Annotated Teacher's Edition05-06_pdf_files\annotated_teach… · * UNIT 1 * The four chapters in...

$Page 1: Annotated Teacher's Edition05-06_pdf_files\annotated_teach… · * UNIT 1 * The four chapters in this initial unit are designed to introduce the disciplines of history and geography$
* Annotated Teacher's Edition *

TEXAS - Lone Star Land is designed as a primary resource tool for the seventh-grade course in Texas history and geography, which is a required part of the American studies program in the secondary schools of Texas. The historical content places major emphasis on the period prior to 1900, stressing how peoples of various backgrounds and traditions came together in a new country to build a republic and later a state. Information about modern-day Texas history highlights the contemporary era of their state, as well. The geographical content places major emphasis on the environment and the ways it has affected life in Texas within the framework of history.

The text is part of a complete learning system by W.S. Benson and Co. designed to facilitate seventh- graders' increased appreciation of both the diversity and the unifying themes of the history of the Lone Star State and to encourage their recognition of the importance of the interrelationships between Texans and their environment. Texas - Lone Star Land is most effectively used in conjunction with the multiplic- ity of supplemental material offered by Benson, especially those designed to provide structured skills development for educationally disadvantaged students or to appeal to cultural and ethnic minorities. However, the text is the core of this system, and the imaginative teacher will be able to discover numerous ways to use it effectively either in addition to or inde- pendently of the other elements of this educational system. No efforts have been spared in designing a book that offers easier readability and visual appeal without sacrificing either factual accuracy or scholarly attitude. Each chapter includes marginal notations. pictures, illustrations, and maps andlor charts selected both for visual appeal for students and for optimum relationships to the learning process.

After the first unit, which introduces basic ideas and concepts, an integrated presentation weaves geographic descriptions and concepts into the historical narrative. Specific aspects of geography are normally introduced at that point in the historical narrative where their characteristics begin to have the greatest impact on society. For example, surface geography and climate are emphasized in the discussion of Native cultures and early settlement, while the discussion of minerals is left to the sections on the late nineteenth and twentieth centuries, when mineral resources helped to remake the nature of Texas society. This method of presentation is designed to make it easier for the student to grasp geographic concepts. At the same time, this approach seeks to avoid separating knowledge into what may appear to the student to be unrelated divisions or disciplines. It emphasizes the fact that the various social sciences and humani- ties are just different ways of focusing on humankind's experience.

In an attempt to provide varied approaches to teaching and learning, the book includes not only the traditional narrative text but also source materials. These take the forms of documentary sections of daily life at various stages in Texas history and a wide variety of maps and illustrations. All of these, as well as the thought questions and suggestions for further study at the end of each chapter, provide the creative teacher with materials and guidelines for the enrichment of the classroom experience provided by the basic program. While the authors believe that this text will fill the students' needs, they know from their own experience that the best of books are only a part of a meaningful classroom experience. Teachers and students work together to provide the core of learning and understanding.

An examination of the Table of Contents reveals the basic organization of the book and the plan of instruction suggested by the divisions. The arrange- ment is by no means rigid. The teacher should plan to spend no more than six class days in the teaching and testing of each chapter, thus leaving sufficient time for unit reviews, major examinations, field trips, and supplemental activities.

Words or phrases that may prove difficult for less advanced students are defined in the margins of the text, and it is suggested that the teacher discuss these definitions with the class before making reading assignments. A vocabulary pre-test may prove especially helpful in assisting students in avoiding frustration while reading new material. Although the material in this text is on seventh-grade reading level, new vocabulary is sometimes essential to the presentation of certain concepts and events, and the teacher will need to be aware of the needs of those students reading far enough below grade level to be diagnosed as educationally disadvantaged. These young people need to be guided in the use of supplemental materials and alerted to the value of the marginal material so that they are able to discover for themselves important facts and grasp essential concepts. The teacher may find a question-answer format reading guide especially useful in working with these students.

The book is illustrated with numerous pictures and maps. These are designed to arouse interest and curiosity and to lend authenticity - a very important objective. Where photographs or contemporaneous illustrations were available, the authors have turned to works of art. The illustrations in the text, therefore, should be viewed as sources of additional information and discussion.

Another feature of the book demands some discussion - the documentary, or primary source, sections. Although the maximum return from the Texans Write sections that present original documents will come from discussions guided by the teacher, the more advanced students will be able to gain some insights alone. The documents were carefully selected with an eye to using those selections that the student can read and understand with a minimum of direction and help. Each document is preceded by a brief introduction.

The roles of cultural or societal minorities such as women, ethnic groups, economically-disadvantaged, organized labor, and children have too long been ignored in the writing of Texas history. To provide bal-

ance among the pluralistic elements of Texas history, the authors have drawn upon specialized studies of these groups for inclusion throughout the text.

Few, if any, other states have as colorful, complex, and dynamic history as does the Lone Star State. The potential for students to see the many facets of humankind's experience is enormous. The need for this grows each day. Most students who use this book will, for example, be casting ballots in five years. Many will never have another opportunity to study the history of Texas. Therefore, a study of political history is no luxury; it is a necessity.

State and local history can be among the most meaningful approaches to an understanding of the past. In these areas, the role of the individual and the community can be brought into a focus seldom possible in national or world history. Therefore, the study of Texas's past will open new doors of understanding for the student.

For students to develop interest in and appreciation for history, they must find meaning in it for their own lives. It must have relevance. Seventh graders know the world is not inhabited by people who are all good or all bad. They know it is not always a happy and just world. If the young Texans who read this book gain a notion that the Texas of today was built by real women and men who faced the problems of the past with both the strengths and weaknesses they see in the people around them today, the authors will be gratified. If we have helped you, the teacher, in your critical and difficult job of opening the eyes of young Texans to their important heritage, we will be doubly gratified.

* UNIT 1 * The four chapters in this initial unit are designed to

introduce the disciplines of history and geography and to explore several basic concepts about human experience. This unit sets the stage for the rest of the book.

Chapter Two introduces students to geography as being a study about all life on earth, the effect of this life on earth, and locations of places. Students continue their understanding of how maps help us find places, tell us about features of the earth, and show direction and distance. They become familiar with three main kinds of maps: physical, political, and cultural. A study of geology helps students comprehend geographic concepts. They read about the geology of ancient Texas, as well asTexas today. Finally, students become familiar with ways in which time and weather bring changes, which are recorded by geog- raphers and geologists.

Chapters Two and Three present considerable opportunity for you to Observe and measure students' previously learned geographic skills and concepts. In addition, many new geographic terms and skills are introduced to guide students through the geographic history of Texas. You may wish to check students' comprehension at this point and to observe any difficulties that they may have in reading and following directions and in organizing and presenting materials. At this time, you might ask students to begin keeping a portfolio of the papers and projects they accrue during the course.

Chapter Four introduces students to the Native Texans. A discussion of prehistoric through agrarian Native Texans offers students an overview of their history. Complete descriptions of Texas tribes and their locations establishes a geographic and historic foundation for readers.

CHAPTER 1

CHAPTER OBJECTIVES: *describe what history is. * know the uses that people make of history. * understand how people use the past to make

decisions. * understand how a historian writes history.

* know where facts come from * know what history tells us.

ESSENTIAL ELEMENTS A. 1 -A, B, C, D

2-B,C,D,E,F,G,H,I,J,K,L 4-A,B,C,D,E,F,G,H,I,J,K,L,M

PURPOSE This chapter is designed to help students understand the meaning of history as being a record of the past that helps us make decisions. Students learn about why and how historians sort through fact and opinion to determine a written record of historical fact. Finally, they gain an appreciation for what history teaches us: that people are often the same; that history is a story of change and progress; and that history does not replicate itself.

MOTIVATOR 1. Discussing Primary Sources Begin the chapter

with a class discussion about primary sources of historical information. Ask students to describe the origins of their family documents (family Bibles, diaries, journals, pictures, scrapbooks, wills, birth certificates, land tiles, court records, etc.). Then ask them to name types of their own documentation (diaries, journals, artworks, etc.) that they might be developing to leave for posterity.

2. Discussing Secondary Sources Show students examples of secondary sources such as history textbooks and library books based on historical fact. Point out the differences between primary and secondary sources.

3. Preparing to Read Although a general plan or approach is implied in the organization and material of the chapter, you may wish to guide students in pointing out other important terms to look for such as cause and effect, facts, oral history, footnote, and bibliography.

TEACHING STRATEGIES 1. Separating Fact from Fiction Ask students to

imagine that they are a part of a literary team that determines historical fact from fiction. The team investigates the following documents: (a). an 1831 diary entry by Stephen F. Austin, (b). an 1850 Texas marriage certificate, (c). a book about Texas fables, myths, legends, and folktales, and (d). a

letter from William B. Travis. Guide students to discover that a, b, and dare factual documents, while cis a fictional document.

2. Knowing the Present Discuss the section Knowing the Present on page 13. Ask students to speculate about why and when decisions were made concerning street plans and locations of schools in their community.

3. Using Historical Perspective Point out sections of the text on page 17, Recreating the Past and Thinking About the Past. Help students develop an understanding of historical perspective by asking them to use their imaginations in moving from the present into the past. Ask a student to read aloud the letter from William 8. Travis on page 16. Then ask each student to write a contemporary newspaper article that describes Travis's dilemma in 1836.

4. Understanding Time Sequence Show students photographs of Texas history depicting people, places, and events. Ask students to arrange the photographs sequentially in the approximate order of their origins.

5. Expressing an Opinion Encourage students to express their opinions about whether or not it is possible for historians to write a completely objective and accurate account of history.

MULTICULTURAL ACTIVITIES 1. Recalling Oral Tradition Discuss the section An

Oral Tradition on page 9. Ask students to relate a story from their family or another part of their culture, such as a folktale or an account of a historical event that has been conveyed orally perhaps from generation to generation.

2. Researching Ask students to conduct library research about the cowboy culture in Texas from its origins to its present-day status. They may wish to write about round ups, rodeos, barbecues, and other cultural events that are identified with the cowboy culture. Encourage students to investigate the lifestyles of the women and children in the cowboy culture and to include members of all ethnic origins in their findings.

3. Discovering Cultural Styles Discuss the varieties of architectural styles in students' communities. Ask them to investigate the cultural history of a specific community landmark, such as a church. Students may wish to discover why and when it was built, who designed the structure, which archi-

tectural style was applied, and origins of the selected architectural style. If students work in small groups to investigate several landmarks, they can compare their findings.

4. Cooperative Learning Ask students to work in pairs or small groups to interview volunteers who have contributed to the preservation of the community. Suggested interviews: volunteers who staff the polls during political elections, neighborhood organization volunteers, volunteer staff at hospitals and nursing homes, and Girl Scout and Boy Scout leaders.

EXTENSION ACTIVITIES 1. Considering Artifacts Have each student bring

several ordinary (not valuable) items to class. Items might include combs, keys, batteries, games, toys, or articles of clothing. Working in pairs, students can imagine that they are archaeologists from the future who have discovered evidence (items brought to class) about life in Texas as it was experienced in the 1990s. Ask students to project their character into the future to describe their speculations based on the evidence.

2. Career Considerations Ask students to work in small groups to conduct interviews with local librari- ans and historians. Students may wish to find out why these people value the preservation of historical documentation, how they disseminate historical information, and what inspired them to pursue their chosen careers.

3. Exploring Photography Discuss Meet the Texans on page 18. Ask students to imagine the adventures of photographer Erwin E. Smith as he photographed images of Texas for magazines. Then ask students to create their own photomon- tage from magazine pictures of Texas events, people, by cutting out pictures, then arranging and gluing them onto posterboard. Students may wish to title their photomontages and to fill in background spaces with colored markers.

4. Keeping a Journal Ask students to keep a journal in which they write daily entries about topics such as: imaginary conversations with historical Texans; personal experiences in which they learned something about their own or Texas history; interesting observances, accounts of events, other people, thoughts, and ideas; and thoughts about a Texas history book they just read.

ANSWERS TO TEXCHECKS Texcheck - Page 13 1. Myths and legends are recalled from the past and

passed down by word of mouth. 2. History is based on all facts that can be proved to

be true, while myths and legends often contain opinions, and they often change and are added to over time.

3. History helps people understand the reason why something happened and the result, so histoly helps people understand the past and the present and can guide us as we think about the future.

4. We will be prepared to meet a similar situation in the present, and we can better solve the problems of today.

5. People can study records to give them information about what happened in the past, helping them make decisions today.

Texcheck - Page 15 1. A historian searches for clues and facts to find

what really happened in the past. 2. Historians use primary sources and secondary

sources of information. 3. A primary source of information is one that is

firsthand. 4. A secondaly source is one that is secondhand. 5. A historian judges which source is correct by

seeing if the source is sworn testimony. a book written from memory fifty years later, or another source that may prove to be factual.

Texcheck - Page 19 1. A footnote is a note or reference at the bottom of

the page that tells where the historian found the information.

2. A bibliography is a list of all the sources used by the historian.

3. A historian recreates the past by describing what the event was like, thinking like the people who were there. The historian calls on the imagination and tries to see the event through the eyes of people on the scene.

4. History teaches us that people from the past and people of today have always been pretty much the same.

5. History may be the story of things getting better, or it may be the story of things that have not, such as people making war.

UNDERSTANDING CHAPTER 1

A. Reviewing Historical Terms 1.f 2. i 3. a 4. g 5.1 6. c 7. h 8. d 9. e 10. h

B. Reviewing History 1. Myths and legends are an irnportant part of a

people's oral tradition because they tell us much about what people thought was irnportant and interesting in their day. and they tell us about their culture.

2. History is usually based on written records because anyone who writes history must be able to show that the information used is true. This way readers may go to the written record to check the facts.

3. Cause is the reason why something happened, and effect is the result or what actually happened. Exploring cause and effect is what history is all about and helps us understand the past, and con- sequently the present. It can also guide us into the future.

4. In a court case, the judge and jury must decide what events led to the case. Studying records helps them decide who is right when they listen to witnesses.

5. Three examples of primary sources are: wills, court records and memoirs. There are many others.

6. A historian uses known facts to recreate the past describing an event like someone who was actually there might describe it.

C. Exploring History Five things a bibliography tells you about a book are: title of the book, author of the book, date of the book's printing, edition or volume of the book, and the page(s) information on the particular topic is found on. (And where the book was published and the name of the publisher.)

D. Exploring Myths and Legends Answers will vary among students.

E. Talking History 1. History is made up of stories of what happened to

people in the past and collections of events from the past. It is based on facts, and therefore is usually taken from written records. Both primary and secondary sources are important to the historian because the two together give the historian a more complete picture of the past, and the historian may have to decide whether one source is more accu-

rate than another. Both firsthand accounts and written accounts help the historian do this. Stories passed down by word of mouth from one generation to another make up the myths and legends that are an important part of a people's culture or oral tradition. They tell us much about what people thought was important and interesting.

2. Our knowledge of the past helps us in many ways to make decisions about our present and our future. It also helps us understand why something happened and the result of what happened, and it helps us to know people who are different from those around us. The rest of the answers will vary.

3. This discussion could involve many different thoughts.

F. Researching History Answers will vary.

CHAPTER 2

CHAPTER OBJECTIVES: * understand why we study geography. * describe the use of reference points in studying the

earth. * explain the use of symbols on maps. * identify the different kinds of maps. * understand modern Texas geography by studying

ancient Texas. * describe the effects of time and weather on Texas

geography.

ESSENTIAL ELEMENTS A.4-A,B,C, D B.4-A,B,C, D, E, F

PURPOSE This chapter introduces students to reasons why we study geography and ways in which we can gain a better understanding of Texas by studying the geography of it. A discussion of physical, political, and cultural maps helps students graphically comprehend the geography of the state. The relationship of geology to geography is also discussed to help students gain an appreciation of ancient Texas, as well as Texas today. Throughout both chapters two and three, students become aware of five themes of geography:

location, place, relationships within places, movement, and region.

BASIC MAP AND GLOBE SKILLS The many skills for reading and interpreting maps

accurately are not innate. Instead, they must be developed over a period of time, beginning with the early grades. Skill in the use of maps and globes develops gradually and should be planned, implemented, and reviewed many times throughout the grades. Educationally disadvantaged students will require extra time studying these skills, for many of these students may not have learned the skills when they first were presented. Remedial reading students will face greater than average problems in developing map skills, and extra time should be given to those students.

Special skills are needed if maps and globes are to serve as sources of information, as tools for developing spatial concepts, as records of experiences, and as materials for drawing inferences. The degree to which a reader can interpret a map depends on abili- ties to do all of the following: 1. Read directions. 2. Read and use latitude and longitude for locational

purposes. 3. Measure distance by use of scale. 4. Recognize and express relative locations. 5. Recognize, interpret, and translate map symbols

into reality. 6. Orient the map. 7. Understand merits and demerits of different map

projections. 8. Use and understand common geographical terms. 9. Correlate patterns that appear on maps and draw

inferences concerning the association of people and things in particular areas.

10. Understand and use correctly different types of maps.

11. Interpret and apply map legends. 12. Observe thoughtfully. 13. Understand descriptive facts about the landscape

from regional maps and world distribution maps. 14. Relate maps of different scales.

MOTIVATOR Using the Texas Highway Map In small groups, students may begin the study of Texas geography by using Texas highway maps to discover answers to the following map problems:

1. Name the Texas cities with populations of 100,000 and above.

2. List ten cities with populations between 50,000 and 100,000.

3. Name three types of Federal real estate shown on the Texas highway map.

4. What is the difference in elevation of Amarillo and Houston?

5. What is the second highest point in Texas? 6. Name eight states that border Texas. 7. What Texas city is located at 35 degrees N.

Latitude, 102 degrees W. Longitude? 8. Which of the following would I most likely need if I

were located at 23 degrees N. Latitude, 95 degrees W. Longitude: ship, sporls car, horse, canoe?

9. In what direction does the Sabine River flow? 10. Name four rivers that Texas shares with other

states. 11. In which of the following areas do most of the

people of Texas live: east, west, south, northwest? 12. What counties border Garza County? 13. Through which of the following counties does the

Caprock run: Throckmorton, Burnet, Briscoe, Taylor?

14. What symbol indicates each of the following? Airport State Highway Travel Information Bureau Canal City of 5,000 to 25,000 . Lake Federal Highway Roadside Park

15. Estimate the shortest distance between the following cities:

Brownwood and Wac0 Dallas and Fort Worlh Houston and Beaumont

.Austin and Bastrop 16. Which highway connecting Houston and Austin is

shorter: Highway 290 or Highways 71 and 1-10? How much shorter?

TEACHING STRATEGIES 1. Orienting the Map and Noting Directions Help

students rediscover a sense of direction for map interpretation by conducting any of the following review activities:

Conduct simple experiments with a compass. Construct neighborhood and community maps. Study road maps of Texas. Discuss directions of trips taken. Introduce students to the term paral- lelsof easffwest lines and meridians for

northlsouth lines. Spin a coin to illustrate concepts of axis, North Pole and South Pole.

Or ient maps correctly to the north and place maps on wall of room correctly oriented. Understand the meaning of north and south; use this terminology instead of up anddown. Practice finding and identifying direction through the use of a shadow stick, weather obse~ation, wind direction, the sun, and so forth. Understand the use of northeast, northwest, southeast, and southwest. Understand the north arrow on a map. Recognize and understand the use of a compass for direction. Identify direction on a map or globe using cardinal and intermediate directions. Orient desk outline and atlas maps.

Practice and Discover Help students practice and discover these map skills by conducting the following new activities:

Review cardinal and intermediate directions. Review and practice orienting both wall maps and highway maps of Texas by placing them on the floor. Review directions of grid lines on the globe. Use latitude and longitude concepts. Practice the use of the compass in determining cardinal and intermediate directions. Practice reading directions from both large- and small-scale maps. Develop the skill of orientation and direction. Relate location of current news events to home area. lntroduce different map projections to show north is not always at the top of the map.

2. Recognizing the Scale of a Map and Computing Distances Help students understand simple reduction and scale in the sizes of maps by conducting any of the following reviewactivities:

Study different sizes of maps of the same area. Recognize and interpret scale of miles on maps. Practice use of scale - one inch to a foot; one inch to a mile. Draw a scale map of the classroom; of the school yard. Understand the globe as a model of the earth. Estimate distances between points on maps and globes using scale of miles. Estimate distances using latitude and longitude. Estimate time required to travel between two points. Compute and estimate distance between same

two points on maps of different scale. Scale of miles should be noted on every map. Make maps of community to scale.

Practice and Discover Help students practice and discover these map skills by conducting the following new activities:

Compare scales used on state, county, and city maps of the same approximate size to demonstrate that smaller scales must be used to map larger areas and so forth.

Compare scales on maps in student's atlas. Make sketch maps of area visited on a field trip. Practice converting one scale to another; that is, from statement of scale to representative fraction and vice versa. Practice visualizing area as well as distance. Review concepts of acre, square mile, and so forth.

3. Locating Places on Maps and Globes Help students understand places on maps and globes to see location and relative location, leading to knowledge of the earth's grid and later to projections, by conducting the following review activities:

On a simplified map of the world and on a globe, locate, name, and identify equator, tropics, cir- cles, continents, oceans, large islands. Locate places in relation to the poles, the equator, the tropics. Use grid lines to locate places. Use atlas grids. Use number and key system for locating places on the home-state highway map. Use maps, globes, atlases to locate places mentioned in instructional units and in current events. Latitude was introduced in the upper elementary grades. Intensify use of latitude measurements and parallels. Longitude was introduced in the upper elementary grades. Stress locating all places by use of latitude and longitude. Using a highway map, plan a trip in which these concepts are used: distance, direction, and locations. Identify the time belts on a United States map and relate them to longitude. Understand the relationship of longitude to time and of latitude to miles. Introduce terminology of low latitude, middle latitude, and high latitude.

Practice and Discover Help students practice and discover these map skills by conducting any of

the following newactivities: Discuss latitude, longitude, earth's grid, special parallels. List characteristics of earth's grid (students prepare a list). Give repeated practice in finding places on maps and globes, using latitude and longitude. Compare, in general, characteristics of the earth's grid on different map projections. Give major emphasis to types of distortion. Use different grid systems (latitude and longitude, township-survey).

4. Expressing Relative Location Help students understand relative location by conducting any of the following review activities:

Review relation of a community's site to terrain features (lakes, rivers, mountains, valleys, etc.). Use highway maps to describe trips taken by the student's family. Locate places in relation to the equator, the poles. List important Countries, continents, cities, regions, rivers, states, islands, oceans, mountains found on a map or a globe. Use the studies in the text and those events talked about in current affairs. Be able to use simple sketch maps to illustrate a point in class presentation. Relate low latitudes to the equator and high latitudes to the polar areas. Use string or tape on the globe to find shortest distances and directions from the hometown to Mexico City, to London, and to measure route between Tokyo and Copenhagen. Stress terms of accessibility such as: coastal, continental, insular, peninsular, maritime. Note relation of major cities in the world to their physical setting.

