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Key to Texas

Student Activities

  1. Texas Overview
  2. Prehistory to 1518
  3. The Spanish Era: 1519 - 1836
  4. The Republic of Texas: 1836 - 1845
  5. The Early Statehood Era: 1845-1860
  6. The Civil War and Reconstruction: 1861-1875
  7. The Era of the Redeemers: 1876-1900
  8. Early 20th Century: 1900 to 1929
  9. Mid 20th Century: 1930 - 1960
  10. Change in Texas: 1961 - 1999
  11. Texas Education and Culture
  12. Texas and the New Millennium
  13. Other General Activities

Texas Overview

1. Create a land form map of Texas. Color each region a different color. State one unique characteristic about each area. In which area do you live? Click here for an outline map of Texas. (7.8:A)

2. Create a map of Texas showing the major rivers in the state. Then identify the large cities that are along each river. How have the major rivers in the state affected the development of cities in Texas? What questions can you ask about the benefits or problems with rivers in Texas? of  Click here for an outline map of Texas. (7.8:A, 7.8:B)

3. Organize and interpret the information from the Texas Demographics Center report that compares the population statistics for Texas for 2010 with projected estimates in 2050. Create a database that shows absolute numbers as well as percentages to compare ethnic and age distribution categories. What generalizations can you make about the changing population distribution in Texas? (7.8:A;7.11:D;7.21:B,C,H)

4. Research the history of the town where you live. When was it formed? How was its government structured? Compare your town's current demographics and economy now with those of its early history. (7.9:B;7.15:A;7.12:C)

5. Make a chart that shows the three branches of government in Texas. List the components of each branch and their responsibilities. (7.14:A)

6. Identify the characteristics of government at the state, county and municipal level as described in the Texas Constitution. (7.15:A)

7. Summarize the rights guaranteed in the Texas Bill of Rights. (7.16:A)

8. Identify influences on the Texas Constitution of the United States Constitution in the following ways:
        A. How are governmental responsibilities shared and limited by the two constitutions?
        B. How are the legislative, executive and judicial branches of government defined by the two constitutions?
        C. What are the similarities in the Bill of Rights of the two constitutions? (7.14:B;7.21:A,B;7.22:A-D)

9. Take the Texas Trivia Quiz.

Prehistory to 1518

1. See if you can find a fossil in your yard or in a nearby streambed. Bring it to class to make a display with your classmates. (7.21:A;7.22:D)

2. Describe the lifestyles of the Caddo Mound Builders in eastern Texas and the plains village Indians who lived in western Texas prior to European exploration.  (7.2:A;7.22:A)

3. Complete the lesson on Texas Indians: Southeastern, Gulf, and Plains Cultures.(7.2:A;7.22:A)

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The Spanish Era: 1519 - 1836

1. Imagine you are an explorer in Texas during the 1500's. Make a map of the territory you explored, tracing the route of your exploration. Write a report to the U.S. government about what you found about the land, geography, climate and people you encountered during your explorations. Click here for an outline map of Texas. (7.21:C;7.22:A-D)

2. Complete the lesson on the Explorers of Texas. (7.1:B,C;7.2:A,B)

3. Complete the student worksheet on the journey of Cabeza De Vaca. (7.1:B,C;7.2:A,B)

4. Complete the lessson on life in the San Antonio Missions in the 1700s. Who were the people who were part of the mission community? How did they make a living? What was a typical day like? (7.21:A,B)

5. Imagine that you are an Anglo settler living in Texas in 1833. You have been selected to go to Mexico City and present to the government your complaints. Write a position paper stating reasons that the Anglo settlers in Texas oppose the current government and its laws. (7.21:B,D;7.23:B) 

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The Republic of Texas: 1836 - 1845

1. Complete the lesson Causes of the Texas Revolution. (7.3:A-B)

2. What were the reasons that Texas declared its independence from Mexico in 1836? Compare the reasons expressed in the Texas Declaration of Independence with the American Declaration of Independence. (7.3:B;7.21:D,E)

3. Compare the Republic of Texas Constitution of 1836 with the United States Constitution in the following ways. How did the US Constitution influence the Republic of Texas Constitution. Are there any major differences in the provisions of the two constitution? (7.21:A,B;7.22:A-D)

4. What problems existed for the government of the Republic of Texas? Analyze how these problems led to an increased desire for the Republic of Texas to become a part of the United States.  (7.22:A-D;7:23:B)

