of a Cotton Culture in Texas (p. 271-272)
 Mexican Texans (p. 272-274)
 American Indians in Texas (p.274-276)
 Immigrant Groups Come to Texas (p. 276-278)
 New Empresarios (278-279)
 Immigrants From Other States (p. 279-281)
 African American Immigrants (p. 281-283)
*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
*Tell students that in this lesson they will learn about issues during early Texas statehood, including population
growth and its geographic distribution and patterns. They will learn about the unique challenges faced by Tejanos
and enslaved African Americans, the ongoing conflicts between American Indians and Texans, and immigration to
Texas.
Expansion of a Cotton Culture in Texas (p. 271-272)
 By 1860 cotton was the most important product produced by Texans. It influenced almost all forms of
economic activity and daily life both in towns and on farms. Texas had become part of a cotton culture, a
way of life that revolved around the planting cultivation, harvesting, marketing, transportation, and
financing of cotton.
Mexican Texans (p. 272-274)
 Though important, cotton was not Texas’s only agricultural product. Cattle production also increased
after 1845. That increase came not only because of the growth of the Anglo and African American
population but also because of an increase in Mexican American population.
American Indians in Texas (p.274-276)
 Violence between Texas settlers and Indians had long been a problem. Both sides has shed much blood.
Settlers blamed the American Indians for the violence. They did not understand-or did not care- that most
Indians wanted to protect their homelands, their hunting grounds, and their way of life.
Immigrant Groups Come to Texas (p. 276-278)
 In 1836, Texans numbered about 50,000. By 1850, that figure had climbed to about 212,000. Immigration
was responsible for much of this growth. People had many reasons for moving to Texas at this time. The
single biggest reason that people came to Texas was to acquire land.
New Empresarios (278-279)
 Texas gave land to individuals and to families. It also gave land to empresarios. An empresario was
contracted by the Texas government to settle the land. These land agents agreed to settle the land. These
land agents agreed to settle a large number of people in a short period of time. In payment for this
service, they received grants od some of the best sections of land. The Mexican government has used
empresarios to settle Texas when it controlled the area. Now Texas was using a new group of empresarios
to attract settler.
Immigrants From Other States (p. 279-281)
 People from many parts of the world immigrated to Texas in small and large groups. Some were farmers
and settled in the countryside. Others were craftspeople and lived in towns.
African American Immigrants (p. 281-283)
 Enslaved African Americans also came to Texas. Unlike other people who moved there, they did not have
the choice of whether to move to Texas. Slaveholders made the choice for them.
*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
Use the Closer Look Strategy to help students analyze the interactive map “Growth of Slavery in Texas.” Project
the map and use a whiteboard tool to divide it into four numbered quadrants. Have students count off one to four.
Then have them look closely at the part of the map 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 insights from each quadrant.
*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:
 How was the expansion of the cotton industry in Texas ties to global factors?
 How did the rights of Mexican Texans worsen after the state won its independence?
 How was land ownership a main source of conflict between American Indians and Texans?
 How did the result of the Fisher-Miller land grant mostly differ from that of the Peters Colony?
 Describe an economic reason for the people of the Upper South to come to Texas.
TEACHER:
CLASS: 7th Social Studies
DATE: January 7-8
M T W TH F
Topic 5, Lesson 4: Immigrants from Europe
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
4C: identify individuals, events, and issues during early Texas statehood, including the
U.S.-Mexican War, the Treaty of Guadalupe-Hidalgo, population growth, and the
Compromise of 1850
5A: explain reasons for the involvement of Texas in the Civil War such as states' rights,
slavery, sectionalism, and tariffs
5B: analyze the political, economic, and social effects of the Civil War and
Reconstruction in Texas
5C: identify significant individuals and events concerning Texas and the Civil War such
as John Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder and
the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch
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
11A: analyze why immigrant groups came to Texas and where they settled
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
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
14B: compare the principles and concepts of the Texas Constitution to the U.S.
Constitution, including the Texas and U.S. Bill of Rights
15A: describe the structure and functions of government at municipal, county, and
state levels
17A: identify different points of view of political parties and interest groups on
important Texas issues, past and present
17C: express and defend a point of view on an issue of historical or contemporary
interest in Texas
U.S. History Textbook Colonization
through Reconstruction
pp. (284-293)
Online Editable presentation (p.284)
Start Up Activity: “Oh, How
Different”(p.284)
Reading and Note Taking Study Guide
(p.284 )
Analyze Maps, Tables, Visuals,
Information
(p. 285, 286, and 289)
Digital Activity: Immigrant Groups in Texas
(p.293)
Digital Lesson Quiz (p.293)
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.
19B: describe how people from various racial, ethnic, and religious groups attempt to
maintain their cultural heritage while adapting to the larger Texas culture
Process Standards
21E: support a point of view on a social studies issue or event
Objective/Key Understanding:




Describe why German immigrants decided to come to
Texas.
Identify the different kinds of German immigrants that
came to Texas.
Analyze where French immigrant groups settled when
they came to Texas.
Describe the impact immigrants from around the world
had on Texas.
Introduce Vocabulary Activity (p.284)
noble
utopia
assimilate
Informal Assessment Questions 1-5 (p. 293)





Why would emigration to Texas in the 1800s have been the right decision for some Germans but not for others?
Why did Henry Francis Fisher and Burchard Miller sell their 3 million-acre land grant to the Adelsverein?
Explain why Texans use the term “German Belt” to describe the area where German immigrants settled.
How were Henri Castro’s actions necessary for the survival of his colony In Texas?
What was a common push factor that caused groups such as the Hungarians and Poles to come to Texas?
Stop & Check for Understanding—High Level Questions