Practice and Discover Help students practice and discover these map skills by conducting any of the following new activities:

Discuss exact locations on the earth's grid (latitude, longitude). Express elevations of places from reading physical - political maps. Read contouring and hill shading; compare elevations of places. Study the relative location of cities with relation to site differences, situations in regard to each city's service region, and to their trade connections. Relate cities to natural resources. Measure great circle routes on the globe.

Understand the significance of these routes. 5. Reading Map Symbols Help students understand

how to read map symbols by conducting any of the following review activities:

Use simple maps of the city to learn symbois for streets, rivers, and so forth. Use pictorial symbols, semi-pictorial symbols, and abstract symbois. Beginning in grade five, great emphasis should be placed on the use of the map legend. Use desk outline maps for recording different types of data necessary for work in the Social studies units. Actual tracing of maps may be of little value, but symbols placed on outline maps will aid map reading. Understand the meaning of color and shading on a simple physical map of Texas, the United States, and the world. Continue to use pictures and stories to visualize real things which are expressed on maps by symbols. Recognize more semi-pictorial symbols on a map -dots for cities; color and shading for elevation; physiographic symbols for landforms, and varying line weights for roads and highways. Understand color contour maps, visual-relief maps. Look at photographs of mountains and at map symbols for mountains, then visualize what the symbol represents. Visual imagery of old as weli as new symbols should be practiced regularly. Understand and use comprehensive legends on a variety of different kinds of maps. lnterpret abbreviations commonly found on maps. Trace the the course of a river from its source to its mouth. Identify the many symbols used for water features. Collect pictures to promote understanding of geographical terms and landforms. Students must visualize natural and humanmade parts of the landscape, thus the photographs of the phenomena (if an actual visit is impossible) must be studied with the symbol representing them.

Practice and Discover Help students practice and discover these skills by conducting any of the following newactivities:

Use dots, lines, and colors to depict specific physical and cultural phenomena. Give more attention to the abstract symbols in

place of the pictorial and semi-pictorial. Introduce some work on isolines (lines connecting points of equal value). Contour lines are the most common of the isolines. Explain how symbols, especially differences in color intensity, can show different quantities as weli as different items. . Use maps showing quantitative distributions. Continue relating map symbols to pictures of the actual reality. Relate the wall maps to the films used in social studies units. Use student-made sketch maps in reports with symbols selected by the student.

6. Comparing Maps and Drawing Inferences Help students understand how to compare maps and draw inferences by conducting any of the following review activities:

Study the relationship between two maps of the same area which depict different phenomena. For example: map of corn belt showing distribution of hogs and distribution of corn production. Draw simple inferences from globe study: the reiation- ship of temperature and climate to the way people live; the relationship of temperature to distance north and south of the equator. Use maps increasingly as a source of information. Use the globe and world map increasingly to get specific information about places. Recognize special-purpose maps - rainfall, climate, population, landforms, and so forth. Relate historical events to the setting in which they took place. Examine photographs and maps of the same area and draw inferences about terrain, climate (note the vegetation), people's activities. By the end of the sixth grade, students should realize that certain types of information can be read better and more quickly from maps. The habit of consulting maps and globes for information should be well developed. Use maps in newspapers, magazines, and books in reiation to social studies units. Understand and use a simple atlas. Interpret altitude and draw inferences regarding it. . Illustrate events in history by sketch maps. Use maps and globes in giving reports. Consult two or more maps to gather information about the same areas.

TE- 11

. Compare text descriptions with accompanying maps.

Practice and Discover Help students practice and discover these skills by conducting any of the following new activities:

Choose the best map for a specific purpose. Use a variety of maps for information on the same area. . Prepare maps of an early date of Texas and compare with present-day map to note differences in spelling of place names, changes in boundaries, growth of cities, shifts in population, changes in transportation routes, and so forth. Examine maps of your state to note the relations of landform features, climate, and resources to the distribution of cities, manufacturing, and agriculture. Use maps in giving oral reports, in written reports. Use maps to show major changes between historical periods in urbanization, boundaries, transportation and trade, and so forth. Rely more on atlas maps for sources of information on areas. Compare types of data presented in atlases.

ANSWERS TO TEXCHECKS Texcheck-Page34 1. We study geography because it helps us under-

stand why we live the way we do, why things cost what they do, why some people pick fruits and vegetables, and many other reasons.

2. We use units of time because they give us reference points to understand the world we live in.

3. We can tell where a place is when we cannot see it by using something that a person knows, such as describing it near a certain landmark, or by using a map.

4. The five things we find on a map are: symbols, direction, distance, scale, and reference points. (also a legend)

5. Symbols of a map stand for different kinds of natural or human-made things, or features.

6. The function of a compass rose is to show the directions on the map, both the standard directions of north, south, east, and west and the in-between directions of northeast, southeast, northwest, and southwest.

Texcheck - Page 38 1. Sailors measure distance on the ocean by observing

the change in the location of certain stars in the sky. 2. Scale on a map tells us the size of the area shown

or the distance. 3. A grid system helps us locate places on a highway

map by arranging vertical and horizontal lines on the map and labeling one set with letters and the other set with numbers, helping us fix a reference point.

4. We find absolute position on a map by using longitude and latitude.

5. Longitude is measured from the prime meridian running through Greenwich, England. Latitude is measured from the equator.

Texcheck - Page 41 1. Projections don't give an accurate picture of the

earth because they are drawings of the Curved surface of the earth on flat surfaces, so there will be some amount of distortion. The larger the part of the earth the map covers, the greater the distortion.

2. The three main types of maps are physical, political, and cultural. Physical maps describe natural or human-made features. Political maps show boundaries between counties, states, and/or countries.

EXTENSION ACTIVITIES 1. Reading a Grid On the chalkboard or overhead

projector, draw a grid to help students graphically perceive your classroom. Ask students to suggest coordinates at which specific pieces of furniture and fixtures are located with the following types of questions: Which intersection represents our classroom

window@)? . Which intersection represents [Natasha's] desk? Which intersection represents rara's] desk? Which intersection represents our classroom door?

2. Cooperative Learning Ask students to participate in a treasure hunt in which they work in small groups to gather information reflecting geographical terms. Students may read old newspapers from Texas cities and review Texas-based magazines to find key terms related to maps and globes. They may circle the words in red. You may wish to have them keep a chart of their findings:

Cultural maps show other types of human activity, telling us about the people who live in a particular area.

Term Source (title of article)

Meaning of the Term

3. When you look at a map, you should first ask yourself: "What is this map supposed to show me?"

4. Maps change when information changes, such as the more accurate information obtained through the use of satellite photography.

Texcheck - Page 45 1. The surface of the earth has risen, cracked,

sunken, and bulged. 2. Geologists study the earth, its rocks, and its

minerals. 3. All of present Texas northwest of a line between

Dallas and Presidio was covered by a great inland sea.

4. The Texas shoreline reached its present location about 1,000,000 years ago.

5. The flat-topped buttes of Northwest Texas were formed as a result of the weathering away of the deposits left by the erosion of the Rocky Mountains.


A. Reviewing Historical Terms 1.1 2. i 3. c 4. f 5. e

6. g 7. b 8. a 9. h 10.d

B. Interpreting Geography 1. Changes in the earth's surface in Texas have been

caused by volcanos and earthquakes and other strains in the earth.

2. Rain washes away dirt from the edge of the plains: rainstorms change the beaches along the coastline.

3. Answers will vary. 4. The earth is a sphere; to project a round object on

a flat surface distorts it. 5. On the physical map of Texas are lakes, rivers, trib-

utaries of rivers, and plains. 6. Three types of maps showing one physical feature

are: elevation, rainfall, and soil.

C. Charting Yourself Where I live

1. cityltown - answers will vary 2. county -answers will vary 3. state -Texas 4. country - United States of America 5. continent - North America 6. hemisphere - WesternlNorthern 7. planet - Earth

D. Designing Symbols Answers will vary.

E. Creating a City Map Answers will vary.

CHAPTER 3

CHAPTER OBJECTIVES * understand geography is the natural setting in

which we live. * explain how we use our environment and must

protect it. * describe the characteristics of a landform region. * identify the four landform regions in Texas and their

subregions. * describe physical features and economic activities

in the four landform regions. * locate and describe the major rivers of Texas. * understand how weather and climate effect our

lives.

ESSENTIAL ELEMENTS A.4-A, B,C, D 6.4-A, B,C, D, E,F

PURPOSE This chapter discusses the diversity of the Texas environment - land, rivers, lakes, plants, weather, and climate - and its effect upon the cultural development of the state. Students learn about the four regions and subregions of Texas, gaining an appreci ation of the different wavs in which DeoDle earn their living according to the &sure of of their'surroundings

MOTIVATOR 1. Categorizing Natural Features Begin the chapter

with a discussion about the natural features of Texas: rivers, lakes, plants, and so forth. Working in small groups with Texas highway maps, students may locate and categorize some of these features.

2. Writing a Diary Entry Ask students to imagine that they were newcomers to Texas 150 years ago. Encourage them to write a diary entry about their impressions and expectations of the land and its climate.

3. Locating on a Map Invite students to tell about how their ancestors came to Texas. On a United States or world map, encourage them to point out the places from which their families originated. On

a Texas map, ask them to locate the place($ in which their families have lived.

TEACHING STRATEGIES 1. Drawing Conclusions Ask students to imagine

that they are travel agents who advise newcomers about which part of Texas they might enjoy visiting. Students may wish to construct character profiles of several newcomers and advise according to their expectations and desires. The following character profiles are examples of the types of profiles students might construct: a. Trent lives in Los Angeles, California, and would like to visit a part of Texas that is similar to his home. b. Rochelle lives in New York City and has read several novels about horses. She would like to visit a part of Texas in which she can experience horses and the wide open spaces. c. Andrea has never been outside her native State, Kansas. She would like to run on a beach, observe exotic birds, and enter a fishing tournament. d. Quang lives in Oregon and speaks Spanish fluently. He would like to experience another culture while he is in Texas.

2. Categorizing Regions Have students create an outline of the main regions and the subregions of Texas.

Main Regions and Subregions of Texas I. The Coastal Plain

A. Gulf Coastal Plain B. South Texas Plain C. Piney Woods D. Post Oak Belt E. Blackland Prairie

II. The North Central Plains A. Grand Prairie B. Cross Timbers C. Rolling Plains

Ill. The Great Plains A. High Plains B. Edwards Plateau C. Llano Basin

IV. Mountains and Basins 3. Comparing and Contrasting Regions Ask stu-

dents to compare and contrast the physical features of two Texas regions. They may wish to construct a chart of their findings. Then encourage students to write an essay about the diversity of the two regions.

EXTENSION ACTIVITIES 1. Drawing Conclusions In small groups, students

may draw conclusions and prepare summary state- ments about the relationship of climate to people's activities within the four regions of Texas. They may wish to include information about the various commercial industries that have grown up because of the climatic conditions of the regions. Students may also discuss recreational activities that have become associated with the climate of each region. Each group may present its findings orally and on charts, which can be displayed for review.

2. Identifying and Locating Wildflowers Ask students to research Texas wildflowers from libraly books and other sources. Encourage each student to create a poster showing the types of wildflowers that grow in each of the four regions.

3. Deflning and Clarifying Environmental Problems Discuss with students a variety of newspaper and magazine articles about environmental hazards in Texas. Encourage students to select an environmental issue to research in-depth. Ask them to gather information either individually or in small groups or pairs and report their findings to the class. Finally, encourage students to brainstorm about possible solutions to the problems. They may then wish to draft letters of concern to newspaper editors and state legislators.

4. Creating a Mural Students may wish to work in small groups to create a mural depicting the regions and subregions of Texas, along with rivers, lakes, landforms, and other physical features. They may refer to the chapter for ideas about what to include.

5. Drawing Conclusions Ask students to examine on a map the border between Texas and Mexico. Encourage them to discuss their knowledge about the many industries and markets that collaborate across the Rio Grande each day. Students may then wish to draw conclusions and project ways in which this interaction may affect the future economy and environment of Texas.

6. Creating a Chart of Global Similarities Students may work in pairs using a world atlas to read about regions of the world that share similar qualities with Texas. Examples are: languages, political and economic systems, and religions. They may wish to create a circular chart (similar to a pie graph) in which they continue to add names of global cities

or countries to the categories within the chart. 7. Identifying Map Locations Direct students to

investigate information about the many missions in Texas. They may wish to make a Texas map on which they identify the location of each mission.

ANSWERS TO TEXCHECKS Texcheck - Page 55 1. Geography is like the setting of a play or N show

in that it is where and how things take place. 2. If we use tools and the environment to raise crops,

we are farmers. 3. Our physical environment is made up of land,

rivers, lakes, plants, climate, weather, and underground minerals.

4. Two examples of different kinds of landform regions in Texas are flat coastal plains and rugged mountains.

5. Texas is 268,601 square miles. 6. The highest point in Texas is Guadalupe Peak at

8,751 feet. 7. The rivers of Texas flow from Northwest to

Southeast. 8. Texas rivers are called "wrong way" rivers because

they flow from dry parts of the state to wet areas. Texcheck - Page 63 1. Weather undergoes quick and great changes in

Texas because it lies where several weather patterns come together.

2. A norther is a fast moving mass of cold air. 3. Dust storms most commonly occur in West Texas,

tornadoes in North Texas, and hurricanes along the Gulf of Mexico.

4. West Texas is the area that gets little rainfall. 5. The Rio Grande Valley in South Texas has the

longest growing season (over 300 days annually). 6. The four climates of Texas are: humid subtropical,

semitropical steppe, subtropical desert, and middle latitude steppe.

7. Vegetation in an area is determined by soil, landform and climate (especially rainfall).

8. Trees are smaller and more scarce as one goes from East Texas toward the desert area of West Texas.

Texcheck-Page 73 1. These have to be similar in order to call an area a

region: climate, landform, soil, and vegetation. 2. Texas has portions of these four United States geo-

graphic regions: Coastal Plain, North Central Plain,

Great Plains, and Mountains and Basins. 3. The Coastal Plain covers the southeastern one-

third of Texas. 4. The five subregions of the Coastal Plain are as

follows: Gulf Coast Plain -low, level prairie South Texas Plain - thorny shrubs, mesquite, short grasses, rising elevation Piney Woods - pine forests covering level to rolling land Post Oak Belt - hardwood trees; gently rolling land Blackland Prairie - gently rolling land with tall grasses covering black soil

5. Three ways of making a living on the Coastal Plains are farming, ranching, and production of wood products such as lumber and paper.

6. Tne Nortn Central Plans landform reoron is east - ~~~~~

and north of the Great Plains and west of the Coastal Plains.

7. The three subregions of the North Central Plains are:

Grand Prairie - rolling hills; shallow, rocky soil C ross Timbers - small trees, brush grass; level

to rolling land Rolling Plains - sandy soil; hardwood and mesquite trees

8. Three ways of making a living on the North Central Plains are farming, ranching, and oil-related industries.

Texcheck - Page 78 1. The Great Plains landform region is northeast and

east of the Mountains and Basins region. 2. The three subregions of the Great Plains are:

High Plains - mostly flat but slopes gently toward its southwestern edge Edwards Plateau - flat to rolling; stony, split by gorges

L lano Basin -hilly and stony with variety of minerals

3. The flatness of the High Plains is broken by the Cap Rock, the Canadian River, and Palo Duro Creek.

4. The Cap Rock is at the southeastern edge of the High Plains; The Balcones Escarpment runs north and south through Austin.

5. Three ways of making a living on the Great Plains are farming, ranching, and mineral-related industries.

6. The Mountains and Basins landform region is

located at the western part of the state 7. The two national parks in this area are Big Bend

and Guadalupe Mountains. 8. Can we continue to enjoy the products of technol-

ogy without destroying our environment?


A. Reviewing Texas Geography Terms 1.c 2. e 3. d 4. j 5. a 6. i 7. b 8. h 9. f 10.g

B.Charting Texas Climate Climate - Humid Subtropical

Location - eastern half of state from Gulf of Mexico on south to the Red River on north Description - rainfall almost every month; hot summers, mild winters; long growing seasons

Climate - Subtropical Steppe Location - from High Plains in north to Mexican border in south Description - minimum rainfall for crops; long droughts; higher elevations; long, cold winters in north; mild winters in south

Climate - Subtropical Desert Location -west of rile Pecos River Description - driest area in Texas; little rainfall (only 7 to 15 incheslyear)

Climate - Middle Latitude Steppe Location - northwest corner of Texas; north of Canadian River Description - long, cold winters with plenty of strong winds and snow cover; high elevation, low humidity provide nice summers; short growing season

C. Comparing Landform Regions Landform Region - Coastal Plain

ClimateNegetation - Landforms, climate, and vegetation vary, mostly flat land and low rolling hills, five subregions Ways of Making a Living - Agriculture, Tmber Industry, Oil-Related Industries, Shipping, Commercial Fishing, Tourism, Manufacturing Major Cities - Corpus Christi, San Antonio, Houston, Waco, Austin, Tyler, Dallas

Landform Region - North Central ClimateNegetation - Rolling hills, grasses and trees, grown, sandy soil good for farming Ways of Making a Living - Agriculture, Oil- Related Industries, Tourism, Ranching

Major Cities - Fort Worth, Abilene, Wichita Falls, San Angelo

Landform Region -Great Plains ClimateNegetation - Differences in environment, variety of trees and crops, large population of white-tailed deer Ways of Making a Living - Agriculture, Oil- Related Industries, Ranching Major Cities - Midland, Odessa, Lubbock, Amarillo

Landform Region -Mountains and Basins ClimateNegetation - Rough, rocky land mixed with fiat basins, desert to semidesert climate, grasses, cacti, unusual plants Ways of Making a Living - Manufacturing, Oil- Related Industries, Agriculture Major Cities - El Paso

D. Charting Weather Answers will vary.

E. Discussing Environmental Issues Answers will vary.

CHAPTER 4

CHAPTER OBJECTIVES * identify evidence of the existence of Native Texans. * understand how the life of Native Texans was tied

to their environment. * describe the importance of agriculture to Native

Texans. * describe the different ways of life of Native Texans. * describe the variety of customs of Native Texas

tribes. * summarize the importance of the Native Texan her-

itage to Texas today.

ESSENTIAL ELEMENTS A. 1 -A, B, C, D

2 - B, D, L 4-A,B,C,D.E,F,G,H,I.J,K,L,M

6 . 4 -A, B, C, D, E, F

PURPOSE This chapter is designed to give students an understanding and appreciation of Native Texan history. Discussions of Native Texan tribes - Karankawas, Atakapans, Coahuiltecans, Jumanos, Apaches,

Comanches, Caddoes, Coushattas, Tiguas, and Kickapoos - offer students a rich account of nomadic lifestyles, development of agriculture in Texas, and hunting and gathering. Students gain an understanding of the relationship Native Texans traditionally have had with their environment. Information about contemporary Native Texans highlights the heritage of the many tribes and their different cultures, which continue to keep their native values and traditions alive.

MOTIVATOR 1. Relating Cultural Geography to Physical

Geography Help students understand the relationship between cultural geography and physical geography by leading them in a discussion of the following topics: the relationship between environment and culture, the role of tools and technology in the complexity of culture, cultural change growing out of borrowing ideas and technology, the impact of isolation on ways of life, and adaptability of the human species.

2. Relating Past t o Present Ask students to describe how forces of nature such as Texas rivers and the sun affect lives in Texas today. Encourage students to discuss the impact of nature on Native Texans of 5,000 years ago as compared with the impact of nature on Native Texans today.

3. Analyzing Artifacts Show students Native Texan artifacts (arrowheads, silver jewelry, pottery, dolls, weavings, etc.). Ask students to offer information about or to show some of their own Native Texan artifacts. Encourage them to relate information about the aesthetics of the artifacts, for example, reasons that Native Texans might have selected silver for their jewelry or symbolism within weavings. Point out the functionality, as well as the aesthetic appeal, of the artifacts.

TEACHING STRATEGIES 1. Sequencing Events Ask students to create a time

line on a paper that they will keep throughout the study of Native Texans. As students read about the development of Native Texan history, encourage them to enter key dates, places, events, and people on their time lines. They may wish to begin with about 8,000 B.C. and develop the time line through the present.

2. Comparing and Contrasting Ask students to create a chart to help them compare and contrast

the lifestyle of each of the Native Texan tribes. On the left side of their chart, they may wish to list the names of tribes (e.g., Karankawas, Atakapans, Coahuiltecans, Jumanos, Comanches, Apaches, Tonkawas, Wichitas, Caddoes, Tejas, Alabama- Coushaffas). Along the top of their chart, they can list characteristics of the different cultures (e.g., Nomadic or Agricultural, Food, Clothing, Shelter, Transportation, Tools and Utensils, and Recreation). Encourage students to fill in the blanks of their charts with information from the chapter, as well as from library sources.

3. Recalling Facts Ask students to work in pairs to create a card game that reviews information in the chapter. On one side of each index card, they may write a question based on information in the chapter. For example, We lived along both sides of the Rio Grande from the Big Bend to E l Paso; I was chief of the Alabama-Coushaffas; or Our tribes depended on the buffalo for subsistence. On the reverse side of the index card, they may write the answer to the question. For example, Jumano Tribe; Fulton Baffise; Apache and Comanche Tribes. Students may wish to play the card game by displaying all questions on a flat surface and taking turns answering them to add points to their scores.

MULTICULTURAL ACTIVITIES 1. Locating Local Historical Sites Ask stLaenls to

work in pairs or small groups to contact the local librarian, chamber of commerce, or historical society to inform them about nearby historical sites that reflect the history of Native Texans. Students may then read about the sites and perhaps visit them. Encourage students to make a class scrapbook showing these and contemporary contributions of Native Texans in their area.

2. Investigating Family Roles Encourage students to investigate the roles of everyone in a Native Texan tribe. For example, students may wish to research the daily activities of women, children, elder tribal members, and men of a specific tribe. With this information, students may improvise a creative dramatics play about the daily interactions among tribal members.

3. Using Historical Perspective Ask students to write a diary entry of a Native Texan child during the Precolumbian era of Texas history. Students may select the tribe in which the child lives.

EXTENSION ACTIVITIES 1. Interpreting the Past Explain that prehistoric

drawings of Native Texans exist today in caves along the Rio Grande at Seminole Canyon, in Presa Canyon near the Pecos River, at Hot Springs in Big Bend National Park, and on private ranches of the Texas Panhandle and other areas of Texas. After a discussion about symbolism and prehistoric cave drawings, ask students to design their own renditions of prehistoric drawings, called pictographs. They may wish to convey a theme or simply design unrelated symbols in their pictographs.