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The Early Statehood Era: 1845-1860

1. Contrast the proposed annexation of Texas resolutions passed by the U.S. Congress and the Texas Congress. What conditions are set by the U.S. Congress resolution for Texas' annexation? Does the Texas resolution accept all of the conditions set by the U.S. resolution? What other conditions does the Ordinance of the Convention of Texas in July, 1844 set for acceptance of the U.S. proposal for annexation? (7.21:A,B,G;7.22:A-D)

2. From 1845 - 1865, the population in Texas increased from about 100,000 to 600,000. From where did most of these immigrants come? How did these immigrants influence developments in Texas during this period? What conflicts arose due to the increase in Texas' population during this time? What types of questions would immigrants ask when making a decision about where to settle in Texas? (7.8:B; 7.13:B)

3. Imagine that you are a European immigrant to Texas during this period. Write a letter to your relatives back home and tell them what life is like in Texas. Tell them where you have settled in Texas. How does the geography and weather compare to your homeland? What type of living conditions and job prospects are there for you? (7.11:A)

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The Civil War and Reconstruction: 1861-1875

1. Complete the project about Causes of the Civil War from EdSITEment. Through the investigation of primary source documents, students gain an appreciation of some of the major social, cultural and economic issues leading to the Civil War.
(7.5:A)

2. Complete the lesson Anotated Map of the Civil War to examine Texas' role in that war.

3. Read the Section on Abolitionism from the PBS site: Africans in America. Then complete the Exploring Primary Resources Section from the Lesson Focus in the Teacher's Guide.  (7.21:D-G,7.22:A-D)

4. Read the article on Reconstruction in Texas. Describe the obstacles faced by freed slaves during Reconstruction. (7.21:C-G;7.23:A)

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The Era of the Redeemers: 1876-1900

1. What was it like to participate on a cattle drive along the Chisholm Trail? What hazards were encountered on the drive? Create a diary describing a "long drive" in which you are a participant. (Watch the video Life On the Chisholm Trail for ideas.) (7.6:A;7.22:A-D)

2. Read about Boss Rule in Texas. Describe the role of bosses in the late nineteenth and early twentieth century in Texas and how they affected the lives of ordinary Texans.(7.17:A;7.18:A;7.21:C-G)

3. Create a map of railroad routes in Texas during this period.  Identify the major cities that were hubs where railroads met. What effect did the routes of the railroads in Texas have on development of towns and cities in the state? What types of questions would the railroads ask when making a decision about where to build their rail lines in Texas? Refer to this Railroad Map of Texas for 1897. Click here for an outline map of Texas. (7.8:A)

Early 20th Century: 1900 to 1929

1. Make an economic family tree of your ancestors. Identify what jobs your ancestors held. Does your family's employment reflect economic changes in the history of Texas? (7.21:C;7.22;C,D)

2. Complete the lesson Immigration to the United States which examines immigration in the early 20th century.(7.21:C;7.22;C,D)

3. Complete the Teaching With Documents Lesson Plan: Woman Suffrage and the 19th Amendment from the National Archives.(7.7:c;7.21:A-G;7.23:A,B)

4. Read about Agriculture Changes in the 1920s. Analyze that factors that contributed to the agricultural surpluses of the 1920s.  (7.17:A;7.18:A;7.21:C-G;7.23:A,B))

The Mid 20th Century: 1930 - 1960

1. Complete the activities on the Dust Bowl Days from the EdSITEment web site. In these activities, students will study primary documents such as photographs, songs and interviews with people who lived through the Dust Bowl to better understand the problems Americans faced during the Great Depression(7.8:A;7.21:C)

2. Research what projects and programs were funded by the New Deal in your part of the state. Find out what impact the New Deal projects had on your region. (7.21:A;7.22:A-D)

3. Find out if any of your ancestors participated in World War II. If so, find out in what military branch they served, what their rank was and in what capacity they were involved in the war. (7.22:A-D)

4. Complete the project On the Home Front from EdSitement. This project is on the actions taken on the home front to help with the war effort during World War II. Did any of your female ancestors work in factories during the war? (7.22:A-D)

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Change in Texas: 1961 - 1999

1. Read about the career of Lyndon Baines Johnson. Analyze the impact Lyndon Johnson had on Texas and National politics through his life. (7.18:A;7.21:B,D-G;7.22:A-D)