What factors drove many German immigrants to come to Texas?
How did the residents of Castroville, like many other European immigrants in Texas, tried to maintain their cultural heritage?
Why were the Polish settlers of Panna Maria isolated from the broader Texas culture?
Small Group Purposeful Talk Question Stems
German Immigrants (p. 285-289)
 Evaluate the contributions of Johann Friedrich Ernst to the settlement of Texas.
French Immigrants (p. 289-290)
 How was the community in La Reunion similar to that of the German intellectuals in Bettina?
Other Immigrants (p. 291-293)
 Why was it in the interest of the Texas government to increase immigration in the mid-1800s?
 Explain that population growth was a key issue during early Texas statehood.
 Point out that immigration to Texas increased after Texas became a state.
 Why do you think people were more willing to move to Texas after statehood than before?
Online Resources, Analyzing Maps and Charts & Digital Activity
Online Editable Presentation (p. 284)
 Use the Editable Presentation found on the Digital Course to present the main ideas for this lesson
Start Up Activity (p. 284)
Project the Start Up Activity (p. 284). 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 immigration may have affected the families and friends of the immigrants who were left
behind.
 Ask students to suggest what Otto Wuppermann’s father’s response to his son’s letter might have been.
Reading and Note Taking Study Guide (p. 284)
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. 285)
Review the map, Early German Settlements in Texas, on page 285.
 Why were most German settlements likely in the same region of Texas?
Analyze Graphs (p. 286)
Review the graph, Growth of New Braunfels, 1845-1860, on page 286.
 Based on the graph, how successful were early German settlers in Texas?
Analyze Data (p.289)
Review the infographic, European Settlers in the Mid-1800s, on page 289.
 Why are the Polish and Wendish immigrant percentages not present in the graph on the left?
Digital Activity: Immigrant Groups in Texas (p. 293)
Project the Digital Activity: Immigrant Groups in Texas (p. 293). Have students read the activity instructions and use the Think-PairShare Strategy to complete and discuss the graphic organizer with a partner.
 How might Texas be different if all these immigrant groups did not settle there?
Digital Lesson Quiz: (p. 293)
Assign the Digital Lesson Quiz (p. 293). Discuss with the class: In Immigrants from Europe, you learned about the immigration of
people from all over Europa to Texas. The promise of vast amounts of land for farming and a new start ijn life drew people to the
new state. The German immigrants settled in the German Belt, which helped them maintain their own cultural heritage in the new
land. French immigrants also settled together in colonies.
 Based on the information you learned about immigrants who became influential individuals during early Texas
statehood, whom do you admire the most? Why?
 Was the immigration Texas experienced in the 1800s beneficial to the state? Why or why not?
Lesson Plan
*Have students preview the lesson objectives and the list of key terms (p.). Use the Editable Presentation found on
the digital course to present the main ideas of the lesson (p. ).
Engage
Explore
Explain
Elaborate
Start Up Activity (p. 284)
Project the Start Up Activity (p. 284). 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 immigration may have affected the families and friends of the
immigrants who were left behind.
 Ask students to suggest what Otto Wuppermann’s father’s response to his son’s letter might have been.
*Tell students that in this lesson they will be learning about the causes and effects of large numbers of Germans
and many other people from distant places settling in Texas in the 1800s.
*Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with
the class.
 German Immigrants (p. 285-289)
 French Immigrants (p. 289-290)
 Other Immigrants (p. 291-293)
*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 causes and effects of large numbers of Germans
and many other people from distant places settling in Texas in the 1800s.
German Immigrants (p. 285-289)
 Like all immigrants, Germans moved in search of a better life. They were pulled to Texas by the promise
of cheap land and good farming. But they were also pushed out of Germany. In Germany, population
growth had led to overpopulation in rural areas. There was not enough land for everyone who wanted to
farm to have one. Also, Germany was beginning to industrialize, and many Germans who wanted to be
farmers had to work in factories instead. These factors “pushed” many Germans out of their homeland, as
Texas “pulled them with a chance to maintain their agricultural lifestyle.
French Immigrants (p. 289-290)
 In addition to German, other Europeans left their homes to move to Texas. Some, like the Germans,
formed their own communities. Others moved to existing cities and assimilated. Europeans who
assimilated began to speak English instead of their native languages. Others attempted to maintain their
cultural heritage while adapting to Texas culture.
Other Immigrants (p. 291-293)
 There was a great deal of immigration to Texas from 1836 until the start if the Civil War in 1860. This
increase in immigration resulted in rapid population growth. About 50,000 people lived in Texas when it
became an independent republic in 1836. In 1850, it reached about 210,000 and by 1860, more than
600,000 people lived in Texas. That is close to five times as many people than there were just 15 years
earlier.
*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
Direct students to have a Conversation With History. Tell them to suppose they are talking to a person who is
Evaluate
thinking about immigrating to Texas. Tell students to assume the role of a citizen of Texas to help the person
decide whether to immigrate. Direst each student to write down a question he or she would like to ask then how
the immigrant would respond, and then what the students would say in response.
*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. 293). Teachers can also opt to have students demonstrate
mastery by responding to the following questions on paper:
 Why would emigration to Texas in the 1800s have been the right decision for some Germans but not for
others?
 Why did Henry Francis Fisher and Burchard Miller sell their 3 million-acre land grant to the Adelsverein?
 Explain why Texans use the term “German Belt” to describe the area where German immigrants settled.
 How were Henri Castro’s actions necessary for the survival of his colony In Texas?
 What was a common push factor that caused groups such as the Hungarians and Poles to come to Texas?