2. Creating Symbols for Maps Ask students to trace a map of Texas. Using the map, Lands Occupied by Native Texas Tribes, which appears on page 88 of the chapter, students may draw on their maps symbols representing the food, clothing, or shelter of each tribe. Encourage students to create a legend for the symbols.

3. Writing About Environmental Stewardship Ask students to write a persuasive paper that advocates environmental stewardship. In their writings, students should cite references to values of Native Texans and ways in which they cared for the land.

ANSWERS TO TEXCHECKS Texcheck - Page 87 1. We know about Native Texans before the Anglos

came from discoveries such as animal bones. shells, charred wood, drawings on the walls of caves, human skeletons, arrow points, and grinding stones.

2. Native Texans were tied to their environment by the ways they got food, clothing, and shelter.

3. Prehistoric people got their food by hunting bison, horses, camels, and elephants, and by gathering nuts, berries, seeds, and herbs. They were nomadic.

4. People did not need to follow wild animals or move in search of nuts, seeds, and berries any more; they could settle down in one place to plant crops.

5. Civilization is an advanced state of living. A civilization is a large, complex society. Because not everyone had to search for food, some could devote time to other tasks such as developing a system of math, astronomy, language, religion, social groups, political organization, building structures, and creating art.

Texcheck - Page 96 1. Where people lived and how they gained their food

and shelter helped form each group. 2. The Karankawas gathered berries, seeds, and

nuts. They hunted deer, rabbits, small animals, and alligators. They also trapped or shot fish, and they gathered oysters and other shellfish.

3. The Coahuiltecans had to spend most of their time hunting food because they lived in a harsh land with a limited food supply.

4. The Jumanos stopped farming in West Texas because the climate changed and little rain fell.

5. The Comanches and Apaches mostly depended on the buffalo for their way of life.

Texcheck - Page 106 1. They were farmers and hunters. 2. Caddoes. There was a plentiful food supply which

allowed many people in the tribe to become spe- cialists in other jobs.

3. Texas got its name from the TejaS tribe of the Caddoes; the Spaniards described all of East Texas as "land of the Tejas."

4. The Alabama-Coushattas live near Livingston in East Texas, and the Tiguas live in Ysleta, south of El Paso.

5. Today Native Texan culture is preserved through place names, arts and crafts, music, and a growing respect for their living in harmony with nature.


A. Reviewing Texas Terms 1.d 2. c 3 j 4. h 5. a 6. f 7. g 8. i 9. b 10.e

B. Identifying Native Texans 1. Tonkawas 7. Karankawas 2. Wichitas 8. Tiguas 3. Alabama-Coushattas 9. Coahuiltecans 4. Caddoes 10. Jumanos 5. Kickapoos 11. Apaches 6. Comanches 12. Atakapans

C. Charting Native Texans (answers will vary) Karankawas - located along Texas coast; hand- some men, wore breechcloths, women wore deerskin skirts, shirts; deer, rabbits, alligators, seafood; skins, mats over poles; use of alligator grease to protect from mosquitoes Coahuiltecans - from Gulf coast to Rio Grande:

primitive with tattooed faces and bodies; roots, seeds, nuts, cactus; skins, mats over poles; ate "strange" things to survive Jumanos - Big Bend to El Paso along Rio Grande; neat, men wore hair short with feathers; cropdhunted; adobe houses1 tents of skins; left adobe homes due to drought ApacheIComanche - High Plains; Comanches wore face paint and jewelry and Apache men cut hair on left side; buffalo; tepees; depended on the horse for hunting and warfare TonkawaWichitas - Central Texas; Tonkawas were timid; buffalolcrops; round housesllodges; Tonkawas did not name their children until they were several years old Caddoes - East Texas; men pierced ears and noses and women wore deerskin blouses and skirts; crops; lodges; most civilized

D. Interpreting the Life of Native Texans 1. animal bones - the kinds of animals they killed,

shells - they ate seafood and used shells for deco- ration, cawed stoneheads - they tried to portray themselves or gods, arrow points - the types of weapons they used, grinding stones - the types of tools they used

2. Early Native Texans moved with the seasons in search of food.

3. When Native Texans developed agriculture they did not have to spend all of their time finding food: skilled craflspersons, religious leaders, warriors, and political chiefs emerged.

4. The Karankawas made fine bows and arrows, waterproof pots, dugout canoes, and traps for fish. Most Texans today are not skilled in these areas.

5. Ceremonies were an important part of life. Small parades greeted the arrival of visitors; every member of the tribe was involved; special clothes were worn. The tribe also celebrated when braves marched off to war; the entire tribe was involved in planning and organizing for an important battle, then they feasted and celebrated with prayers, speeches, and dances.

E. Comparing and Contrasting Native Tribes Answers will vary.

F. Traveling to Early Texas Answers will vary.

UNIT 1 LINKS A. LlNK TO READING 1. Owning a horse gave the Comanche freedom to

become completely nomadic and follow the buffalo, which gave them complete economic freedom.

2. The Comanche used buffalo carcasses, hides, bones, and even buffalo chips.

3. Horses became the only medium of value or exchange the Indians knew.

4. The Comanche "moving van" was called the travois. It was constructed of two poles with a platform to hold things, most often drawn by a horse.

5. The Comanches learned their horse culture from the Spaniards. Like the Spaniards, they mounted the horse from the right, and they used crude repli- cas of Spanish bits, bridles, and saddles.

6. Answers will vary.

8. LlNK TO WRlTlNGlANTHROPOLOGY Answers will vary

C. LlNK TO MATHEMATICS 1. a kilometer is nearly five-eighths of a mile 2. 200 miles 3. by the way of Nacogdoches 4. 4 hours 5. driving at 55 miles per hour would take longer

* UNIT 2 * The primary emphasis of this unit is on Texas as a

part of the Spanish empire. The nature of and developments in the empire are emphasized in the narrative at critical points. The major theme of the unit is the problem presented by the attempt to establish Spanish institutions in what proved to be an inhos- pitable environment. Five chapters engage students in the 300 years of Spanish control in Texas.

The remarkable adventures of explorers and conquistadors have a natural interest for students, and this unit provides ample opportunity for reading about those action-packed accounts. Accounts of conflict with both the French concerning land disputes and with Native Texans about a variety of issues offers students an arena to synthesize information, draw inferences and conclusions, and determine cause and

effect relationships. The courage and selflessness of the mission fathers is appealing, yet their stories are so remote in time and ideals from modern-day culture that students may tend to view them as merely Tales."

The contrast and similarities between Spanish Texas and the Texas students know today present excellent opportunities for discussion. The role of geography, the difficulty in adapting institutions to environment, and the impact of international relations on local affairs are all brought out in bold relief. These issues were not nearly as complex during Spanish Texas as they are today; therefore, they can be made more easily understandable for students.

CHAPTER 5

CHAPTER OBJECTIVES * understand the reasons why Spain wanted an

empire in the New World. * identify Spanish explorers and why they came to

Texas. * locate the places where Spanish explorers traveled

through Texas and the southwest. * explain the relationships between the Spanish and

the Native Americans. * understand the value of Spain's explorations in

Texas.

ESSENTIAL ELEMENTS

PURPOSE This chapter helps students understand the era of European exploration in Texas by conquistadors from 151 9 to about 1685. Students become familiar with Spain's quest to conquer the New World. They learn about the lineage of Spanish explorers that followed the discovery of the New World by Columbus. A discussion about the conquering of the Aztec civilization in Mexico by Cortes provides opportunity for students to make judgments using historical perspective. Finally, students learn about the infusion of Catholicism in Texas, as friars and priests interacted with Native Texans, giving students a clearer understanding of the many missions that stand today in Texas.

MOTIVATOR 1. Reviewing Map Skills Since this chapter presents

Texas as a part of the greater Spanish empire, it is a good place to study the state in relation to world geography. The routes of the explorations also have potential for map studies. You may wish to refer to the suggested map- and globe-reading activities in the Motivator and Teaching Strategies sections for Chapters 2 and 3.

2. Discussing Cause and Effect Discuss with students the historic backdrop to the Spanish explorations by relating these adventures with the rise of trade in Europe after the Crusades. Point out that rivalry between nations for that trade led to explorations. You may wish to assign reports based on library research of that era in European history.

TEACHING STRATEGIES 1. Locating Paths on a Map Give students a map of

the United States, Mexico, and Central America. AS they read the chapter, ask them to trace and label the paths of the following explorers, friars, and a slave: Columbus, ~i i ieda, Cortbs, Narvaez, De Vaca, De Soto, Friar Marcos, Estevan, Coronado, Moscoso, Oiiate, Father Juan de Salas, and Father Nicholas Lopez.

2. Analyzing a Quotation Ask students to read the primary source excerpt in Texans Write on page 127 of the chapter. When students have read this passage of Coronado's report to the king of Spain, ask them the following questions: a. According to this primary source, what animal

was prevalent on the High Plains? (cow) b. Judging from what you know about history, to

what animal was Coronado referring? (buffalo) c. What other word in the passage is descriptive of

Native Texan culture, but expressed in European terminology? (little field tents for tepees)

MULTICULTURAL ACTIVITIES 1. Dramatizing the First Thanksgiving Ask stu-

dents to read the Exploring Texas feature about the Paio Duro Canyon on page 129 of the chapter. Point out that, according to legend, Coronado and his expedition held a Thanksgiving feast there sev- enty-nine years before the Pilgrims arrived at Plymouth Rock. Ask students to compose and enact a creative dramatics sketch of the first Thanksgiving, as it may have been celebrated in

Palo Duro Canyon. They may wish to refer to brochures, books, and other publications in gathering information about the physical description of the canyon. Some students might paint a backdrop for the performance, and others may wish to design and make costumes of paper or cloth.

2. Considering Points of View Ask students to imagine how Native Texans might have felt and thought about the arrival of the Spanish explorers and Catholic priests. Encourage them to discuss this era from that point of view. Then suggest that students work in pairs to create a dialogue between a Native Texan woman or man and, for example, a Catholic priest. Students may take turns presenting their dialogues to the class.

3. Using Historical Perspective Ask students to imagine that they are Estevan, Friar Marcos's guide and the slave who had been with De Vaca. Encourage them to write a report to Friar Marcos describing the geographic features and the people Estevan had seen during his scouting trip in search of the fabled Seven Cities of Cibola.

4. Comparing Religions Encourage students to conduct research about the religious beliefs and customs of Native Texans before the arrival of Catholicism by priests. Then ask them to compare the two belief systems and analyze the changes and effects that Spanish missions had on the lives of Native Texans.

5. Ranking Effects of Changes Working in small groups, students may make a list of ways life for Native Texans changed after the Spanish exploration in Texas. Encourage them to consider the political, religious, and social changes discussed in the chapter. Students may then rank the changes (e.g., from 1-10) according to the degree of change per category.

EXTENSION ACTIVITIES 1. Writing a Journal Entry Discuss with students the

distances explorers traveled from Spain and the amount of time they were away from their homes. Encourage students to write a journal entry about the trials and tribulations experienced by a conquistador.

2. Relating Past to Present Relate to students the story of Father Massanet, who, in 1690, led priests, soldiers, and other Spaniards from Mexico to East Texas to build a mission for the Tejas tribe. Explain that they brought with them twenty mules laden

with wine, wax, clothing for the Native Texans, and six loads of tobacco. Then ask students to create a list of goods they themselves might take to the moon to set up a community there.

3. Using Visual Evidence Have students conduct research about Texas missions. For example, they may wish to read brochures and books about the Alamo or other missions throughout Texas. Ask them to make a list of everything they would include (e.g., types of people, clothing, food, tools, utensils, building materials, architectural styles, etc.) if asked to create a model of the mission. In small groups, students may then construct a three- dimensional model of one of the missions.

ANSWERS TO TEXCHECKS Texcheck - Page 122 1. The Spanish were the first Europeans to see the

land we call Texas. 2. Columbus was looking for Asia. 3. The purpose of Piiieda's expedition was to explore

and map the Northern coast of Mexico along the Gulf of Mexico.

4. Cortes sent rich treasures back to Spain: gold, silver, and many jewels.

5. The explorers in N~NB~Z'S expedition built boats and set out to sail along the coast, but the boats sank in a hurricane and only a few survivors reached shore.

6. Cabeza de Vaca and his party were cared for and fed and accepted into the Native American society.

Texcheck - Page 128 1. He told tales the Native Americans had told for

years of fabulous treasures in the New World. 2. The Spaniards failed to find cities of gold in the New

World because there were no cities of gold, only fables told bv the Native Americans to the Suaniards.

3. ~oronado'sexpedition was important, for though he and his men found no treasure they did discover the Grand Canyon and Palo Duro Canyon.

4. Arizona, New Mexico, Texas, and Western Kansas. 5. Coronado reported that there was little reason to

settle the southwestern part of North America; farmers and ranchers might live there, but it had no gold, silver, or precious stones.

Texcheck - Page 134 1. De Soto's expedition explored the southwestern

part of North America. He discovered the Mississippi River.

2. They traveled into East Texas, where they sent scouts ahead to find signs of settlement. The scouts reported that the land ahead was only desert, so they returned to the Mississippi River.

3. oil 4. They built boats and sailed back to Mexico. They

reported there was no wealth in Texas, but he found rich soil that wouid be good for farming.

5. The Catholic Church was interested in converting the Indians to Christianity.

6. Ysleta


A. Reviewing Texas Terms 1.i 2. f 3. d 4. a 5.9 6.1 7. e 8. b 9. h 1O.c

B. Interpreting Explorers 1. The New World, North and South America, were in

the way and there was no river or opening through these continents.

2. They were looking for gold, silver, and other precious metals.

3. They assumed that other lands in the New World wouid have great riches; however, none found riches.

4. The conquistadores wanted glory and the treasures for themselves and for Spain and they wanted to help the Roman Catholic Church carry the story of Christianity to the Native Americans.

5. Cabeza de Vaca became part of the Native American culture by living and working like them, and by trading and helping cure the ill.

6. Coronado explored, mapped, and wrote about the Southwestern United States.

7. Since no wealth was found, Spain developed other areas of her empire.

C. Charting Explorers Explorer chart answers will vary, but should include: Columbus - Spain, 1492, island of the West Indies, discovered the New World and gave Spain claim to an island in the Caribbean. Pitieda - Spain, 151 9, northern coast of Mexico, explored and mapped it. Cortes - Spain, 1519, Mexico, explored Mexico and conquered the Aztecs, taking their great wealth. N a ~ a e 2 - Spain, 1528, Florida, tried to sail back to Mexico but boats sank and many drowned. de VacalEstevan - (shipwrecked) 1528. Texas, de

Vaca and companions spent years with the Native Texans and finally got back to Mexico. Friar MarcosIEstevan - Spain, 1539, New Mexico and Arizona, Estevan killed while hunting for Cibola and no proof of riches. Coronado - Spain, 1540, Arizona, New Mexico, Texas, Kansas; explored and mapped but found no riches. De SotolMoscoso - Spain, 1539, Florida to East Texas, De Soto died, no riches were found, Moscoso led remainder of expedition back to Mexico.

D. Discussing Explorations 1. The Spanish government wanted to strengthen the

power of the government by getting raw materials and wealth from foreign lands.

2. Conquistadores mapped new lands and were the first Europeans to visit the New World; their bravery and fighting spirit led to knowledge of Texas. Friars went on explorations and were oflen the first to settle in an area, build a mission, write about the area, and to establ.sn relatlonshlps w th the natives.

3. Cabeza de Vaca told mucn about Native Texan ite and the geography of Texas. Coronado's expedition described and mapped the Southwestern United States, including the panhandle of Texas. De Soto's expedition mapped the Southeastern United States and gave us information about East Texas.

4. Many Native Texans were naturally friendly and thought that the Spanish were interesting and would give them presents. They told the Spanish what they wanted to hear about treasures some- where else. Others were frightened and thought the Spanish would take their land or kill them.

5. Some Native Texans accepted Christianity because it offered safety in a mission, regular food, and a new belief: others did not want to change their way of life and did not trust strangers.

E. Creating a Time Line Answers may vary.

F. Creatlng a Tall Tale Answers will vary.

G. Recordlng an Expedition Answers will vary.

CHAPTER 6

CHAPTER OBJECTIVES * understand why other European countries wanted

to establish colonies in the New World. *describe the role of France in the early History of

Texas. * explain how the Spanish government felt about the

challenge of the French claims in Texas.

* describe problems that Spanish missionaries found in East Texas.

* identify both Spanish and French settlements in early Texas.

* explain what happened between the Spanish and French in early Texas.

ESSENTIAL ELEMENTS A. 1 -A, 6, C,

3 -F 4-A,B,C,D,E,F,G,H,I

B. 1 -A, B, C, 4 - D

PURPOSE This chapter is designed to give students an understanding of why European countries other than Spain wanted to establish colonies in the New World. In particular, the role France played in the development of Texas is explored in the chapter. Students are made aware of how the Spanish government felt about the challenge of the French claims and trading in Texas. They gain perspective about what happened between the Spanish and French in early Texas.

MOTIVATOR 1. Using Scale to Measure Distance on a Map Ask

students to look at the map on page 150 of the chapter. Prepare them for reading by explaining that during his search for the mouth of the Mississippi River, French explorer, La Salle, inadvertently landed on Texas shores with other French colonists. Using a United States highway map, students may chart the approximate distance on the land route between then Fort St. Louis (now a site near Victoria, Texas) and the mouth of the Mississippi River. Based on that information, they may estimate the approximate mileage via water.

2. Forming a Hypothesis Based on students' knowl-

edge of Spanish and French influences in Texas, ask them to form a hypothesis, an educated guess, about how we are able to know that Europeans were in Texas more than 300 years ago. For example, students may recall from Chapter 5 the interaction between Native Texans and Spanish priests. Encourage them to look for Spanish and French terminology (e.g., names of rivers, cities, counties, etc.) on a Texas highway map. Ask if they have seen museum paintings or other artifacts that would indicate the presence of Spanish and French influences in early Texas. Perhaps they have seen photographs of old maps.

TEACHING STRATEGIES 1. Sequencing Historical Data As students read the

chapter, suggest to them that they keep a chronological list of dates and events (include names of people, places, and actions) cited throughout the chapter. Explorer or Colonist - La Salle

Date of Colonization - 1685 Country Represented - France Area Colonized - Lavaca River, Fort St. Louis

2. Analyzing Pictures Encourage students to better understand the text of the chapter by analyzing the pictures within the chapter. They may ask themselves questions such as the following: a. What is this picture about? b. What is happening in the picture? c. About when was the picture taken? d. Is the picture a painting, drawing, or a photo-

graph? e. How can I compare one part of the picture with

another part? f. What tone, or mood, does the picture portray? g. How do i interpret the meaning of the picture? h. What does the caption say? i. Do I like the picture? Why or why not?

MULTICULTURAL ACTIVITIES 1. Writing About Families as Colonists Ask stu-

dents to reread pages 143 and 144 of the chapter. Then lead a discussion about what the experience of the unlucky expedition might have been like for individual family members (women, men, children, elderly members). Encourage students to write a paragraph that includes a topic sentence from the point of view of one of the family members.

2. Analyzing Art for Religious Influences Ask students to gather examples of French and Spanish 17th- and 18th-century art to determine whether or not religion had a major influence on artists of that time. In the library, they might find resource books such as H.W. Janson's History ofArt, W.S. Benson's Inside Art, and Helen Gardner's Art Through the Ages, in which works of such artists (e.g., El Greco, Velazquez, Vigee-Lebrun, Chardin, Lorraine, and Poussin) can be viewed. Students may then discuss themes and meanings of the artworks they observed and relate those findings to the lifestyles of Spanish and French colonists of that era.

3. Ask students to write a poem from a priest's point of view as he attempted to organize and structure an early Texas mission.

EXTENSION ACTIVITIES 1. Supporting a Generalization After students have

read and discussed the chapter, ask them to reflect on their hypothesis (Motivator#Z) and form a generalization based on old and new information. Explain to students that in reading the chapter, they tested their hypothesis to find out if it was valid. Using new information from the chapter, students may write a generalization, or a more detailed and definite response to the question, "How do we know that Europeans were in Texas more than 300 years ago?" Remind students to support their gen- eralizations with detailed evidence.

2. Charting Unknowns Ask students to imagine how the Spanish and French colonists might have felt about traveling to an unknown land and how they addressed their feelings. On the chalkboard, list students' descriptors of those feelings (e.g., fear, excitement, wonderment, worry, happiness, joy, etc.). Students may then consider their own experiences with unknowns, such as going to a new school or flying in an airplane for the first time. Ask them to complete the following chart: Unknown - An airplane

What to Do to Learn More About My Unknown -Visit an airport and talk with a pilot or flight attendant Why These Steps Would Help to Deal With the Unknown - I would see that I will be in good hands during the actual flight

Finally, ask students to write essays about their unknowns.

ANSWERS TO TEXCHECKS Texcheck - Page 145 1. France, England, Holland, Portugal 2. To keep the French out of Texas 3. The Mississippi River; to honor King Louis XlV 4. To control the main source of travel and trade. 5. Fort Saint Louis; La Salle was killed by one of his

own men. Texcheck - Page 152 1.Alonso de Leon; ruins with no survivors 2. the Tejas. 3. San Franciso de 10s Tejas 4. flood, illness, drought 5. Trade with the natives.;The French wanted to

expand trade into Texas. 6. To send French missionaries to work with the

natives 7. A trader in Louisiana.; St. Denis had crossed into

Spanish territory Texcheck - Page 159 1. Build missions in order to occupy East Texas 2. San Antonio de Bexar 3. San Antonio de Valero 4. A French scouting party arrived at Mission San

Miguel de Linares de 10s Adaes and forced the priest and soldier to surrender.; chickens ran under the Frenchman's horses causing them to rear up and throw their riders.; The priest escaped.

5. The French had not occupied East Texas and Aguayo reopened the missions.

6. Los Adaes 7. Warned French traders to keep out, reopened pre-

sidios and built missions.


A. Reviewing Texas Terms 1.i 2. g 3. h 4. d 5. f 6. e 7. b 8. j 9. c 10.a

B. Interpreting Explorers 1. A French settlement at the mouth of the Mississippi

would mean control of river trade and transportation. A colony would help control interior lands drained by the Mississippi.

2. The mission provided the natives protection and a place to learn farming and crafts as well as to become Christians.

3. In 1716, the first of several missions were built in East Texas, to stake a Spanish claim in the area.

Outsiders would not be permitted to settle there. Presence of the missions would help insure that Texas belonged to Spain.

4. The soldiers were to maintain law and order and work out disagreements with the natives and wait for supplies.

5. Missions succeeded in areas where natives were content with farming and crafts and conditions were right for farming including soil and water.

6. The Spanish priest who escaped the French told other Spaniards in the East Texas missions that a large French force was moving in. After retreating to San Antonio de Bexar, preparations were made to fortify East Texas.