2. At the beginning of the 20th Century, the majority of the population in Texas was rural. In 1920, there were only five cities with populations larger than 50,000; Dallas, El Paso, Fort Worth, Houston, and San Antonio. In 1999, almost 85 percent of Texas' population was living in metropolitan areas. Read the article on Urbanization from the Handbook of Texas. Then summarize the effects of the change in population in Texas from rural to urban during the 20th Century. What questions would you pose about the actins needed to overcome the negative impact of certain aspects of urbanization? (7.8:B;7.11:C)

3. Define the terms of "boom and bust" as they relate to economic cycles of industries. Create graphs showing the "boom and bust" cycles of the following Texas industries during the 20th century: farming, oil and gas, cotton, cattle ranching, real estate and banking. Graphs can be creating as histograms, bar graphs or line graphs. Students can refer to the sections on Developments after World War I, the Great Depression, Changes after World War II and Late 20th Century Population and Economic Shifts.(7.7:A;7.8.A)

4. Scientific discoveries or technological inventions play a major role in the how natural resources are utilized. Evaluate the effect of each discovery or innovation below on the natural resource associated with each.

  1. Barbed wire, mechanical farm equipment & the land
  2. Windmills, irrigation & water
  3. Electricity, automobiles, gas-driven machinery  & fossil fuels (7.20:D)

5. Scientific discoveries or technological inventions have also played a major role in the development of Texas. Analyze the effect of each discovery or innovation below on the developments associated with each.

  1. Barbed Wire, windmills, irrigation and the use of mechanical farm equipment on farming and ranching.
  2. Electricity and gas-driven machinery on industrialization
  3. The oil and gas industry on economic development and career opportunities
  4. The railroad and aerospace industry on transportation and economic developments (7.20:C)

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Texas Education and Culture

1. Complete the project Listening to History from EdSitement. This project is on conducting an oral interview with a family member. (7.19:A,B)

2. Conduct an interview with someone from your community of a different ethnic background than your own. How do their experiences differ from your own family's experiences? (7.19:A,B)

3. Identify when each student's first ancestors came to Texas and create a map showing in what part of the state they originally settled. How many students are first generation Texans (i.e. they moved to Texas after they were born?) Click here for an outline map of Texas. (7.8:A, 7.19:A,B)

4. During the late part of the 1900s, Hispanic immigration Texas increased tremendously. By 2000, Hispanics represented 32 percent of the population. It is projected that by 2020, Hispanics will be the majority population in Texas. How has this increase in the Hispanic population influenced education, politics, economics and culture in Texas? What conclusions can you draw about future developments in Texas given the projected increase in the Hispanic population? (7.11:B;7.21:B) 

5. Complete the lesson Immigration to Texas: Then and Now. Immigration to Texas: Then and Now requires students to demonstrate an understanding of immigrant groups, demographics, and settlement patterns. (7.11:B;7.21:B) 

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Texas and the New Millennium

1. Participate in the activity Is the Electoral College Out of Date. In this activity, students will gain an understanding of the electoral college system, interpret and analyze the need for an electoral college in today's political society and make proposals on changes to the electoral college system. (7.21:B-H;7.22:A-D;7.23:A,B)

2. Complete the lesson Analyzing Political Parties. Analyzing Political Parties requires students to analyze several issues related to the poitical campaigns of political candidates. (7.21:B-H;7.22:A-D;7.23:A,B)

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Other General Activities

1. In our study of history, we use primary and secondary sources to acquire information. Click on the link to find the difference between primary and secondary sources. Then create a list of sources and categorize each item as a primary or secondary source. For example, how would you categorize an original photograph of an event and a newspaper article about an event? Finally, complete the activity from the Library of Congress on Analyzing Primary Sources . (7.21:A)

2. Complete the lesson America Dreams - through the Decades from the Library of Congress web site. In this lesson, students will research the American Memory collection to uncover the dreams of Americans through the decades.

3. Divide the class into groups. Have each group take one of the major eras in Texas history and create a presentation for the class categorizing the major social, cultural, political and economic characteristics in Texas during each era. (7.1:A)

4. Divide the class into groups. Have each group create a timeline that identifies the significant people and events for one of the major eras of Texas history. Post each group's timeline along a classroom or hallway wall to create a complete timeline of Texas history. Go to the Timelines page for a list of timelines on Texas history. (7.1:B;7.21.C.6)

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