7. Los Adaes, the provincial capital was located near French settlements and Spanish missions in the center of population in the province. It was well for- tified on the Red River. Today, the capital of Texas is in the center of Texas and located on the Colorado River.

C. Charting Frontier Texas France: Robert La Salle, King Louis XIV, Fort Saint Louis Spain: all others listed

D. Discussing Early Texas 1. Countries establish colonies for their benefit.

Natural resources may be needed to expand industry or they hope to find wealth such as gold or silver. The Mother Country must defend the colony as well as provide settlers supplies, and a means of government.

2. The brief French presence in Texas served as a threat to the Spanish who had claimed Texas but did not initially colonize it. After the French arrived, the Spanish sent expeditions to not only explore and drive the French out, but establish missions, presidios and civil settlements.

3. Missions are established today all over the world by religious groups who want to provide the people of the area with an opportunity to accept the religion and have a better life. Today a mission church is supported by an established church.

4. Today San Antonio is best known for its many military installations (Fort Sam Houston Army Post and Kelly, Randolph, Brooks, Lackland Air Force Bases) and numerous tourist attractions (missions, Institute of Texan Cultures, Sea World, the river walk, the zoo, Spanish governors's palace, museums, etc.)

CHAPTER 7

CHAPTER OBJECTIVES * explain Spain's goals in settling Texas. * identify new areas of Spanish settlement. * understand the strength needed on the part of pio

neers in settling a frontier province.

*describe problems between the Spaniards and the Native Texans.

* understand how changes in world affairs brought about new policies for Texas.

ESSENTIAL ELEMENTS A. 1 -A. B.C. D

2 -A 4-C,D

PURPOSE This chapter introduces students to the development of Spanish missions in Texas. Students learn that some of the first colonists in Texas were a group of sixteen families from the Canary Islands, who began a permanent settlement in San Antonio de Bexar. Discussion of South Texas missions and problems the Spanish encountered with Native Texans acquaint students with the risks and sacrifices involved among both the colonists and the Native Texans. In the chapter, students learn about the origins of San Antonio, which became the capital of Spain's frontier province. The chapter ends with an account of the signing of peace treaties between Spanish and native inhabitants of Texas. In reading this chapter, students may gain an awareness and an appreciation of the struggles for land and peace that faced both the Spanish and the Native Texans during early Texas.

MOTIVATOR 1. Drawing Inferences About Terms Discuss with

students the title of the chapter, A Frontier Province. Ask students to speculate about the meaning of the phrase. Students may wish to use a dictionary to find definitions of frontierand province, then draw inferences about how the two words might apply to this era of Texas history. Possible responses might suggest that a European country (in this case, Spain) claims possession of early Texas, which is

unsettled and is on the edge, or border, of an established area (in this case, Mexico).

2. Practicing New Skills Before reading the chapter, students may wish to analyze the pictures. Encourage them to follow the guidelines set out in Teaching Strategies#2 of Chapter 6. Explain that they may review the pictures again as they read the chapter, and that they may wish to analyze them a third time after they have read the chapter. Ask students to keep a mental note of the ways in which their understanding and interpretation of the pictures develop during each phase of the analysis.

TEACHING STRATEGIES 1. Applying Map Skills On a globe or a world map,

students may locate the Canary Islands (a group of thirteen islands located in the Atlantic Ocean about sixty miles off the coast of northwest Africa). Explain to students that the Canary Islands make up two provinces of Spain (as of 1927). Inhabitants are of Spanish descent, and their skin is darker than that of most Spaniards, as they mixed with the Guanches who originally lived there. Ask students

'borm's" point of view, and "straight on"). Ask students to draw a parallel between the points of view of the photographers and those taken by diverse groups of people concerning historical events. Encourage students to discuss ways in which children, women, the elderly, physically disabled, and religious populations in early Texas might have viewed the historic events within the chapters.

2. Understanding Individual Differences Ask students if they have ever moved across town or to another city. Direct them to conduct research about the Canary Islands. Working in small groups, they may simulate a radio program in which various members of one of the original sixteen families are inte~iewed (include women, children and elderly). Encourage students to: express feelings about the journey and leaving their home, describe the preparations, include rich detail of their first impressions of the new land, explain how each person contributed to the construction of the new settlement, and discuss interaction with the other fifteen families. Students may wish to perform their radio programs for each other.

to conauct funher researcn about Canary Islanders n ibraw boofis. Encodraoe stbdents to discuss I EXTENSION ACTlVlTlES ~ ~ , ~~~ ~

~~~ ~-~ ~ ~~

changes in climate, vegetation, and general lifestyle that the sixteen families from the Canary Islands might have experienced during their first year in early Texas. Students may wish to contact the San Antonio Chamber of Commerce to receive information about the annual celebration by descendants of the Canary Islanders on March 9.

2. Designing a Game As students read the chapter, ask them to create a list of twenty comprehension questions and answers that they might pose to their classmates. Students may then work in small groups to take turns playing Twenty Questions. Examples of questions might be: It was my idea to bring the Canary Islanders to

Texas. Who am I? (Aguayo); This mission, located on the San Antonio River at

what is now Goliad, became one of the three most important settlements in Texas. What is its name? (La Bahia)

MULTICULTURAL ACTIVITIES 1. Considering Different Points of View Show stu-

dents examples of photographs taken from different points of view (e.g., a "bird's eye" point of view, a

1. Understanding Historical Perspective, or Imagination Ask students to define perspective and imagination. Discuss their experiences in using the terms. Explain that as they read the chapters, they are invited to use historical perspective, or imagination, to help them think about past events as they consider information the people of the time knew and did not know.

2. Synthesizing Information Point out information on page 183 describing Bernardo de Galvez's role in calling upon Texas missions to aid the American Revolution by sending cattle for his troops in Louisiana. Encourage them to review an account of the American Revolution, which they studied in fifth grade. Have students create a horizontal time line on which events of the American Revolution are cited above the time line and Texas history events are cited below.

3. Perceiving Cause-Effect Relationships Ask students to reread The Revenge of the Comanches on page 173. Encourage them to imagine that they are members of the Comanche tribe who receive a letter of invitation from the priest of the mission San Saba de la Santa Cruz to visit the mission in peace.

Ask students to express their initial reactions, their conversation with each other, and their decision- making process. Encourage them to express their opinions about the effects of the outcome, as Comanches sought revenge. Students may also consider an alternative point of view - that of the natives who were killed within the mission.

ANSWER TO TEXCHECKS Texcheck - Page 169 1. Not many Spaniards want to move to the New

World; few Spaniards wanted to live on the frontier because life was so difficult.

2. The Canaly Islands. 3. After several attempts and failures La Bahia was

established on the San Antonio River at what is now Goliad.

4. Spanish colonization south of San Antonio, mainly along the Rio Grande.

5. Captain Falcon helped found settlements in present day Nueces County.

6. San Antonio de Valero. San Jose, San Juan Capistrano, Conception, Espada

Texcheck - Page 173 1. Natives in Mexico were farmers and settled;

natives in Texas were nomadic hunters. 2. Settlements were attacked and horses and cattle

stolen. 3. Tonkawa mission-San Francisco Xavier de

Horcasitas; Apache mission - San Saba de la Santa Cruz; they failed because of drought, disease, and native attacks.

4. Comanches came to the San Saba fort with letters of peace from the mission priests and were fired upon by the soldiers, leaving many dead.

5. Comanches returned to the San Saba mission and killed most of the natives and Spaniards; they then defeated Spanish troops at Spanish Fort.

Texcheck - Page 181 1. Spain lost Florida to the British, France gave Spain

Louisiana to make up for losing Florida. 2. Garrisons were weak and settlements too small to

develop a stable economy.; Move missions to safe places and fortify settlements.

3. Gil Ybarbo; they were forced to leave their homes and move to San Antonio where most of the good land was taken.

4. Halfway between East Texas and San Antonio a sefflement call Burcareli was built for East Texans:

it failed due to disease and harassment by the natives.


A. Reviewing Texas Terms 1.g 2. i 3. c 4. e 5. j 6. d 7. b 8. a 9. f 10. h

8. Matching Frontier People and Places 1.g 2. f 3. i 4. d 5. e 6. a 7. h 8. b 9. j 1O.c

C. Interpreting Spanish Texas 1. Spaniards had faced unknown in the past and were

successful in starting a colony far from home. 2. The mission did not grow and prosper at Fort Saint

Louis, mainly because of the hot, humid climate, with mosquitos that spread infections and trouble with Natives.: Attem~tS to dam the Guadalu~e river

~ - ~ - - for irrigation failed.; AII three were located next to water.

3. They brought horses, cattle, goats,and sheep as well as farm implements to aide them in establishing ranches in the area.

4. Natives were receptive to priests and to Christianity; Natives adapted to the farming lifestyle; The San Antonio missions were located near the San Antonio River which provided water for the irrigation systems.

5. A nucleus were those settlers from Bucareli who were used to hard times and determined for the settlement to succeed; merchants, traders, and laborer joined them.

D. Discussing Spanish Texas 1. San Antonio gained the right of self government

which allowed the settlers to make their own laws. Today local communities in Texas have the right to apply for a charter to exist in the state of Texas and make their own laws so long as they do not violate the laws of the U.S. or Texas. Self-government is basic to our American way of life.

2. Few had family here and did not plan to put down roots; they returned to Spain because they had come here to seek riches or to gain land for Spain.

3. Being nomadic in nature they would not tolerate being controlled; They showed resistance by raid- ing missions and sometimes killing Spaniards.

E. Comparing Settlers Answers will vary.

CHAPTER 8

CHAPTER OBJECTIVES * understand why Spain feared foreigners on Texas

soil. * explain the role of filibusters in Texas. * describe the importance of Mexico's revolt against

Spain. * identify the first "Republic of Texas." * describe the importance of the Adams-Oiiis Treaty. * explain why James Long was known as Texas's

"almost successful filibuster." * describe Spain's impact on Texas.

ESSENTIAL ELEMENTS A. 1 -A, 8, C, D

2-A 4-A,B,C,D,E,F,G,H,I,J,K,L,M

6. 1 -A, B,C 2-A, B 4 -D

PURPOSE This chapter helps students understand the era from about 1800 to 1820, describing the collapse of a society - of Spanish control of Mexico and Texas. Students read of the turmoil and violence that often accompany such events. They are provided an opportunity to analyze the violence of filibusters and pirates and the disruption of life created by the 1810 and 1820 revolutions, and they become aware of the complexity of historical causes surrounding the Mexican Revolution. At the same time, students learn about fascinating characters in Texas history - Nolan, Magee, Gutierrez, Lafitte, the Longs, and many others.

MOTIVATOR 1. Comparing and Contrasting Past with Present

Explain to students that in this chapter they will learn that the population of Texas settlers in 1820 was only 2,500. Ask them to find the current population of Texas in the back of this book. Encourage students to calculate the amount of time in the interim, when Texas grew to its current population. On a Texas highway map, students may also locate towns with populations of about 2,500 to help them comprehend the relatively few people in the entire

state fewer than 200 years ago. 2. Identifying Ethnic and Cultural Celebrations Ask

students to describe holidays and celebrations that reflect their various ethnic or cultural origins. Explain that in this chapter they will read about a significant Mexican holiday, which is celebrated also in Texas, called dies y seis de septiembre (page 195).

2. Drawing Conclusions Ask students to reread the account of Philip Nolan (pages 190-191) and hypothesize about what he was doing in Texas. Point out that with the limited evidence that historians have about Nolan, any conclusion reached is speculative.

3. Locating Origins on a Map Ask students to reread the text on page 192, which tells about the origins of settlers who came to Texas in the early 1800s. On a world map or a globe, students may trace the paths settlers took from their various countries of origin (Mexico, Canada, France, Ireland, England, and America) to Texas.

TEACHING STRATEGIES 1. Discussing Cause and Effect As students read

the chapter, encourage them to think about cause and effect events, for example, the influence of the Mexican Revolution on the development of Texas. Ask them to complete a chart as they read about the causes and effects of events that are detailed throughout the chapter.

MULTICULTURAL ACTIVITIES 1. Drawing Conclusions Ask students to research

the history of Ireland during the 1700s. Encourage them to draw conclusions about why Philip Nolan and others may have left their homeland to immi- grate to Texas and the United States.

2. Creating a Texas Flag After students have read the account of Jane Long's contribution of a hand- sewn flag (page 206) to symbolize the efforts of her husband James Long to take Texas for the United States, ask them to draw a picture of what that flag might have looked like. In doing this, students will form their own interpretations of this period of Texas history.

3. OrganiZlng and Expressing Ideas in Written

Cause Effect

Form Ask students to read about the origins of the annual celebration in Texas, dies y seis de septiembre discussed on page 195. Encourage them to describe their experiences in celebrating this holiday. Then ask them to design and draw an invitation to a dies y seis de septiembre celebration that informs the recipient of the history and meaning of the holiday.

4. Developing a Family Tree Students may wish to ask their families to help them draw a genealogical chart of their family heritage. Display these family trees, and discuss the way in which students have received their last names from the paternal side of the family. Challenge students to retrace the evolution of their names through the maternal side of the family, and ask them to speculate about whether such a name change might have had an effect on their lives.

EXTENSION ACTIVITIES 1. Imagining Actions of Historical Personalities

Students may wish to research the history of piracy and to discuss the value systems of pirates. Ask students to reread the account of Jean Lafitte on page 199. Encourage them to develop a monologue in which Lafitte strategizes with his men and takes action from a base on Galveston island.

2. Synthesizing Information and Writing About Concerns After students have read the chapter, discuss the rationale for the Mexican Revolution. Ask them to think about some things that might make them unhappy enough to protest- even things that might not ever happen to them today. For example, some students might believe that the age for voting eligibility should be lowered, or that teenagers should be permitted to be elected to the Presidency of the United States. Students may then create a list of such issues. Ask them to write a letter to the editor of a newspaper in which they address one of the issues on the list, voicing their concerns and suggested solutions. If letters reflect contemporary issues, they may wish to submit them for publication.

3. Writing a Diary Entry Discuss the diary entry of Jose Bernardo Gutierrez (page 196), which tells of his "Republican Army of the North." Ask students to write a subsequent diary entry that Gutierrez might have written on April 6,1813, when (as is explained in the text) Gutierrez issued a

Declaration of Independence. 4. Illustrating a Time Line Have students summa-

rize in discussion the events shown on the time line (page 205). Working in small groups, students may select an event to illustrate on butcher paper with nontoxic paints, markers, or crayons. Have students display their illustrations in sequential order, SO as to create a linear mural.

ANSWERS TO TEXCHECKS Texcheck - Page 193 1. Many of the new ideas challenged the Spanish way

of life and Spain's ways of governing her empire, like the ideas growing out of the American and French revolutions about freedom and equality for the people.

2. The Spanish government feared Nolan was turning the natives against them, so the governor of Louisiana cancelled his passport. But Nolan returned to Texas anyway, and as the Spanish tried to arrest him he chose to fight and was killed.

3. New settlers came from Louisiana, Mexico, other Spanish territories, Canada, France, Ireland, and England. A few Americans were allowed to stay in Texas.

4. Rumors flew that Aaron Burr was going to establish an empire in the West with a group of men, and the Spaniards wondered if Texas would be a part of it.

5. The Neutral Ground was located between the Sabine River and the Arroyo Hondo, a stream east of the Sabine.

Texcheck - Page 200 1. Mexico revolted against Spain because many

Mexicans wanted the right to vote and elect their own government. They believed life could be better for Mexico's farm workers, but not under Spanish rule.

2. Dies y seis de septiembre is September 16 in Spanish. This is the day on which the church bells rang in Dolores and Father Hidalgo called on the people of Mexico to rise up against Spain, beginning a revolution.

3. Jose Bernardo de Gutierrez established the first "Republic of Texas".

4. Luis de Aury, Francisco Xavier Mina, and Henry Perry

5. Jean Lafitte and his men helped Andrew Jackson save the city of New Orleans for the Americans in the War of 1812.

Texcheck - Page 204 1. The Adams-OAis Treaty established the boundary

between the United States and Spanish territory. 2. The United States gained Florida and the Neutral

Ground, and gave up all claims to Texas. 3. James Long and his men marched to Texas to

claim it for the United States so that Texas would remain open for settlement.

4. Groups in Mexico wanted to control the government and the constitution.

5. The most lasting Spanish contribution is found in the language and way of life of today's Mexican Texans.


A. Reviewing Texas Terms 1.b 2. e 3. h 4. a 5.9 6. d 7. j 8. i 9. c 10.f

8. Matching Adventurers and Revolutionaries 1.f 2. j 3. c 4. i 5. d 6. h 7. b 8. g 9. a 10.e

C. Talking Texas 1. Answers will vary, but should include the fact that

the Spanish government feared ideas of freedom and equality might spread to its own colonies, where little freedom and equality was experienced, and that other countries wanted Soain's colonies in the New World.

2. Answers will vary. He had a contract to get horses for the Spanish.

3. Answers will vary, but should include the fact that the revolution begun by Father Hidalgo's "grito" may have failed, but it did show Spain's control was weak and Mexico did eventually gain its independence, and each year many Texans celebrate dies y seis de septiembre.

4. Answers are numerous and will vary, but should include the constant threat of revolution, boundary disputes with the United States, settlers moving out and smugglers and revolutionaries moving in, and the United States attempting to take Texas for its land.

5. Andrew Jackson invaded Florida in an effort to punish the natives for attacking the U.S. and to claim Florida for the U.S. from Spain. The result was the signing of the Adams-Oiiis Treaty, which settled the boundary between the U.S. and Spanish territory. Florida and the Neutral Ground

became part of the United States, and the U.S. gave up all claims to Texas, which upset many settlers seeking fertile land.

6. Answers will vary, but should include the fact that Dr. James Long was almost successful in his effort to declare Texas as independent and set up a temporary government granting land titles to settlers.

7. Liberals in Mexico wanted independence and democracy. Conservatives wanted independence, but did not want democracy. Both groups wanted to control the government and the constitution. They joined together to overcome Spain. Other answers will vary.

8. Answers will vary but should include music, art, dance, and buildings, plus names of rivers, towns, and historic sites showing the influence of three hundred years of Spanish rule. The most lasting of all Spanish contributions is found in the language and way of life to today's Mexican Texans.

D. Adventuring in Spanish Texas 1. Reenactments will vary. 2. Reenactments will vary. 3. Reenactments will vary. 4. Reenactments will vary. 5. Reenactments will vary.

E. Thinking About Spanish Texas 1. Answers will vary. 2. Answers will vary but should include discussion

about James Long and his army coming to Texas to claim it for the U.S. and open it up for settlement because the land was very fertile. Spain came to Texas in the beginning in search of gold and precious stones. France came to Texas to colonize the New World to gain power. Other Anglo-Americans came to Texas to hide from the law, to get horses, to smuggle slavesfrom the West lndies into the U.S., to steal from Spanish merchant vessels, and to simply buy land at a low cost in order to farm or ranch.

3. Answers will vary. New ideas of freedom and equality, even for the poor farmer, helped lead to the Mexican Revolution.

F. Writing Texas 1. Answers will vary. 2. Answers will vary. 3. Answers will vary.

CHAPTER 9 I son between what the Spanish thought they could do and what they actually were able to do.

CHAPTER OBJECTIVES * understand the goals of the mission system. * describe the life and work of the people in the

missions.

* describe how the cattle industry began and came to Texas.

* locate Spanish settlements in frontier Texas. * understand the importance of the Spanish influence

on Texas life.

ESSENTIAL ELEMENTS A. 1 - A, B, C, D

2-B.D

PURPOSE This chapter is the first of three chapters in the book

that include several primary sources to supplement the textual materials. These documents help students understand life at the Spanish missions and life in the towns of early Texas. These collections of primary documentary materials permit students to build upon the materials presented in the narrative chapters.

Parts of the documents contain unusual wording or strange and archaic phrases, which were included to preserve the '"feel" of the documents. You may wish to point out that these kinds of problems are inherent to conducting research in historical documents. Additionally, such "stumbling blocks" can be viewed as ready-made research projects. Individuals or groups can be given the job of going to the dictionary to unravel such mysteries as 'What is a neophyte?" Therefore, the documentary materials have two aims: to provide information and to allow students to do some historical problem solving.

The parts of the documents concerning towns and settlements provide an opportunity to explore the idea of the impact of the function on the life of a town. Documents about San Antonio contain numerous examples of the impact of environment on humankind's institutions. The plan for San Fernando and the map of how it actually looked offer a compari-

MOTIVATOR 1. Understanding Isolationism Ask students if they

know what the term "isolationism" means. Students may use a dictionary to find the exact definition. Lead a discussion about students' experiences in feeling isolated. Point out the theme of isolationism and its impact on Texas history. In this way you may help students establish a meaningful context for their reading.

2. Drawing Inferences Ask students to look through the chapter to become familiar with the primary source materials illustrative of those available to historians of Spanish Texas. Point out that, although they are the most important tool for historians, primary sources present only a fragmentary picture of the events and conditions that existed. It is nearly impossible, for example, to find meaningful details from these and other documents that would describe the ranching industry in Spanish Texas. Likewise, first-hand accounts by Native Texans of their feelings and impressions about life on the missions are nonexistent. Thus, the historian must make "educated guesses" about each of these pieces of historical information. Encourage students to draw inferences throughout their reading, and to use primary source material as a base from which to conjecture.

TEACHING STRATEGIES 1. Analyzing lnformatlon After students have read

the chapter, encourage them to imagine how the development of Texas would have been different if the Spanish had never arrived. They may wish to review previous chapters to ascertain the point at which Spanish influence began to dominate Texas.

2. Portraying Life at a Mission Point out the primary source document describing life at Mission Concepci6n (page 216). Based on the text, ask students to draw a picture detailing a day in the life a Native Texan at the mission.

MULTICULTURAL ACTIVITIES 1. Using Problem-Solving Skills Refer students to

the section The Closing of the Missions on page 221. In small groups, students may create a dialogue that might have taken place among friars

during the months prior to 1792, when the missions closed and became churches. Encourage students to enter into a first-person conversation by stating problems with the missions, then reaching consen- sus about a solution. Groups of students may wish to perform their dialogues for each other.

2. Writing About Family Contributions Point out the contributions of women, men, children, and the elderly at the missions as they are described on page 214. Then ask students to envision themselves as any one of those people and to create a list of activities or chores to be done during the course of a day. Students may compare their lists to comprehend the cooperative interaction that took place among family members at the missions.

3. Writing About Comparisons Students may wish to review previous chapters to recall details of Native Texan family life before the establishment of Spanish missions. Encourage them to conduct library research to help them compare the lives of Native Texans during pre-mission times with those during the era of missions. Ask students to write a comparison paper about the topic in which they may wish to express their opinions.

EXTENSION ACTIVITIES 1. Drawing a Map After students have viewed the

hand-drawn map on page 227, ask them to select a familiar area to depict as their own hand-drawn map. Possible sites might be: a neighborhood, the school campus, the classroom, a city park, the entire city, the downtown district, and a community of farms or ranches. You may wish to have students who are familiar with the same sites work together to complete the map.

2. Creating a Legend Ask students to read about the life of Pedro Huizar, sculptor who created the Rose Window at Mission San Jose, on pages 232 and 233. Encourage them to point out the parts of the story that likely are based on legend. Then ask students to write a legend about the way in which a local landmark, sculpture, or other piece of art may have come into being.

3. Simulating a Mission Through Art Ask students to work in small groups to create a simulation of a mission. They may wish to draw a floor plan of their mission (example on page 218) either by hand or on a computer. Based on the floor plan, they may then work individually or in groups to assemble

walls, grounds, trees, equipment, and so forth from cardboard and other found objects. Encourage students to discuss the activities within the mission as they model their figures from clay or another medium. Finally, students may wish to place their missions in the appropriate locations on a large floor map of the state of Texas.

ANSWERS TO TEXCHECKS Texcheck-Page215 1. Clear the land, dig irrigation canals or ditches, raise

crops, explore, mark trails, build homes, churches, and public buildings.

2. The mission system was used to conduct government.

3. Served as a fort, a church, living quarters, a place to learn the Christian religion, crafts, and the ways of Spaniards.

4. Men farmed the crops, built buildings, dug irrigation ditches. Women cooked, harvested crops, took care of children.

5. At the missions where the friars and the natives raised cattle for food and leather.

Texcheck - Page 221 1. Las Pastores and Las Posadas 2. Father Antonio Margil de Jesus 3. clay, stone, porous limestone, with white limestone

covering the front 4. Everything in order and well planned.; Granaries

filled with food.; Plenty of good water in the wells. 5. Fewer natives living in the area; and the govern-

ment no longer thought important.; Some turned into regular churches.

Texcheck - Page 231 1. La Bahia, Nacogdoches, San Antonio 2. La Bahia: military, to protect Gulf coast;

Nacogdoches: ranching, farming, supply center; San Antonio: government, religious, militaly, supply centel

3. iron, paper, medicine, tools, guns 4. Houses of stone, mud and wood that are poorly

built without a plan; soldiers' quarters in ruins; streets filled with mud.

5. Did not produce the amount of food that they should.; Never learned to manufacture textiles or rope.; Shortage of cattle and water for irrigation.


A. Reviewing Texas Terms 1.a 2. e 3. g 4. c 5. f

B. Matching Workers and Work 1.g 2. e 3. h 4. f 5. d 6. c 7. a 8. b

C. Interpreting Llfe in Spanish Texas 1. They had to face dangers from the land and

Natives.; They were isolated from the rest of the world.

2. Pay was poor and they provided their own food and clothing; They had to fight with the Natives.

3. The presidio and the church were the largest buildings.; Houses were built around the presidio.; Soldiers and their families produced necessities and provided their own entertainment.

4. People came because they wanted to.; No larger church or fort was built.; Houses and businesses were scattered.

5. Was a religious, military, and supply center and had a good sized population.; Was located between Mexico and East Texas and was watered by springs.

D. Discussing Frontier Texas 1. Priest offered Natives shelter, supplies, and instruc-

tion in the beliefs of the Roman Catholic Church.; Natives left the mission when they began to miss their old way of life.

2. Discuss types of crafts like wood-working and sculpting and how art like the Rose Window added to the beauty of missions.

3. When a person sees something with his or her own eyes and describes it, then those who read the description see it, too, and the reader also must remember that a description includes the emotions and view point of the writer.

4. Church and houses were poorly constructed and resembled a poor village with muddy streets; In 1803 the situation was still poor, the settlers were blamed because they did not work hard enough or develop many things that would help their way of life.

E. Exploring Your Community Answers may vary.

F. Recording Life in a Spanish Mission Answers may vary.

UNIT 2 LINKS

A. LINK TO MATH 1. fifty years 2. four hundred years 3. forty-eight years 4. one hundred eleven years 5. three hundred two years

B. LINK TO SOCIAL STUDIES - CHARTING SPAIN'S CONTRIBUTION TO TEXAS Answers may vary.

C. UNK TO ART - DESIGN A MONUMENT Answers will vary.

D. UNK TO GEOGRAPHY Each map will look different.

* UNIT 3 * Unit Three has perhaps more opportunity for

developing an interest in high drama than does any other unit because of the adventuresome and theatri- cal accounts about the Colonization, Revolution, and Republic periods. This unit about the great drama of events in Texas history incorporates visuals (maps, profiles, paintir,gs, flags, etc.) and primary sources that enhance the amazing text itself. Unlike previous units, this unit is centered almost completely in Texas. The theme of nation building offers exciting potential for learning activities. Opportunities for learning about comparative history abound between the early Texas and Mexican experiences of revolution, and between early Texas and the emerging nations of today.

This unit describes in detail a spectrum of fascinating individuals. It provides readers a base from which to examine the role and impact of the individual in history. Since biography is ctlical to the story of Texas, this unit is an opportune place to encourage students to conduct oral histories and read about primary source accounts of past Texans.

Beginning with Moses Austin's plan to colonize Texas, the unit takes students through the story of Stephen F. Austin and Texas's first colony to problems with Santa Anna and the Mexican Constitution of

1824 to the fall of the Alamo, the massacre at Goliad, to Sam Houston's victorious Battle of San Jacinto. The Republic of Texas then faced many more problems, and the reader learns about how Texans struggled and succeeded in becoming the twenty- eighth state of the Union.

CHAPTER 10

CHAPTER OBJECTIVES * understand the conflicts in the Mexican government

and relate these conflicts to Texas. * describe the role that Moses Austin played in set-

tling Texas. * describe how Stephen F. Austin gained the title

"Father of Texas." * identify Anglo-American senlements in Texas and

the problems the settlers had. * describe the problems Mexico's changing the colo-

nization laws caused for Texans.

ESSENTIAL ELEMENTS A. 1 -A. B, C, D

2 - B. C, D. E. F, L 3-C 4-A,B,C,D,E.F,G.H. I ,J,K,L.M

0.1 -A. B,C 2-A. B 4-D

PURPOSE This chapter offers students a detailed acmunt of the era when Mexico gained its independence from Spain and the years of colonization in Texas by empresarios. Students gain an appreciation for the dedication and foresight of Moses Austin and his son, Stephen F. Austin, in their efforts to establish the first colony in Texas. An interesting study in the economics of gaining land grants gives students a comparative view of the reasonable cost of land in Texas contrasted with land prices in the United States. Throughout the chapter, historical acmunts of Native Texans continue the ongoing story of the many conflicts they faced in the new Texas.

MOTIVATOR 1. Syntheslzlng Information As an introduction to

the Mexican Texas, you may wish to provide a tran-

sition for students by asking them to summarize the overall contributions of the Spanish reign in Texas. (They instituted a language that is still used daily by many Texans, and many rivers and cities have Spanish names; brought the Catholic religion to Texas; left a legacy of architectural style and buildings, along with other types of art; began the first ranches and brought the Spanish Longhorn cattle; set the style for cowboy anire; began an educational system; set up the missions and agricultural instruction, etc.)

2. Readlng Captlons for Clues Before students read the chapter, they may wish to look at the pictures in the chapter and to read the captions in anticipation of the content of the chapter.

3. Considering Prlmary Source Materials Before students read the chapter, review the differences between primary and secondary source materials. Explain that this chapter includes many primary source materials. Ask students to identify examples of primary sources in the chapter.

TEACHING STRATEGIES 1. Understanding Diplomacy Have students reread

the text about Moses Austin's first colony on pages 245 and 246. Point out that at first he was refused permission by Governor Antonio Martlnez to settle families in Texas and that the Baron de Bastrop sewed as diplomat or ambassador to persuade the governor othemise. Ask students to discuss their experiences in diplomacy, which may lead to an opportunity to cite diplomatic events and leaders in the course of American history.

2. Summarizing Information On the chalkboard, wriie the following names: Stephen F. Austin, Baron de Bastrop, Green DeWiit. Martin de Leon, and Haden Edwards. Ask students to discuss the documented actions of each empresario. (S.F. Austin led the first colony -of 300 people -to Texas; DeWin senled about 166 families around Gonzales; De Leon settled fortyane families between the Lavaca and Guadalupe rivers; Edwards formed the independent Republic of Fredonia in East Texas.)

MULTICULTURAL ACTIVITIES 1. Dramatizing Austin's Cross-Cultural

Philosophy Point out to students the section of text on pages 250-251, which describes Austin's

successful approach in gaining permission to colonize Texas from the new Mexican government. Ask them to state their opinions about his efforts to learn to speak the language of the decision- makers. In small groups, students may dramatize Austin's journey to Mexico and the conversation with government leaders there. If some students can speak Spanish, encourage them to help other students understand key Spanish words that they may choose to use during the dramatization.

2. Writing a Letter to a Friend After students have read the chapter, ask them to imagine that they were among the colonists who moved to Texas. Encourage them to write a letter to a friend in their former community describing the pros and cons of the journey to Texas and their new life there.

3. Researching Information About the Mexican Flag Explain that Texas has had six flags, among them the Mexican flag (shown on page 243). Encourage students to conduct research in the library to find out about the history of the Mexican flag. They may write an essay that summarizes their findings, and they may wish to illustrate their written descriptions.

4. Expressing Value Judgments Aher students have read about Haden Edward's Fredonian Rebellion (pages 256-257). encourage them to express their opinions about the ethics involved in that event. Ask for their opinions concerning the actions of Haden Edwards as they applied to the Cherokees and to the settlers who were already living in the Nacogdoches area.

EXTENSION ACTIVITIES 1. Writing a Classified Advertisement Have stu-

dents reread the portion of the chapter that describes Stephen F. Austin's initial efforls to begin a new colony in Texas (page 248). Show students examples of classified advertisements from a local paper. Ask them to write an example of Stephen F. Austin's classified adverlisement that might have appeared in the New Orleans newspaper in 1821.

2. Drawing Conclusions Based on information students have gathered about resources available to the first Texas colonists, ask them to write a detailed list of necessary supplies that would resemble the list that Stephen F. Austin assembled in preparation for the move to Texas in 1821. (See page 249).

3. Relating Past to Present In small groups, students may create a list of natural resources and other considerations that would be important to them in selecting a camping site (drinking water, protection from the elements, dry and level ground, aesthetic appeal, etc.). Then, selecting an account of one of the empresarios and his colonists, students may list considerations that they might have had in determining a site on which to settle. Ask groups to compare their lists.

4. Drawing Conclusions Ask students to look at the picture of Stephen F. Austin's log cabin on page 254. Encourage them to draw conclusions about the types of available natural resources in the area.

ANSWERS TO TEXCHECKS Texcheck - Page 247 1. Groups fought, Mexico was in debt, and military

leaders used the army to get and hold power. 2. Many political groups wanted to lead Mexico, and

many rulers wanted to control the country, making it a place of unrest for years. Despite problems with the government of Mexico. Texas grew because Mexico opened Texas to settlement by Americans; in many parts of Texas the Spanish-Mexican way of life gave way to Anglo-American ways.

3. The Constitution of 1824 was based on the Constitution of the United States. A republic was set up with the election of a president.

4. Moses Austin wanted to bring settlers to Texas and form a colony of three hundred families near the Texas coast. The Baron de Bastrop operated a freighting business in San Antonio and was trusted by Spanish officials; he convinced the Spanish governor to listen to Austin's plan.

5. Aher hearing that his plan had been approved, Moses Austin fell ill and died. Moses Austin's son Stephen F. Austin took over his colonization grant.

Texcheck - Page 251 1. Erasmo Seguin was an influential citizen of San

Antonio, a rancher, and a friend of Stephen F. Austin. He helped get Moses Austin's grant trans- ferred to Stephen F. Austin.

2. Austin decided the best area for his colony would be between the Lavaca and San Jacinto Rivers, then he chose the lower Colorado River valley for his first settlement.

3. Austin advertised to let people know that land was available in Texas. Settlers had to be willing to

accept hard times and be able to provide for themselves. He wanted people who would help the colony prosper.

4. Austin's supply ship did not arrive at the right place; Spain no longer ruled Mexico, and he needed to get a new grant from the Mexican government.

5. Austin learned the Spanish language, which helped him deal with the officials. Impressing the political leaders with his clear explanation of his plan, Austin convinced many people that he was an able leader for the Texas colony and that his colonization plan would work.

Texcheck-Page 255 1. Families settling on and improving their land grants

would receive 177 acres if they farmed and 4.428 acres if they raised cattle. They received 4,605 acres if they did both, and if they built cotton gins or grain mills to improve the land they could receive extra land.

2. For each two hundred families empresarios brought to Texas they would receive fifteen sitios of pasture land and two labors of farming land. This would increase in time.

3. Mexican citizens would have the first chance to claim land. Mexico passed laws stating that a settler did not have to pay state taxes for ten years, an empresario could receive more pasture land and farm land then before, the price of land was cheaper than in the United States, and a person's land and tools could not be taken to pay debts.

4. The Old Three Hundred was the group of first Anglo settlers in Austin's colony, made up of 297 families. They were worried about titles to their land, drought that caused poor crops, getting food for the winter, and the Native Texans.

5. After Austin's militia and Mexican soldiers clashed wilh the Native Texans, the early settlers secured peace with them through peace treaties.

Texcheck-Page258 1. Green DeWitt, Martin de Leon, and Haden

Edwards were three successful empresarios. DeWin's colony was located west of Austin's colony and south of the Old San Antonio Road. De Leon's colony settled between the Lavaca and Guadalupe Rivers. Edwards' colony lay between Austin's colony and the Sabine River.

2. Martin de Leon's settlers came from Mexico, the United States, and Ireland. They settled between the Lavaca and Guadalupe Rivers and centered

around the town of Victoria. 3. Settlers that were already living in the area had to

prove their land titles, or their land would be opened for colonization.

4. Haden Edwards' colony was between Austin's colony and the Sabine River. When the Mexican government cancelled his grant. Edwards did not receive word of it and went to the United States to raise money for the colony. His brother, Benjamin Edwards, removed the alcalde in Nacogdoches and seized government records, then declared East Texas to be the independent Republic of Fredonia.

5. The Fredonian Rebellion was this seizing of government records and sending out a proclamation that East Texas was an independent republic. As officials from San Antonio sent troops to Nacogdoches, Edwards and his followers negoti- ated with the Cherokees for their help. The militia in Austin's colony and the Mexican troops put down the rebellion, the Cherokees discovered they had been tricked and would not fight with the rebels, and Benjamin Edwards and his men fled across the Sabine River.

6. Mexican officials were afraid that more aggressive Americans might come to Texas.


A. Reviewing Texas Terms 1. h 2. e 3. b 4.1 5. g 6. i 7. f 8. d 9. e 10.a

B. Matching Colonists and Colonies 1.b 2. i 3. c 4. a 5. d

C. Interpreting Early Settlers 1. Open policies of Mexico allowed more people to

come, especially Americans; Mexican officials encouraged newcomers.

2. Conservatives wanted to do away with the republican form of government and throw out the constitution. Liberals wanted the republic to continue. Moderates wanted to hold the nation together and avoid civil war. (Opinion answers will vary.)

3. The Tonkawas were weak and gave the settlers no problems; some even lived in or near the Austin colony. The Karankawas clashed with the settlers, but in 1827 a peace treaty was signed with the Karankawas, and they moved farther down the coast.

4. The settlers farmed, growing food and cotton, and they ranched, raising cattle.

D. Dlscusslng Ideas 1. Mexico fought and gained its independence from its

mother country of Spain in 1821. Mexico had little experience in democratic rule when she won her independence; the const.t4ion was patterned aher the Uniled States Const:tuton. Tne Unted States fought for its independence from 1775 to 1781. England was its mother country. Each of the thirteen English colonies had their own self government when they broke from England, and they patterned their government, in part, after the English system.

2. Answers will vary. 3. Answers will vary.

E. Ho! For Texas Answers will vary.

CHAPTER 11

CHAPTER OBJECTIVES * explain the significance of Mier y Teran's

recommendations. * identify empresarios who helped to settle Texas. * explain why Texans resented import taxes. * describe the conflict at Anahuac. *describe what happened at the Conventions of

1832 and 1833. * describe Stephan F. Austin's efforts to deal with the

Mexican government. * explain why Texans suppolted Santa Anna and

then grew upset with the changes he made.

ESSENTIAL ELEMENTS A.1-A.B,C,D

2-B,C,D,E,F,L 3 - C 4-A.B,C,D,E,F ,G,H, I ,J ,K.L ,M

8.1 - C 2-AB,C,D,E,F, 3 - F 4-D

PURPOSE This chapter helps students understand the pro- cesses of two quite different examples of community

building. First, an account of the struggle of the Mexican people to create a nation out of the chaos of revolution shows students the successes and failures of the efforts of Mexican leaders (e.g., Bustamente and Santa Anna) to administer a national government while dealing with problems in Coahuila y Tejas. Second, accounts of the efforts of the early settlers under the colonization program to establish a viable society in the wilderness help students understand and appreciate the relationship with Mexico, as well as close ties with the United States. The role of a significant individual in history, that of Stephen F. Austin, is highlighted throughout the chapter. Finally, students become aware of the varieties of ethnic groups who began to inhabit the new Texas.

MOTIVATOR 1. Identifying Significant Individuals Explain to

students that they will read in this chapter about more contributions of Stephen F. Austin. In order to emphasize his dedication to the development of Texas, you might read aloud his quote in Texans Write on page 277. Point out that Austin was named "Father of Texas" and that the original name of our state capital, Waterloo, was changed to Austin in his honor. Ask students to name other Texans and Americans (both men and women) who have received titles, monuments, or other honors because of their dedication.

2. Locating Countries of Origin o n a Map Ask students to point out on a world map or a globe the point(s) of origin from which their families came to America. Explain that in this chapter, they will read about a variety of ethnic groups who left their homelands to come to Texas.

TEACHING STRATEGIES 1. Considering Another Point of View Ask students

1 to recall an instance when something special was taken from them. Encourage them to think about 1 how they felt about the situation. Have them reread the text on page 267, which describes Mier y

i Teran's tour of Texas in 1828. Ask students to discuss the reception of his report from the point of view of Mexican officials.

2. Locating Countries on a Map To help students understand the accounts in this chapter of immigrants to Texas, have students locate the following countries on a world map or a globe: Mexico,

United States, Ireland and other European countries. Point out the reference at the top of page 274 in which the Mexican government asserted that slaves were being shipped to Texas and smuggled into the United States. Ask students to trace the path from countries in Africa to Texas.

MULTICULTURAL ACTIVITIES 1. Relatlng Past to Present Ask students to reread

the caption on page 271, which discusses Jose Cassiano, Italian land owner and businessman who settled in San Antonio. Point out that his family remains active in business in San Antonio. Encourage students to inquire within their communities to find out which families and businesses date back to pre-revolutionary times. Students may wish to interview these citizens and write an account of their history. The stories can be com- piled in a class notebook.

2. Comparing Federal Constitutions The Mexican Constitution of 1824 was constructed similarly to the United States Constitution. Ask students to conduct research to help them list comparisons between the two constitutions. For example, the Mexican Constitution called for a president and a vice-president to hold four-year terms; Congress was made up of two houses; senators served four- year terms; deputies sewed two-year terms; Congress would meet every year from January to mid-April; and a supreme court with eleven judges would comprise the judicial branch of the government. Examples of differences inherent in the Mexican Constitution are: all government interactions had to be expressed in Spanish; the Roman Catholic religion became the national faith; the church would be supported by funds from the national treasury.

3. Comparing Letters of Leaders Point out the passage in tne~text on pages 280-281 that oescrloes Steohen F. A~stin's lener to tne oeoole of Texas enmuraging them to separate ?exas from Coahuila while he sat in a Mexican jail. Explain that, at the same time. Austin wrote many leners to Texans in which he begged them to remain calm and without violent action. Ask students to compare the frustration and actions of Austin to those of Dr. Martin Luther King more than 100 years later during his imprisonment in the Birmingham jail based on his dedication to civil rights. If possible, students may

wish to conduct library research by reading copies of both Austin's and Dr. King's leners.

4. Researching Journals and Diaries of Texas Women In this chapter, reference is made to the sister of Stephen F. Austin. Mary Holley Austin, who left a detailed diary of her pioneer experiences as a Texas settler. Ask students to conduct research in locating some of those primary source accounts of early Texas women. They may wish to write the Barker Texas History Center in Austin. Texas, for information.

EXTENSION ACTIVITIES 1. Writlng a Narrative Account o f Santa Anna's

Actions Discuss Santa Anna's rise to fame and fall from glory in the eyes of Texas colonists. Ask them to reread the chapter, chronicling in a list each action that Santa Anna took during the course of the chapter. Then ask students to write a narrative account of the rise and fall of Santa Anna's popularity, based on their chronological list.

2. Locating Important Settlements on a Map On a map of Texas and Mexico, students may locate important settlements in and around Texas that were in place during the time just prior to the Texas Revolution. List the following cities and settlements on the board and ask students to include them on their map: Jonesborough, El Paso, Nacogdoches, San Augustine. Washington, San Felipe, Liberty, Anahuac, Harrisburg, Columbia, Velasco. Brazoria. Matagorda, Columbus, Victoria, Refugio, San Patricio, Goliad. Gonzales, La Grange, Bastrop. San Antonio, Laredo, Presidio, Monclova, Saltillo, Monterrey, Matamoros.

3. Using Historical lmaginatlon Explain to students that Stephen F. Austin had a close friend and confi- dant, Samuel Williams, who, in 1835, was sought after by the Mexican government largely because of his role in the conflict at Anahuac. Williams was not captured, however. Ask students to create a dialogue that might have taken place between Austin and Williams in which they discuss new information and strategies concerning the jeopardy in which Williams was placed, as well as the dangers that Austin faced. Encourage them to include names of other Texans and Mexican officials, cities. rivers, and other key terms.

ANSWERS TO TEXCHECKS Texcheck - Page 269 1. Mier y Teran reported that Texans remained loyal

to the United States and in time would want to be a part of that country.

2. Mier y Teran made these three recommendations: a) bring other colonists (Mexicans, Europeans) to Texas b) establish a military force in East Texas c) increase trade between Texas and Mexico by opening new pons and stopping smuggling from the United States.

3. Texans disliked the fact that Americans would no longer be allowed to colonize Texas.

Texcheck-Page273 1. Power and Hewetson brought lrish families to

Refugio. McMullen and McGloin brought Irish families to San Patricio.

2. David G. Burnet, Lorenzo de Zavala, and Joseph Vehlein were associated with the Galveston Bay and Texas Land Company.

3. The empresario system can be considered a success because about 3,500 families came to Texas.

Texcheck - Page 276 1. Colonists objected to the Mexican military pres-

ence in Texas because some soldiers had been convicts who were allowed to selve in the army rather than going to prison.

2. Three reasons the Mexican government decided to impose import taxes were to stop smuggling, to encourage Texas settlers to trade with Mexico, and to raise money.

3. George Fisher was the first custom collector in Texas. Texans disliked him because he announced that all ships landing in Texas would have to report to a custom house.

4. John Bradburn was the commander of the soldiers at Anahuac. He moved the local government from Liberty to Anahuac. He took supplies for his troops without paying for them. He used slaves without paying for them. He also declared martial law and imprisoned William Travis.

Texcheck - Page 279 1. The Plan of Vera Cruz was a proposal to restore

federalism. Santa Anna proposed it. 2. The colonists drafted the Turtle Bayou Resolutions

in support of Santa Anna. 3. Colonel Jose Antonio Mexia was sent to put down

the revolt at Velasco. 4. The Convention of 1832 was held in San Felioe.

5. Delegates at the Convention of 1832 requested the following five changes: a ) a three year extension from paying import duties b) land titles for settlers in East Texas c) a gift of land to be sold for public schools d) repeal of the Law of April 6, 1830 e) division of Texas and Coahuila into two states.

Texcheck-Page282 1. The delegates at the Convention of 1833 wanted to

divide Texas and Coahuila, and they appointed a committee to draw up a constitution for the New Mexican state of Texas.

2 Stephen F. Austin took the Texans' requests to Mexico City.

3. The legislature of Coahuila y Tejas turned East Texas into a separate department called Nacogdoches. The separation between church and state was made stronger. Civilian control of the military was greater.

4. Santa Anna would not agree to make Texas a separate state because he thought this would lead to trouble.

5. Austin was imprisoned because Mexican officials discovered a letter he had written in which he told the colonists to separate Texas from Coahuila.


A. Reviewing Texas Terms 1.c 2. a 3. e 4. f 5. d 6. i 7. h 8. j 9. b 10.g

B. Investigating Texas People and Places 1.e 2. c 3. 4. a 5. f 6.1 7. h 8. i 9. d 10. b

C. Interpreting Texas Facts 1. Mier y Terh proposed to prevent Americans from

taking over Texas by bringing in other colonists (Mexican and European) as well as Americans, and by increasing trade between Texas and Mexico.

2 The following changes in Mexican policies upset Texans: soldiers were stationed in Texas; foreigners were required to have passpotts; custom collectors arrived to collect import taxes.

3. The "Custom House Conflict" occurred when Fisher announced that all ships landing in Texas must report to a custom house at Galveston or at the mouth of the Brazos. However, smugglers would not report and legal traders did not have to pay import duties yet. Teran removed Fisher and shut down the custom houses. They were

reopened in September, 1831, but the rules were 3. American colonists in Texas wanted a democratic ignored. Finally, Terh talked Fisher into resigning.

4. The Turtle Bayou Resolutions" was a document drafted by Texas colonists in support of Santa Anna. This document called for the restoration of the Constitution of 1824.

5. Important changes that Texans requested at the Convention of 1832 included the repeal of the Law of April 6, 1830 and the separation of Texas and Coahuila.

D. Discussing the Making of a Revolution 1. Santa Anna opposed President Bustamente, for he

was not following the Constitution of 1824 and had become a tyrant. He became a national hero by saving Vera Cruz from being taken by Spain (1829), then he became leader of the Republican or Federalist forces in Mexico. In the Plan of Vera Cruz, Santa Anna told people he planned to restore federalism; he wanted the central government to share power with the state governments. Many in Mexico and Texas listened and agreed to support him if he stood by the Constitution of 1824. Santa Anna's rise to power showed him to be very ambitious. Texans changed their minds about Santa Anna when he refused to make Texas a separate state from Coahuila.

2. The Mexicans attempted to maintain control of Texas through the following: the Mier y Teran commission, increasing TexanIMexican trade, stopping smuggling from the United States, forbidding further American colonization of Texas with the Law of April 6, 1830, sending troops to Texas, trying to bring Mexicans and Europeans into Texas as well as Americans, import taxes and custom houses, Bradbum's declaration of martial law, the arrest of William B. Travis, sending Mexia to put down the revolt after the Battle of Velasco, Santa Anna's refusal to allow the separation of Texas and Coahuila, the arrest of Stephen F. Austin, and the setting aside of land by law by Cos. The Texans tried to gain control through the following: drafting the Turtle Bayou Resolutions supporting Santa Anna, whom Texans expected to grant them greater freedom, the Conventions of 1832 and 1833, requests for land titles, the request for the separation of Texas and Coahuila, and drawing up a constitution for the new Mexican state of Texas at the Convention of 1833. Answers may vary as to whether conflict could have been avoided.

government. They probably wanted freedom of speech and religion, the right to vote, etc. This is what they were used to in the United States and probably felt that they were entitled to individual lib- erties. Mexican officials seemed to have wanted a strong central government with little power going to the states and few libelties for the individual. Answers may vary as to whether conflict between these two ideas could have been avoided.

CHAPTER 12

CHAPTER OBJECTIVES * understand why Texans wanted to gain their inde-

pendence from Mexico. *explain events that led to the Texas Revolution. * understand the importance of the Consultations

and Convention of 1836. * locate major battles of the revolution and explain

what happened at each. * identify the leaders of the Texas Revolution and the

roles they played in gaining Texas's freedom. * understand the status of Texas after the revolution.

ESSENTIAL ELEMENTS A.1 -A,B,C, D

2-A,B,C,D,E,F,G,H,I,J,K,L 3 - C, D, E, J 4-A,B,C,D,E,F,G,H,I,J,K,L,M

8.1-C 2-A, B, C, D, E, F 3 - F 4-D

PURPOSE In reading this chapter, students observe the unfold- ing drama of the Texas Revolution from 1835, when Texans feared Santa Anna and Mexican soldiers until April 21, 1836, when General Sam Houston oveltook Santa Anna in the Battle of San Jacinto. Students gain an understanding of the waltime action that lead to the Consultation, in which Sam Houston was chosen as commander of the Texan forces. The process of creating the Texas Declaration of Independence on March 2, 1836 illustrates to students the seriousness with which Texans viewed their

freedom from Mexico. A detailed account of the dramatic Battle of the Alamo and later of the Battle at Goliad illustrate the determination of Texans to separate from Mexico. Finally, Sam Houston's victory over Santa Anna at the Battle of San Jacinto demonstrates the shrewdness and commitment of the early Texans.

MOTIVATOR 1. Establishing a Time Frame for Reading Before

students begin to read the chapter, have them look at the time line of chapter events on page 321. Point out that this most dramatic and significant era of Texas history took place within a period of less than six months.

2. Creating a Time Line Draw a time line from 1820 to 1836 on the chalkboard. Ask students to name events in American and Mexican history between 1820 and 1836 (e.g., 1821 -Mexico declared independence from Spain; 1824 - Mexican Constitution proclaimed; 1827 - Sam Houston elected governor of Tennessee; 1828 -Jackson elected president; 1830 - 50,000 Mexicans, mostly mestizos, lived in the northern part of the new territory; 1830s -westward movement of U.S. pioneers; 1834 -settlement of Oregon began; etc.). Write those terms above the time line. Then ask students to look at the time lines on pages 259, 282, and 321. Ask them to help you fill in the Texas history events below the time line on the chalkboard.

TEACHING STRATEGIES 1. Establishing Cause and Effect Ask students to

draw the following diagrams on their papers. They may then create two lists - Causes and Effects that surrounded the Texas Revolution. Students may wish to add arrows to the diagrams (and entries to their lists). When they have completed their diagrams and lists, students may write a comparative essay that discusses causes and effects of the Texas Revolution.

4 causes )t 4 Effects )W

2. ldentifying Main Ideas Ask students to reread the chapter, this time outlining the text to identify main ideas.

3. Playing a Game of Chronology Give students index cards on which they may write and illustrate the 10 or 12 main events in the chapter. On the backs of the cards, students may number them sequentially. Have students exchange the index cards turned face upward, which have been mixed according to chronological order. Partners may take turns sequencing the cards correctly. To check for accuracy, students may look at the numbers on the backs of the cards.

MULTICULTURAL ACTIVITIES 1. ldentifying Ethnic Minorities Who Fought for

Texas's Freedom Point out passages in the chapter that describe the significant contributions of African Texans and Mexican Texans to the Texas Revolution (African Texans Hendrick Arnold, Greenbury Logan, Samuel McCullough, Jr.; Mexican Texans Juan Seguin, Antonio Cruz, and others). Students may wish to conduct research about one or more of these heroes and share their findings with each other.

2. Dramatizing Contributions of Women Durlng the Texas Revolution Ask students to read about the role that Susanna Dickenson and her daughter, Angelina, played in the Battle of the Aiamo (page 306). You may also wish to read aloud Susanna Dickenson's biography The Girl of the Alamo, by Rita Kerr (Eakin Press, Austin, TX, 1985). Explain that in addition to Susanna Dickenson and her daughter, others are said to have been spared by Santa Anna: Anna Salazar de Esparza, whose husband fought in the battle, a black slave and several other women and children. When Santa Anna sent Susanna Dickenson to inform General Houston that the Mexican army had besieged the Alamo, she was met by Houston's scout, Deaf Smith, between San Antonio and Gonzales. Have students enact a dramatization of these events, to

I include Sam Houston, Santa Anna, Deaf Smith, I Susanna and Angelina Dickenson, and other sur- ! vivors of the Alamo.

3. llustrating African Texans and Native Texans Working Toward Peace Point out the account on pages 310-311 that describes Sam Houston's concern that Native Texans would ally with the

Mexicans. Discuss the role of African Texan William Goyens, whom Houston sent as an informed and bilingual diplomat to persuade his friends, the Cherokees, not to ally with the Mexicans. Ask students to draw or paint a picture of Goyens conversing with the Cherokees.

EXTENSION ACTIVITIES 1. Locating Places and Events of Historical

Significance in Texas Point out the mosaic mural on page 293 of the Come and Take It slogan that daringly invited General Cos" army to "come and take" the cannon, which the settlers at Gonzales had been given. Explain that the mural is displayed today at the Municipal Building at Gonzales to commemorate the first battle of the Texas Revolution. Ask students to name commemorative and artistic memorials in their community that represent significant historic events and people. They may wish to research the origin of the memorials, to include the respective historical event and the artist(s) who created the memorial.

2. Composing a Response to a Historical Bulletin Have students read the bulletin on page 290, which called for volunteers to join the Texans in their fight for freedom. Ask students to compose a letter of response to the bulletin. Responses may either decline or accept the invitation; students should cite reasons in their response. They may choose to illustrate their letters, as well.

ANSWERS TO TEXCHECKS Texcheck - Page 297 1. The Texans were alarmed when Santa Anna

decided to make an example of Zacatecas by defeating the militia and destroying the capital city.

2. Some members of the War Party (Wharton, Williamson, Bowie, Johnson, and Smith) thought it was time to fight. They wanted to separate Texas from Mexico and join the United States. Others simply wanted to stop Santa Anna, but keep Texas a part of Mexico.

3. Settlers at Gonzales had been given a cannon for defense against the natives. When Colonel Ugartechea, the commander at San Antonio, demanded its return, the settlers prepared to fight. Above the cannon they flew a flag that said, "Come and Take It."

4. The "Grass Fight" ended in disappointment for the

Texans because the sacks contained hay rather than the silver they were expecting. The clash ended in disappointment for the Mexicans because they needed the hay for their horses.

5. Three victories for the Texans in 1835 included Gonzales, Goliad, and the capture of San Antonio.

Texcheck-Page306 1. In November, 1835, the consultation voted 33 to

15 that Texas should remain part of Mexico and fight to bring back the Constitution of 1824.

2. The provisional government had ceased to operate by January, 1836 because Governor Smith had ordered the Council to adjourn and the Council had ordered him out of office and replaced him with Lieutenant Governor James W. Robinson.

3. Houston opposed the General Council's plan to attack Matamoros because he did not think the Texans could spare men and supplies for such an expedition.

4. Houston ordered Bowie to destroy the Alamo and withdraw the troops from San Antonio. Bowie dis- obeyed Houston because Travis brought an order from Governor Smith to defend San Antonio at all costs.

5. The deguello was the mournful bugle call announcing that Santa Anna would show no mercy at the Aiamo. He would fight to the death and take no prisoners.

Texcheck-Page320 1. Three important tasks accomplished by the dele-

gates at the Convention of 1836 included drafting a Declaration of Independence and a constitution and appointing a provisional government.

2. During The Runaway Scrape, settlers fled to escape from Santa Anna's army. They headed east over the Sabine River. Many buried their belong- ings and abandoned their homes.

3. The Goliad Massacre occurred in March of 1836 after 400 of Fannin's troops surrendered to Mexican General Urrea following a battle near Coieto Creek. Urrea shot all of the Texan prisoners because he felt that he was acting on direct orders from Santa Anna. (Show no mercy. Take no prisoners.)

4. Erastus "Dea? Smith made two important contributions at San Jacinto. First, he burned Vince's bridge and thus cut off Mexican retreat once the Texans attacked. Second, he captured Santa Anna hiding in the woods dressed in a private's uniform after the battle.

5. After the Battle of San Jacinto and the signing of two treaties, one recognizing the independence of Texas an0 tne other order,ng Mexican armies to retJrn to Mexico, Texas faced the job ol b~ i~d ing a stable government and keeping its independence.


A. Reviewing Texas Terms 1.d 2. c 3. !3 4. i 5. b 6. f 7. j 8. a 9. e 10. h

6. Investigating Texas People and Places 1) 1. d 2. h 3. k 4. b 5. j

6 .e 7 . f 8 .c 9.a 10.i l l . g

2) Chart of the Major Battles of the Texas Revolution - Teacher to fill in chart

C. Protesting Santa Anna Answers will vary.

D. Debating Texas Issues Answers will vary on ail the issues, but some of these facts should be included: 1. Austin's role in this period of Texas history:

a) became Texas' first and most successful empresario with the establishment of the first colony of settlers in 1822 b) served as chairman of the Consultation in October, 1835 and was appointed head of the Committee of Safety c) Served as commander of the Texan army in the fall of 1835 d) was chosen to be one of three Texas representatives sent to the United States to obtain aid for the Texan cause

Houston's role in this period of Texas history: a) Served as a delegate to the Consultation - advised the other delegates to keep the Mexican liberals on the Texan side by supporting the Constitution of 1824 and remaining part of Mexico b) chosen by the Consultation to serve as commander of the army c) trained Texan troops at Groce's plantation d) defeated Santa Anna at San Jacinto, winning independence for Texas e) took Santa Anna prisoner and had him sign two treaties, one guaranteeing Texas independence and the other ordering his armies to return to Mexico

2. In the fall of 1835, Sam Houston believed that

Texans should support the Constitution of 1824 and remain part of Mexico in order to be assured of the continued support of Mexican liberals. Henry Smith was a member of the war party and wanted independence immediately.

3. Santa Anna had marched triumphantly through Texas, and he and his men camped on the banks of Buffalo Bayou waiting for Houston. When Houston heard this, he broke camp and began marching eastward. Many of his soldiers feared he was heading across the Sabine River, for safety lay on the other side with Andrew Jackson's troops. However, Houston gave the order and his men turned left and headed for Buffalo Bayou.

4. Lt. Colonel Sidney Sherman led the left wing of the Texas army against Santa Anna's forces in the battle of San Jacinto. As Sam Houston wrote, Sherman and his regiment commenced the action and advanced "in double quick time, raised the war cry, 'Remember the Alamo!' received the enemy's fire, and advanced within point-blank shot, before a piece was discharged from our lines."

5. The Goliad Massacre might have been avoided if Fannin had obeyed Houston's order to retreat to Victoria. Instead, he waited too long (and in vain) for his troops to return from Refugio. Urrea was able to surround him and force a surrender at Coleto Creek.

E. Role Playing Texans (These are some facts about each character.) 1. J.C. Neill - When he left the Alamo to tend to a

sick family member, Bowie was elected commander of the garrison.

2. Davy Crockett - Crockett brought 13 volunteers from Tennessee to fight at the Alamo. Some historians believe that he was the last defender to fall. Others believe that Crockett was captured during the battle and shot later.

3. Jose Antonio Menchaca - He was a Tejano who joined the Texas forces and Served at the siege of San Jacinto. Since he was able to speak both Spanish and English, he often served as an inter- preter for soldiers fighting with Juan Seguin.

4. Jose Antonio Navarro - He was a Tejano born in San Antonio in 1795. He helped Mexico win its independence, served in the legislature of Coahuila y Tejas, advised Stephen F. Austin, and helped write the Texas Constitution.

5. Jim Bowie - He ignored Houston's orders to

destroy the Alamo and withdraw from San Antonio, choosing instead to stay and defend the fort. He was commander of the Alamo until he fell ill and was replaced by Travis. He died in his sickroom at the Alamo bravely fighting off Mexican soldiers.

6. James Bonham -This man slipped through the Mexican forces surrounding the Alamo to try to bring help from Fannin at Goliad.

7. Albert Martin - Martin brought the only reinforce- ments to the Alamo. He arrived on March 1, 1836 with 32 volunteers from Gonzales.

8. Juan Seguin - He Served in the Texas army, and he took a message out of the Alamo asking for help from William B. Travis. He recruited other Tejanos to the Texan cause and served valiantly at the Banie of San Jacinlo.

9. William Barret Travis - He became commander of the Alamo when Bowie fell ill. He wrote a famous appeal for help from the Alamo and died in battle near his cannon.

10. Susanna Dickenson - Susanna and her child, Angelina, survived the siege of the Alamo. Santa Anna sent Susanna to tell Houston of the fall of the Alamo.

CHAPTER 13

CHAPTER OBJECTIVES * explain how the government of the Republic of

Texas was established. * describe the organization and function of the

government. * understand the major problems facing the Republic

of Texas. * explain how president Sam Houston dealt with

these problems. * identify leaders in President Houston's

administration. * understand the importance of the leadership of

Sam Houston in the history of Texas.

ESSENTIAL ELEMENTS A.1 -A,B,C,D

2-A,B,C,D,E,F,G,H,I,J,K,L 3 -A, B, C, D, E, I, J

4-A,B,C,D,E,F,G,H, I ,J ,K,L,M B. 1 -A, C

PURPOSE This chapter is designed to give students an understanding of the two-year period that followed the Battle of San Jacinto, during which Sam Houston faced the task of building a new republic. They become acquainted with the many problems in the new republic: financial, land grants, army, navy, and the annexation of Texas to the United States (which the United States declined). The 1838 election of Mirabeau B. Lamar to the Texas presidency closes the chapter of the beginnings of the new republic.

MOTIVATOR 1. Relating Past to Present Guide students to dis-

cuss the broadside shown on page 341. After they have read the caption, discuss the persuasive aim of the broadside and explain that many United States citizens were against the annexation of Texas. Ask students to describe modern-day campaign posters in their communities or at school, which may resemble a broadside. You may wish to allow time for students to illustrate an example of a broadside about a key issue in their lives.

2. Identifying Landmarks in Honor of Texas Heroes Write the following names of Texas heroes on the chalkboard: David G. Burnet, Mirabeau 8. Lamar, Stephen F. Austin,.Thomas Rusk, J. Pinckney Henderson, James Collingsworth, Felix Huston, Sam Houston, and Albert Sidney Johnston. Ask students if they recognize any of these names as being names of modern-day streets, counties, cities, towns, hospitals, schools, and so forth. Ask them to locate such places on a Texas highway map. Explain that they will learn about the contributions of these Texans as they read the chapter.

TEACHING STRATEGIES 1. Wrlting a Summary After students have read the

chapter, ask them to write a summary of it. Remind them to find main ideas by looking for the who, what, when, where, why, and howof historical events.

2. Distinguishing Fact from Opinion Have students reread the section, Texas and the United States, on pages 340 and 341. Ask them to create a list of

facts and opinions, categorizing all of the reasons why the United States was hesitant to recognize the Republic of Texas. Students will find that most of the entries will be opinion, but they may wish to add that the opinions were based on fact.

MULTICULTURAL ACTIVITIES 1. Researching the Life of Artist Elisabet Ney

Point out the sculpture of Sam Houston by Elisabet Ney (page 329), which stands in the rotunda of the Texas State Capitol across from another of her sculptures, Stephen F. Austin. Ask students to conduct research about the life of Elisabet Ney, whose studio has been converted to a museum in Austin, Texas. Mailing address is: Elisabet Ney Museum, 305 East 44th Street, Austin, Texas, 78751. You may wish to motivate them by discussing the following information: American sculptor Elisabet Ney was born in Munster, Westphalia, Prussia in 1833. At age eight, she decided to become a sculptor, as her father and grandfather were stonecutters. In 1853, she was admitted as the first woman sculpture student in the Royal Bavarian Academy of the Fine Arts in Munich, Germany. One year later she left for Berlin to study with Daniel Rauch, a promi- nent sculptor and teacher. There she met members of the German intelligentsia (poets, novelists, artists, etc.). In Heidelberg, she fell in love with Edrnund Duncan Montgomery and later married him. In 1871 they were forced to leave Munich, so they settled on land near Houston, Texas. In 1890 she received the commissions for sculpting the figures of Houston and Austin for the Texas exhibit at the Chicago World's Columbian Exposition of 1893. In 1891 Ney and Montgomery moved to Formosa, their home in Austin, Texas.

2. Analyzing Information Point out the passage on page 335 that refers to land grants under the new Texas government. Explain that neither Native Texans. African Texans, nor single women could own land. Encourage students to discuss both historical perspective (considering the inequity in its context) and their opinions of how the land grant laws should have been set up.

3. Researching the Origins of the Texas Flag Review with students the chronology of Texas flags during this period of Texas history. For example, from 1821-1836, the Mexican flag flew over Texas. In March, 1836, however, the new and independent

Texas would require a new flag. Vice-president of the Republic, Lorenzo de Zavala, designed the first flag, which flew over Texas for two years. David G. Burnet offered the next flag design. Finally, during the presidency of Mirabeau Lamar, the Lone Star flag became the national flag of the Republic of Texas. Many have credited a Georgian, Joanna Troutman, for the first Lone Star flag. A flag made by Texan Sarah Dodson, however, more closely resembles the modern-day Texas flag. As the Texas Declaration of Independence was being signed, Dodson's flag flew above it. Students may wish to create their own designs for a Texas flag.

EXTENSION ACTIVITIES 1. Using Historical Imagination Guide students to

review the map on page 332 of towns and ghost towns in Texas. Ask them if they have ever visited a ghost town, and encourage them to express their feelings and to offer descriptions of the ghost towns. Students may locate their ghost town on the map, or if they have not visited a ghost town, ask them to imagine what one would be like. Then ask students to create either a poem or a drawing, or both, of their ghost town. Remind them to include a lot of detail in their work. Display students' work.

2. Analyzing Sam Houston's Signature Ask students to examine Sam Houston's signature as it appears on page 333. Based on what they know and feel about signatures, encourage them to discuss characteristics of Houston's personality (bold, leader, brave, assertive, confident, artistic, etc.). Students may then wish to experiment with their own signatures. If they have access to fountain pens, they may wish to use them for this exercise.

3. Acquiring Information for Comparison Point out the passage on page 343 that states Texas's debt as being $1,250,000 when President Houston took office and that during the first eight months of the republic, the cash income was only $500. Students may wish to write a class letter to the Treasurer of Texas to inquire about the state debt and income figures of today. They may then compare the information, discuss the effects of inflation, and draw conclusions about the state of Texas's economy.

ANSWERS TO TEXCHECKS Texcheck-Page333 1. The government of the new republic faced the

following five tasks: a) estabiishing diplomatic relations with other

nations b) printing money C) establishing military departments d) carrying out postal operations e) establishing trade and tariff policies

2. At the end of the Texas Revolution, Santa Anna signed the Treaties of Velasco in which he agreed to order his troops out of Texas. In return for his freedom, he also promised to work for Mexican recognition of Texas independence. These agree- ments did not resolve the question of Texas independence because Mexican officials refused to accept them and vowed to conquer Texas again.

3. The Texas army presented the following problems for President Burnet: a) Supplies were scarce and expensive. b) Many of the troops wanted Santa Anna exe-

cuted and Burnet was responsible for ensuring his safe return to Mexico.

c) The army wanted to attack Mexico when word was received that the Mexican government had rejected the Treaties of Velasco and that General Urrea was on the march.

d) The troops refused to accept Burnet's appoint- ment of Lamar as commander of the army and appointed Felix Huston to that position instead.

e) Some soldiers talked about overthrowing the government.

4. The candidates for president of the Republic in 1836 were Henry Smith, Stephen F. Austin, and Sam Houston. Houston won the election, and Lamar became vice-president.

5. The two issues Texans voted on in September, 1836 were the constitution and annexation. The voters approved the proposed constitution and also voted overwhelmingly in favor of annexation to the United States.

Texcheck-Page 339 1. Sam Houston faced the following five tasks when

he became president of the Republic: a) establishment of a new government b) problems with land grants c) decisions about an Indian policy d) the question of defense for the new republic e) establishment of relations with other nations.

The biggest problem Houston faced was the state of the republic's finances.

2. The president's "cabiner' was made up of the heads of the departments (state, treasury, war, navy, etc.). Their responsibilities included enforcing the laws, carrying out the policies of government, and advising the president.

3. Houston and the Texas Senate clashed over deal- ings with native Texans because Houston had promised the native Texans title to their lands if they aided the Texans in the Revolution. The Texas Senate then refused to ratify the treaty Houston had made with the natives. As a result, many natives lost faith even though Houston tried to reassure them of the government's good intentions. The Kickapoos joined with a group of Mexican citizens and planned a revolt in East Texas, and angry warriors on the western frontier raided the settlers. The government organized a small group of "rangers" to help control the raids and warn settlers of danger. This group formed the original Texas Rangers, and fewer conflicts resulted.

4. When Houston appointed Albert Sidney Johnston to head the army and Johnston tried to take command, Felix Huston challenged him to a duel. Johnston was seriously wounded in the duel and Huston kept command of the troops. Houston resolved the situation between Johnston and Huston by granting most of the Texas troops a vacation while Huston was away appealing to Congress for an invasion of Mexico. When Huston returned, he found most of his army gone.

5. Houston had several problems with the Texas navy, including the loss of its four ships as one had to be sold because Texas could not pay to have it repaired, one was captured by the Mexican navy, one ran aground and sank, and the last one sank in a storm. Eight new ships were ordered, but it wasn't until June, 1839 that the Texas navy sailed again. Also, the Republic of Texas actually did not have enough money for a navy. Secretary Fisher pushed to use the first four ships to harass Mexican ships, but Houston disagreed and dismissed Fisher after the four ships were lost. Also, Texas sought sympathy from other nations, but having a navy made Texas look warlike, especially after seizing an American and a British ship by mistake.

Texcheck-Page 345 1. Most Texans thought U.S. recognition of Texas

would be easy to obtain because Houston's friend, Andrew Jackson, was president of the United States.

2. Henry Morfit was Andrew Jackson's secret agent. He was sent to Texas to look into conditions here. He recommended that Jackson delay recognizing Texas.

3. One group of people in the United States who especially opposed annexation of Texas were the abolitionists. These people called for an end to slavery and believed that making Texas part of the United States was a plot to spread slavery.

4. The Texas government needed money badly, and until European nations recognized the Republic of Texas, it could not borrow money or sell bonds in foreign countries.

5. The Texas government had difficulty raising funds because it had no power to tax and since the cash income was small compared to the amount of money Texas owed, many merchants refused to give the republic credit. Texas could not even sell land to make money; it was giving land to settlers. And though taxes were placed on imports and prop- erly, few settlers had the money to pay them. Also, when the Panic of 1837 hit the United States and banks went broke and businesses went bankrupt, the Texans could not borrow any more money.


A. Reviewing Texas Terms 1.g 2. f 3. e 4. i 5. d 6. h 7. c 8. j 9. a 10. b

B. Identifying Texans in the Republic 1.h 2. f 3. d 4. e 5.9 6. b 7. c 8. a

C. Interpreting the Republic of Texas 1. Settlers returning from the Runaway Scrape found

their farms or businesses in ruins. It was too late to plant crops.

2. President Houston worked to get land for the Native Texans, for it had been promised to them by the Spanish government and then later by Houston if they helped the Texans in the revolution, but the Texas Senate would not ratify this treaty. Many Native Texans then lost faith and became angry, and they began to raid the settlers. The government stepped in and organized a group of settlers to "range" the frontier. As a result, Congress gave Houston power to organize this ranger force, and the Texas Rangers was formed. Armed conflicts between natives and settlers grew few.

3. President Andrew Jackson delayed recognizing the Republic of Texas because he feared that to do so would lead to war with Mexico, and Northern abolitionists opposed recognition and annexation of Texas because Texas would be another slave state; also, Jackson's term as president was near- ing its end and he did not want his vice-president, Martin Van Buren, to lose Northern votes in the upcoming election.

4. Problems facing Texans when they sought to be annexed to the United States included the abolitionists not wanting Texas in the Union, Mexico threatening war, many people speaking out against annexation, and because of all this the President rejecting Texas' offer. When the Texans then turned to Congress, many people protested in a mass number of meetings that were held and through petitions, letters, pamphlets, and speeches. Finally, in October, 1838, President Houston withdrew Texas' request for annexation to the United States.

D. Discussing Forming a Republic 1. The executive branch of government in the

Republic of Texas consisted of the president and the cabinet (the heads of the departments -state, treasury, war, etc.). Its responsibilities included enforcing the laws of the Republic and carrying out the policies and programs of the government.

2. The legislative branch consisted of the Texas Con- gress which was made up of two parts, the Senate and the House of Representatives. The responsibility of the legislative branch is to make laws.

3. The judicial branch consisted of four district judges who~made up a Supreme Court. The judiciai branch was responsible for the administration of justice.

CHAPTER 14

CHAPTER OBJECTIVES * compare the policies of Presidents Houston and

Lamar. * analyze the problems facing the Republic of Texas. * describe the steps taken as Texas becomes part of

the United States. * identify public figures that played major roles in the

Republic and the years of early statehood. * understand the relationships between Native

Texans, Hispanics and Anglos during the Republic.

* understand the continuing difficulties between Texas and Mexico.

ESSENTIAL ELEMENTS A.2-A

4-B,C,D,E,F,G,H,I,L,M, B.2-E,F

3-G 4-D

PURPOSE This chapter helps students understand the chronological series of events that took place during the presidency of Mirabeau B. Lamar through that of Anson Jones. Both the astute and somewhat question- able actions of Lamar are cited, and students have an Opportunity to analyze the effects of those events. An account of Houston's second administration details his three goals and explains ways in which he set about to accomplish them. Students become reacquainted with Santa Anna's aggression and learn of how Houston curtailed those efforts, even though many Texans felt they should go to war again with Mexico. The well- known saga of the drawing of the black beans captures students' attention and verifies the vindictive actions of Santa Anna. Finally, students become aware that under the administration of Anson Jones, Texas was annexed to the United States on December 29, 1945, after which a moving ceremony on the front lawn of the capitol set the stage for statehood.

MOTIVATOR 1. Locating Texas Capitals on a Map Ask students

to recall from previous chapters the various sites for temporary capitals in Texas: San Felipe de Austin, Washington-on-the-Brazos, and Columbia. Explain that under the administration of the new president, Mirabeau 8. Lamar, the capital would be moved to Columbia, then to Houston, and finally to Waterloo-a village on the east bank of the Colorado River-which was renamed Austin in honor of Stephen F. Austin. Ask students to locate each of the capital sites on a Texas map. Students may then read the chapter for detailed information.

2. Relating Past to Present Read aloud the passage on page 362, which describes the bitter

campaign for presidency between Sam Houston and David Burnet. Ask students if this account reminds them of modern-day political campaigns. Encourage them to cite examples of mudslinging in political campaigns and to express their opinions about the matter.

TEACHING STRATEGIES 1. Comparing Debt Figures of Houston and Lamar

Ask students to reread page 343, which details the Texas debt at the beginning of Houston's administration, and compare those figures to those on page 359, which describes the debt at the end of Lamar's administration. If students have contacted the state treasurer for modern-day debt figures (see Chapter 13 Exrension Activities #3), they may wish to draw a comparison again; some students may be able to draw a bar graph depicting the comparisons.

2. Analyzing Pictures, Captions, and Headings for Clues Encourage students to thumb through the chapter to analyze pictures and read captions. Based on the visuals of the chapter, students may wish to speculate about the storyline of the text. You may wish to ask students to review the chapter once more, to read only the headings for clues. After they have read the chapter in total, ask them to outline it.

MULTICULTURAL ACTIVITIES 1. Debating About Native Texan Rights Divide stu-

dents into two groups that will formulate arguments for a debate. One group may defend Native Texans; the other may represent Mirabeau 8. Lamar and his supporters, who believed that Native Texans should be driven from Texas. Ask them to reread pages 356-358 in the chapter and to conduct outside research on the topic. Students can write key points on index cards. When students have prepared their arguments, ask them to select about four representatives from each group, as well as a moderator, to stage a debate on the topic.

2. Considering Different Points of View About Statehood Students may wish to set up a multicultural panel to address the governmental leaders of the Republic of Texas about whether or not the issue of statehood should be pursued. Encourage students to speak from the perspective of the ethnic groups that they are representing.

3. Writing a Ballad About Angelina Eberly Ask stu-

dents to read the account of the Archives War on pages 364-366. Point out that Angeiina Eberly is largely responsible for the event that determined that the capital would remain in Austin. Encourage them to write a ballad (a narrative composition in rhythmic verse suitable for singing) about Angelina Eberly.

EXTENSION ACTIVITIES 1. Writing a Poem About Lamar Point out the fea-

ture, Texans Talk, on page 354, in which it is said that President Mirabeau B. Lamar wrote poetry all his life and was an avid supporter of education. Ask students to list on the chalkboard reasons why Lamar felt the necessity to set up an education system in Texas. Students may then write a poem about Lamar's efforts to institute a public education system in Texas.

2. Relating Past to Present Have students look at the drawing of Waterloo (Austin, Texas), on page 355. Ask how many students have ever been to the state capital. Show brochures and other pictures of contemporary Austin. Ask students to imagine how the area of their own community might have appeared in 1840. They may wish to conduct research at the chamber of commerce or historical society for information about the origins of their community. Students may wish to draw a rendition of the way in which they perceive their community to have appeared in 1840. (Note: If students live in Austin, ask them to draw an 1840 depiction of Barton Springs or another historical landmark.)

3. Analyzing Causes and Effects of Lamar's Tenure As President Ask students to reread the section of the text that discusses Lamar's admini* tration (~aaes 352-3621. In order to analvze the ,. " Causes and Effects of his successes and failures, ask them to create a chart on which they may list both positive and negative actions (causes) and their outcomes (effects).

CAUSES I EFFECTS

ANSWERS TO TEXCHECKS Texcheck - Page 359 1. When President Lamar took ofice, some problems

he found were: maintaining independence for Texas since hopes for quick annexation were gone, estab-

lishing relations with other nations in Europe so there could be a source of both trade and money, and strengthening relations with the United States.

2. Lamar wanted to create a public education system for Texas, improve transportation with a national road, and establish a new and permanent capital city. He also worked to have Texas recognized by European countries.

3. The Cherokees were driven out of Texas to Arkansas. The smaller tribes, including the Shawnees and the Alabama-Coushattas, were also forced out of their land in Texas.

4. Since the Comanches were attacking settlers who moved west, the Texans decided to meet with them in San Antonio at the council House. The Texans locked the doors of the Council House and held the Comanchee chiefs between the Texans and the Comanches. Dozens of natives and settlers were killed before an uneasy peace was declared.

Texcheck-Page364 1. Lamar sent Secretary of State Barnard Bee to

Mexico to offer to get Mexico out of its debts with France with $5,000,000, and Mexico would have to recognize Texas' independence in return. This mission was afailure, though, for Mexican officials would not even talk to Bee.

2. President Lamar wanted to establish control over Santa Fe and the Santa Fe trade. The expedition ran into difficulties when they found the New Mexicans were unhappy with the Mexican government, but did not want to be part of Texas either. Then the members of the expedition were marched to Mexico and thrown into prison until the American minister arranged for their release. The Santa Fe expedition only increased difficulties between Texas and Mexico.

3. The two candidates for president of the Republic of Texas were Sam Houston and David G. Burnet.

4. Houston had three major goals during his second term: he planned to cut the cost of government, hoping to restore faith in the public credit; he wanted to stop the trouble with the native Texans; and he planned to work again to have Texas join the United States.

5. Houston was against the Mier expedition. He did not want the Republic to go to war with Mexico, for it would be too costly and they might not win this time.

Texcheck - Page 370 1. The Archives War was the conflict that arose

between the citizens of Austin and President Houston when Houston tried to move the capital to Houston. A committee was formed to guard the archives from being moved, and Houston sent a group of Rangers to take them. They loaded the boxes of records on wagons, but the committee was warned by a cannon shot, and they overtook the rangers. Though a few shots were fired, it was not really a war.

2. Houston reduced government expenses. Salaries were cut below the cost of living. Some government offices were closed. The regular army received no pay. And the ships of the Texas Navy were put up or sale.

3. Houston often met with or sent representatives to the tribes of Native Texans. Treaties were signed with some tribes. The natives promised to stay on their own lands, and the Texans agreed to keep settlers off native lands in return. Also, trading posts were set up where the natives could bring their goods and trade for others. Prices would remain low and the tools and supplies the natives traded for would be of good quality.

4. Texas became part of the United States after James K. Polk was elected president of the United States. Polk favored annexation, and the Congress of the United States met and adopted a joint resolution offering Texas annexation. The Texas Congress voted to accept the offer, then the Convention of 1845 was called and accepted the offer and wrote a new Constitution for the state of Texas. Then Texans voted to accept annexation and approve the Constitution. President James K. Polk approved the vote of annexation, and on December 29,1845, Texas became a state of the United States.


A. Reviewing Texas Terms l .b(orc) 2.j 3. f 4. i 5. a 6. h 7. g 8. e 9. c(orb) 10.d

8. Matching Presidents of the Republic l . L 2.H 3 .L 4.H 5 .H 6.H 7.L 8.L 9 .H 10.H l l . L 12.L

C. Talking Texas 1. Answers may vary but should include the poor

Texas economy, conflicts over land between the settlers and Native Texans, and the growing tension between Texas and Mexico, gaining recognition from other nations, establishing a public education system, and the growing Texas debt.

2. Texans wanted foreign countries to recognize their independence so that Texas could establish a source of trade and money, and so that Texas could strengthen its freedom as an independent republic.

3. Annexing Texas was such an important issue for several reason. Abolitionists did not want Texas to join the United States because it was a slave state, but many others wanted the fertile land Texas offered and to expand the United States. Many Texans favored annexation because the Republic was in such economic trouble, if it did not join the United States, it might not be able to borrow at all, and the government might not last. Others wanted Texas to remain independent, hoping it would grow and become as strong a nation as the United States.

4. Lamar believed that Texas should have a system of public education, and it should extend from the primary grades through a university. He convinced Congress to set aside public lands for education, and these would be used to fund a public school system and two universities. For his role in doing something for public education for the first time Lamar is known as the "Father of Texas Education."


D. Campaigning with the Presidents Answers will vary.

UNIT 3 LINKS

A. LINK TO READING 1. into quarters at the right and the left of the area

that was their second line of defense. 2. by excavating places inside 3. De la Peiia may have meant that he felt some of

the defenders were astonished and quite amazed at the boldness of the Mexican army. (Answers may vary.)

4. Travis seemed not to hesitate in facing death, but would take a few steps and stop, turning to face the attackers as he shot at them.

5. (Answers may vary.) It is as if De la Peiia is saying that Travis knew death was certain if he fought, and he went forward into battle without wavering,

certain the fight was for a worthy cause. 6. (Answers may vary.) Actually, other reports docu-

ment a few survivors. 7. De la Peiia says that Travis had a "handful of men

without discipline" and that the Mexican army had "men used to war and much greater in number.

8. supplies and ammunitions 9. (Answers may vary.) De la PeRa may have meant

that Travis chose to fight even if those under him did not support this decision.

10.Answers will vary.

B. LINK TO GEOGRAPHY Answers will vary.

C. LlNK TO ARTNVRITING Answers will vary.

D. LlNK TO WRITING/SPEECH/JOURNALlSM Answers will vary.

* UNIT 4 * This unit may well be the most seminal unit in the

book. It may also be the most difficult to teach. During the years addressed in these five chapters, the institutional foundations of Texas as a part of the American Union are established. They are tried in the crucible of the Civil War and reshaped In the readjustments of Reconstruction. The farming family; the rural community; the sparsely settled, poor and underdeveloped state; social violence; institutional and cultural structures under stress; and change - these are the core of the Texas experience. They are all discussed in this unit.

The role of environment in shaping the Texas way of life is probed in Chapters 15 and 16, with opportunity to examine the role of modern technology in its early development. The theme of isolation, with all of its social and economic implication, dovetails with that of environment. In Chapter 17, documents provide ample opportunity to develop these themes. A study of the Civil War provides students the challenge to explore a society under duress. These chapters present students with difficult problems about ideas, values, and policies; for example, the question of society's values according to the issue of slavery.

Finally, the accounts of several important state

institutions are established in this unit. Education underwent tremendous change and development in this era. Students are challenged to analyze and examine a myriad of problems and solutions that accompanied Texans through the turn of the century.

CHAPTER 15

CHAPTER OBJECTIVES * identity the early governors of the state of Texas. * identity the major problems that Texas had as a

new state in the Union. * analyze how Texans attempted to solve these

problems. * understand problems between Texas and Mexico

and Texas's part in the Mexican war. * identify the boundary problems of Texas as a state. * understand how the public school system began in

Texas. * understand how native tribes were removed from

the state.

ESSENTIAL ELEMENTS A. 1 -A, B,C

2-A 3-A,B 4-A,B,C,D,F,G,H,J,L,M

B.2-D 3-D,E,F,G 4-C, D

PURPOSE This chapter is designed to introduce students to the role Texas played as a new state. Issues of the Mexican War, public education, railroads, and slavery are discussed in detail. Students gain an understanding of the rate at which the population of Texas grew during the 1850s and of the well-written composition of the Texas Constitution. A discussion of early Texas governors prefaces the account of Sam Houston's defeat in his 1857 race for governor. Students become aware of Houston's support of the Union and the conflict that this created with states' rights Texans. This passage concludes the chapter and sets the stage for life in early Texas and the Civil War.

MOTIVATOR 1. Locating Places on a Map Explain that, as a

result of the Mexican War, the United States gained California, New Mexico, Arizona, Nevada, Utah, and part of Colorado. Ask students to locate this territory on a United States map and to compare the size of the territory to that of other states and countries.

2. Discussing the Role of Texas Leading Up to the Civil War Ask students to discuss their preliminary understanding of the role Texas played in the Civil War. Explain that Texas was divided on the issue and that in this chapter, students will read about the conflict between Sam Houston and other Unionists with supporters of states rights (pages 399-400).

TEACHING STRATEGIES 1. Drawing a Bar Graph of the Population Have

students read about the growing population of Texas between 1836 and 1860. Ask them to construct a bar graph depicting the population growth during those years.

250,000 -1

1836-1 845 1845-1 850 1850-1 860

2. Calculating Dollar Values Reread the palt of the chapter on page 387 in which one fund from the Compromise was exchanged for Republic of Texas money. People who held republic money turned it in. They received about 77 cents in United States money for each Texas dollar. Ask students to imag ine that they had been Texas citizens for ten years and had managed to save $100 in Republic of Texas money ($77). Ask them to determine how much the value was worth in U.S. money. Encourage students to express their opinions about the trade, and help them understand the situation in context.

3. Drawing a Pie Graph of the Texas Treasury Ask students to reread Improving Texas on 387-388. Have them draw a pie graph allocating their estima- tions of how much each improvement cost (trading Republic of Texas money for United States money; paying debts; constructing a new capitol building, a

governor's mansion, a land office building, and a home for orphans; education; transportation)

MULTICULTURAL ACTIVITIES 1. Considering Early Texas Schools Have students

read Texans Write on page 388, which describes an early Texas school. Point out the passage that states that Dilue Rose and the other girls went to school only in the mornings, whereas boys went all day. Ask students to speculate reasons why girls did not stay all day. Encourage them to express their opinions while considering historical perspective. Finally, students may wish to draw a picture of the schoolroom as it is described in the primary source.

2. Considering the Native Texans' Move to Reservations Have students read the passages on page 395 that describe the Native Texans' move to reservations in Texas and Oklahoma. Ask students to try to imagine how they would feel and react if strangers moved into their neighborhood and forced them out of their homes. Encourage students to express their opinions. They may wish to conduct research about modern-day Native Texan and Native American organizations, living conditions, rights, and general status.

3. Creating a Mural About Texas Frontier Women Ask students to reread the biographies of Texas frontier women on pages 402-408. In small groups, students may select a biography to illustrate with nontoxic crayons, paints, or markers. These drawings can then be positioned on a large backdrop in the shape of Texas according to the approximate locations of the women's homes.

4. Creating a Qullt of Students' Ties to Early Texas Some of the students in your classroom probably have genealogical ties to early Texas. Ask students to inquire about this topic at home. Even if students are first-generation Texans, their backgrounds likewise will create an interesting piece of the quilt of Texas immigrants. Ask students literally to create a quilt of paper or cloth that represents each student's lineage. Students may determine which shape($ the pieces will be in order to fit together well as a quilt. Point out the strength of ethnic diversity in Texas and encourage students to illustrate customs, clothing, food, and so forth that their families have brought to Texas. When students have completed their quilt pieces, ask them to combine them as a Texas quilt.

EXTENSION ACTIVITIES 1. Locating Sites of Church Colleges on a Map

Point out the section of the chapter on page 389, which gives locations of early church colleges and universities in Texas. Ask students to locate those places on a Texas map. Students may then wish to research other Texas institutions of higher learning to find out when they were established.

2. Drawing Primary Source Artifacts Ask students to reflect on the photograph on page 398, which shows Sam Houston's hat and cane resting on his rocking chair. Ask them to try to imagine the person who formerly filled the chair, wearing his hat and holding his cane. Encourage students to describe artifacts of their family members who are deceased (an old clock, piece of jewelry, plate, handkerchief, pipe, family Bible, letters, bed, etc.). Ask them to draw a stiil life picture of the artifacts that sets a mood about the person, as in the photograph of Sam Houston's artifacts.

ANSWERS TO TEXCHECKS Texcheck - Page 386 1. Education, health, law enforcement 2. Slavery 3. James Pickney Henderson; smooth and efficiently 4. Texans were afraid that Mexico would try to retake

Texas 5. Treaty of Guadalupe Hidalgo; Rio Grande Texcheck - Page 393 1. By the Compromise of 1850. 2. For improvements, exchange, pay debts. 3. Colleges and academies: La Grange, Waco,

Huntsville; San Antonio, Galveston. 4. Building roads and adding stage lines, making

rivers navigable. 5. Because it made transportation easy. Texcheck - Page 400 1. With forts and Texas Rangers; removal to

reservations. 2. Democrats, military records, held office during the

republic, favored removing native tribes, wanted to aid transportation.

3. All four governors won their office on their past service or their personal characteristics.

4. Because Houston opposed slavery and spoke out against the Kansas-Nebraska act.

5. States righters believed state government was all powerful.; Unionists supported a strong national government.


A. Reviewing Texas Terms 1.e 2. j 3. a 4. f 5. i 6. g 7. h 8. c 9. b 10.d

B. Interpreting Life in the New State 1. Lots of land and natural resources; Transportation,

communication,and problems with natives. 2. Texans were afraid Mexico would try to retake

Texas. They asked the U.S. for help. Fighting broke out after General Taylor moved his forces south of the Nueces River.

3. The U.S. gained California, New Mexico, Arizona, Nevada, Utah, and part of Colorado. This would have slowed down the expansion of the U.S.

4. This set Texas's western boundary and put money in the treasury.

5. Build roads, clear navigable rivers, and build railroads.

6. With the influx of settlers, natives were sent to the reservations; answers may vary.

C. Debating the Issues Answers will vary.

D. Traveling Texas Answers will vary.

E. Campaigning for Houston Answers will vary.

CHAPTER 16

CHAPTER OBJECTIVES * imagine life as it was in early Texas. * understand why and how people came to early

Texas. * understand the problems Texas settlers met and

how they solved them. * compare the lifestyles of a variety of cultures in

Texas. * determine the influence of Texas's cultures on life in

Texas today. * describe the lives of slaves and the impact slavery

had on early Texas. * describe the lives of women in early Texas and the

role they played in frontier life.

ESSENTIAL ELEMENTS A. l -A ,B,C

2-C 3-A 4-A,B,C,D,F,G,H,K,L,M

0.1-A,C 3-D,E,F 4-C, D

PURPOSE This chapter highlights two of the major topics of the book - the role of geography in the way of life and the variety of cultures in Texas. Students learn of the modes of immigration and the selection of sites for senlement, as well as the ethnic origins of the immigrants. The roles of women and children in early Texas are discussed at length, and students become acquainted with their firsthand accounts through primary source documents. Students practice using historical imagination or perspective as the issue of slavery is discussed; they gain an understanding that to discuss this aspect of Texas history is not to endorse it. in reading and discussing the chapter, they become aware that while we may not agree with the ideals and values of past societies, we need to understand them. Perhaps more than any other period in Texas history, the information presented in this chapter encourages students to consider a variety of points of view concerning historical events and lifestyles.

MOTIVATOR 1. Establishing Basic Needs of Early Texans

Explain to students that between 1820 and 1860, when Texas gained its independence from Mexico and then became part of the United States, basic needs were always the focus of attention at home. Ask students to name examples of those basic needs (family life, religion, education, clothes, homes, buildings, food, and social activities).

2. Locating Transportation Routes on a Map Discuss the ways in which immigrants came to Texas (pages 412-414--by water, overland, by foot and by wagon). On a world map or globe, as well as on a map of the United States, students may trace the routes of Texas immigrants as you refer to the text for exact origins.

3. Understanding the Context of Settlement Explain (page 416) that pioneers tended to be crea.

tures of habit in their desires to settle near friends and family, resume planting the crops they were accustomed to growing, and so forth. Ask students to discuss the feelings experienced when they first entered middle school or junior high. Encourage them to cite other examples in their own lives in which they have functioned as creatures of habit.

TEACHING STRATEGIES 1. Writing a News Story About Texas Have stu-

dents reread pages 412-425, answering the questionsposed in the section "Gone to Texas" (who, why, how, where) on page 412. Based on information in the text, ask students to write a news story that summarizes the who, why, how and where of people who came to Texas.

2. Writing Descriptive Stories from Prlmary Sources Point out the many primary source accounts throughout the chapter. Ask students to imagine that they are historians whose task is to write the chapter in this book in only ten or twelve paragraphs. Discuss ways in which historians para- phrase primary source documents, rephrasing the information in third person. Students may wish to illustrate their essays for display.

MULTICULTURAL ACTIVITIES 1. Writing an Invitation to a Texas Birthday Party

Encourage students to imagine that they are seventh-graders in early Texas. Their families live on farms and because of poor transportation, parties and visitation are few and far between. Ask students to create a special birthday party invitation for their friends. You may wish to refer them to the passage on page 410 that discusses the types of farm activities families did for fun (dances, barbecues. picnics, quilting bees, and religious activities).

2. Preparing a Texas Banquet Have students read on page 412 about the many ethnic groups who immigrated to Texas (from Germany, Ireland, Mexico, Sweden, Norway, Italy, France, southern U.S. African Americans, and Anglo-Americans from the U.S.). Explain that the variety and richness of Texas cuisine is due to the multicultural society. Encourage them to prepare a Texas Banquet, or tasting party, with various recipes that reflect the diversity of Texas cuisine (e.g., Czech kolaches, African American collard greens, Chinese barbe- cued pork, Mexican carne guisada, German potato

cakes, and Jewish potato latkes). Students may wish to decorate the room in festive rainbow colors and play ethnic music to enhance the event.

3. Creating a Cartoon Strip About a Pioneer Girl Ask students to read the primary source account of Sallie Haltom's Life on the Central Texas Frontier (pages 434-435). Point out the part that describes the humorous escapade between Sallie and the preacher. Show students a cartoon strip (any cartoon strip from the Sunday newspaper comics). Encourage students to create a cartoon strip that illustrates the sequence of events that lead to Sallie's inadvertently dipping her fly brush into the gravy and swishing it across the preacher's beard. Display students' cartoon strips.

EXTENSION ACTIVITIES 1. Creating a Playbill About a Texas Person Have

students discuss the playbill on page 409, which depicts a play about Texas hero Davy Crockett. Ask students to select another event or person (man, woman, or child) discussed in the chapter and draw a playbill that reflects elements of the person's stoly in Texas. Students may even wish to write a sketch (brief play) about the person.

2. Inviting Family Members to Give an Oral History of Their Heritage This chapter lends itself Well to a study of family heritage. You may wish to review students' interviewing skills before they invite family members to come to class to tell about the family heritage. If possible, encourage family members to discuss the location and activities of their families during the pre-Civil War period.

3. Relating Past to Present Point out that during the 1850s (fewer than 150 years ago), the average life span in Texas was forty-five years. Ask students to find out what the average life span of Texans is today. You may wish to extend this topic to ask students to conduct research about state and local hospitals and health care clinics that have contributed to the extended life span of modern-day Texans. Encourage students to speculate about other reasons for our extended life span (e.g., diet, less-strenuous exercise, women having fewer children, medicine, etc.).

4. Creating a Gone to Texas Door Slogan Refer students to the passage on page 412, Gone to Texas, and explain that this was a slogan that pioneers who lefl their homes in the east lefl on their

doors. Encourage students to create a door decora- tion for the classroom that incorporates this slogan.

ANSWERS TO TEXCHECKS Texcheck - Page 416 1. Most people engaged in farming. Most of those

that did not live on farms worked to provide goods for farming or provided services for farm families.

2. People settling Texas came from Germany, Ireland, Mexico, Sweden, Norway, Italy, and France. African- Americans came from the southern United States, and Anglo-Americans came from many pans of the United States. They came to Texas for many different reasons. Some were looking for political freedom, others to escape the law or to avoid debt, and others wanted a better climate for their health. Many came because they enjoyed the thrill of exploring and conquering new lands, or they thought the cheap, good land would increase their wealth.

3. Most immigrants came to Texas either overland (in wagons, on horseback, or on foot) or by water (on sailing vessels and steamships). Many people settled in places where those they knew had settled.

4. Most people wanted to live where they had friends and family.

5. Immigrant guides told immigrants about the land, where to senle, and what to bring to Texas.

Texcheck-Page425 1. Henri Castro started a French settlement; Johan

Reirson brought many Norwegians to Texas; Prince Carl of Soims-Braunfels acquired fertile land on the Comal River for many Germans; John 0. Meusebach and other Germans signed treaties with the Comanches so they could live in peace with the Native Texans; Svante Magnus Swenson came from Sweden and helped bring other Swedes to Texas; Lewis A. Levy and Jacob de Cardova were Jewish settlers who urged and helped Jews come to Texas.

2. The immigrants from the southern states settled mainly in the southeastern and northeastern parts of Texas. Those from states just north of the southern states settled on the prairie areas north of Dallas. Most Europeans lived in coastal towns, although some Europeans were found in all areas of Texas. People usually settled near people they knew. (The Germans were the largest group of European immigrants and most of them lived in a triangle formed by New Braunfels, Comfort, and Fredericksburg.

Most Mexican Texans lived in South Texas.) 3. The Jewish settlers used the ohrase "land of milk ~ ~~

and honey" to describe o ex as. (Answers may vary on what this phrase meant.)

4. Hispanic contributions included ranching in South Texas, the Spanish language, the Catholic faith, a simple way of life and small adobe houses, the dis- tinct clothes of Mexico, etc. Some Hispanic settlers did own large pieces of land and raised many cattle and sheep, and many Tejanos played important roles in government and in the Texas Revolution.

Texcheck-Page427 1. A clash of cultures is the coming together of differ-

ent ethnic groups that do not mix well, usually resulting in conflict. Relations among the Anglos and the Mexican Texans became strained, and many Tejanos moved south toward the border or left Texas.

2. Prejudice developed among Texans as more and more Anglos came to Texas and fewer and fewer Mexican Texans held public office. More Anglos and Europeans were in government and business than Mexican Texans. Feelings against the Mexican Texans because of their origin developed.

3. Juan Cortina was a Mexican Texan who became angry at the prejudice shown toward his people. He raided ranches of Anglos who had moved into South Texas, stealing their cattle. This created more fear and distrust between Anglos and Mexican Texans.

4. African Americans were treated as equals under Spanish and Mexican law. Many received land grants in the colonies, and a few became wealthy.

5. Some free African Americans Served during the Texas Revolution. They received land grants for their service and worked as farmers. Those who lived in larger towns worked as craftspeople, laborers, domestic workers, or teamsters. Some were blacksmiths or small businessmen.

Texcheck - Page 429 1. Slaves were given few privileges. Some could own

personal property, but most could not. Those few who lived in towns worked as house servants or craftspeople, or worked in shops or stores. These enjoyed some freedom to move around town and visit with other African Americans. Some of the skilled craftspeople were allowed to find jobs and live by themselves, but the money they made belonged to their masters. Slaves were allowed no

leaai marriaoes. and those workina on a olantation " " . - were not allowed to leave without a pass. None were allowed to keep guns, and most were never allowed to learn to read or write.

2. Slaves worked in the fields of the plantations or as house servants in the homes of their owners. (Answers may vary.)

3. The owner provided the slaves small living quarters near the owners' homes. The owner also provided clothing and food for the slaves.

4. Slaves p rese~ed their culture through songs and dances, their colorful clothing, their beautiful artwork and furniture, their family bonds, and through religion.

Texcheck - Page 433 1. When Stephen F. Austin wrote the rules for his

colony, he gave much larger grants of land to families.

2. Women were helpmates to their husbands and mothers to their children; they helped begin churches and schools. When men were away from home, women cared for their homes, their property, and their children.

3. One fear women had of living on the frontier was being alone.

4. Women wrote letters, diaries, and memoirs of their lives in Texas. Some drew and painted pictures of Texas scenes.

5. Women in early Texas filled in for their husbands when the men were gone. They learned to deal with life on the frontier and were forced to learn to run large farms and ranches, and some learned to manage businesses. They endured the hardship of a lonely life; when their husbands were gone, they had children, tended the sick, and sat alone by bedsides and watched children and loved ones die.


A. Reviewing Texas Terms 1.d 2. i 3. e 4. b 5. f 6.1 7. a 8. h 9. g 10.c

6. Gone to Texas Answers will vary.

C. Interpreting the Lives of Many Texans 1. Answers will vary somewhat, but should include

the fertile soil and ideal land for ranching, the mild climate, the low prices of the land, the thrill of adventure, political freedom, and escape of the law

or debt. 2. Answers will vary. 3. Answers will vary, but should include the Spanish

language, the names of places and roads, the Catholic religion, artwork, clothing, adobe homes ranching in South Texas, and a simple way of life.

4. Answers will vary, but should include helpmates to their husbands, mothers to their children, helped begin churches and schools, cared for the homes and propem, tended the sick and dying, learned to run large farms, ranches, and businesses, and helped preserve the history of the frontier through their diaries, memoirs, and paintings.

5. Answers will vary but should include the differences in their lifestyle and what they were allowed to do. Their music, religion, and family bonds helped preserve their culture.

D. Singing About Texas Answers will vary.

CHAPTER 17

CHAPTER OBJECTIVES * understand the issues that led to the Civil War. * understand why Texans voted to join the

confederacy. * explain the role that Texas and Texans took in the

Civil War. *describe the fighting at Galveston, Sabine pass,

and Brownsville. * describe the conditions on the Texas homefront

during the civil War. * understand why the North won the Civil War.

ESSENTIAL ELEMENTS A. 1 -D

2-A,B 4-A,B,C,D,E,F,G,H,I,J,K,L,M

6.3-A 4-D

PURPOSE This chapter is designed to show students the unfold- ing drama of Texas during the Civil War and to encourage them to pursue further reading and study d major events, campaigns, and personalities during that period. Students learn of the various factors contribut-

ing to the breakup of the Union. They become aware that many Texans opposed secession, which leads to yet another aspect of cultural diversity within early Texas. In the chapter, students explore the role of their state as being geographically isolated and relate this concept to the political views of early Texans and their impact on the role Texas played in the war. Finally, students are faced wRh the issue concerning morality of slavery, and they are required to draw inferences and reach conclusions based on information in the text, while applying historical perspective.

MOTIVATOR 1. Understanding Causes of Civil Wars You may

wish to introduce the chapter by discussing why civil wars occur and how they have been resolved. Students may create a list of locations in the world in which civil war continues today. A discussion of the causes of the American Civil War (page 442) may help students as they read the chapter.

2. Perceiving Cause-Effect Relationships Explain that the demands of the Civil War created short- ages of supplies. Even before the war, pioneer families had learned to conserve and use what they had at hand. Point out the primary source excerpt from Eudora Inez Moore's Memoirs. Ask students if they have ever heard the phrase, "Necessity is the mother of invention," and encourage them to imagine the process of creating shoes from an old cloak, pants of a parlor table cover of wool, and so forth. Students may wish to tell about something they have recycled in this way.

TEACHING STRATEGIES 1. Comparing and Contrasting Thought and

Action Ask students to review the reasons why Texas declared its Independence from Mexico in 1836 (Chapter 12). Students may then reread pages 443-444 to review reasons why Texans voted to secede from the Union March 4, 1861. Ask students to compare the reasons for breaking away from the national government(s). They may wish to draw up a chart of similarities and differences. Finally, students may write a comparison paper about the topic.

2. Researching Conflict Resolution After students have read the chapter, lead them in a discussion of their feelings about the Civil War and the role that Texas played in it. Challenge them to point out

events and times during the preliminary stages of the war when war might have been avoided had other decisions been made. Encourage students to conduct various methods of resolving conflict, such as mediation, capitulation, and adjudication. You may wish to have students write reports about one or more of these methodologies as they have traditionally been practiced in our society.

MULTICULTURAL ACTIVITIES 1. Writing a Journal Entry Point out the passages

on pages 448, 457, and 458 that refer to the role of Texas women during the Civil War. Ask students to write an 1862 journal entry from a Texas woman whose husband has been drafted to serve in the Confederacy. Students should include detail and texture in their writing (e.g., women producing goods needed by the army, running farms and plantations, growing both cotton and food for the soldiers, etc.). They may also wish to express feelings in their writing.

2. Exploring the German Perspective Have students reread the passage on page 444 that explains the Unionist perspective taken by Germans who lived in the Hill Country. Tell students about a monument that stands today in Comfort, a small German community in the Hill Country, which bears the phrase, Treue Der Union. Ask students to conduct research through library readings or, if possible, through interviews that will reveal more information about the philosophy of those Texans (Sam Houston, Edmund Jackson Davis, many Germans, and others) who preferred to remain Unionists during the Civil War.

3. Drawing Inferences Explain that Linwln issued the Emancipation Proclamation in 1863. Then point out the passage on page 460 that describes the order of General Gordon Granoer. which freed all slaves in - . Texas. Ask students to draw inferences concerning reasons for the delay in the Texas emancipation. Encourage them to conduct research about the origins and modern-day festivities surrounding Juneteenth, or the Nineteenth of June (This term is preferred today by many African Texans.).

EXTENSION ACTIVITIES 1. Creating a Sketchpad Refer students to the pas-

sage on page 449, which describes the methods of documentation selected by young Confederate,

Morgan Wolfe, who used a sketchpad and a journal to record historical events. Ask students to create their own sketchpad on which they may wish to enter daily sketches of events that take place in their lives. The sketchpad can be constructed in a ~dimentary fashion of white paper stapled together. Alternatively, if students keep a daily journal, they may wish to illustrate their journal entries within the journal.

2. Analyzing Information Refer students to the passage on page 459, which describes the decision of Governor Lubbock to allocate funds for schools and a state university to the Confederate cause. Ask students to express their opinions about this philosophy and to draw conclusions about the effects of such a decision. Students may wish to wnduct research about modern-day examples of similar government funding decisions that have affected public schools.

3. Creating a Ballad About Sam Houston Ask students to reread Meet Dick Dowling - Hero of Sabine Pass on page 462. Point out the ballad in memory of his courageous stand. Ask students to write a ballad honoring Sam Houston.

4. Re-enacting the Convention of January 28, 1861 Divide the class in halves and ask them to dramatize, or re-enact, the Convention of January 28, 1861 (page 444). Explain that many of the Texas delegates wanted to secede from the Union, while others wanted Texas to remain a state. Encourage students to generate debate questions and responses in context, based on the issues of the time. Students may wish to wear clothing that resembles that of pioneer Texans. If you have access to a video camera, you may wish to videotape the dramatization.

ANSWERS TO TEXCHECKS Texcheck-Page446 1. By 1860 many Northerners lived in cities and

worked in factories. Most Southerners farmed. Northerners believed that the national government was the final authority while Southerners believed in the rights of state governments. Many Northerners questioned slavery, but Southerners felt that their economy could not exist without slavery.

2. Sam Houston was opposed to secession. The Constitutional Union party considered him as a candidate for President in 1860.

3. Texan delegates met in a convention to vote on secession in January of 1861. By a vote of 166 to 8, the delegates decided to leave the Union.

4. Sam Houston was removed as governor of Texas because he refused take an oath of allegiance to the Confederacy.

5. President Lincoln offered to send U.S. troops to help Houston keep Texas in the Union. Houston turned him down because he would not take up arms against his fellow Texans.

Texcheck-Page454 1. After the secession convention, Texas Ranger Ben

McCulloch led a force into San Antonio where U.S. General David Twiggs surrendered all federal supplies and army property to the Texans.

2. The Civil War began at Fort Sumter, South Carolina on April 12, 1881.

3. In order to have enough men to fight, the Confederate government began drafting men for the army in April 1862.

4. John Bell Hood led a Texas Infantry group to fight in Virginia and Tennessee. B.F. Terry's Texas Rangers fought in Tennessee and Mississippi. Albert Sidney Johnston was the greatest of the Texas generals; he ably led troops in battle at Shiloh, where he was killed.

5. In order to defend Texas against an invasion from the west, John Baylor was sent to the El Paso area with 300 troops. H.H. Sibley mounted a campaign to drive Union forces from New Mexico and Arizona.

Texcheck - Page 457 1. Galveston was captured by the Union in October,

1862. It was recaptured by Confederate forces in January, 1863.

2. A Union invasion of Texas via the Sabine River was stopped at Fort Griffin by Dick Dowling and his men from Fort Griffin in 1863.

3. Union forces were driven out of South Texas by John Ford in the summer of 1864. Ford drove the Union troops out of the Rio Grande Valley.

4. General Banks' invasion of Texas was prevented by General Kirby Smith at the Battle of Poison Springs.

5. General Robert E. Lee felt the South could fight no more because his men were exhausted from fighting and had little ammunition and food left.

Texcheck - Page 460 1. On the homefront during the Civil War many goods

were scarce. Texans did without coffee, salt, pepper, medicines, and other manufactured products. The families of soldiers often went for a long time without

hearing news of the soldiers' weltare. Many men were killed or wounded in the war. Texans overcame some of these difficulties by the women taking the place of men at home by plowing the fields and harvesting food and cotton for the troops.

2. Texas cotton was in great demand because it could be shipped over land to Mexico despite the Union blockade. Cotton could not be shipped from ports in other Southern states because of the blockade.

3. Some Texans felt Governor Lubbock had gone too far in supporting the Confederate cause because he removed soldiers from their posts along the frontier and sent them to the front. The Texans then had trouble with the natives.

4. Some of the Unionists in Texas included Hill Country Germans and residents of North Texas. Many people resented the Unionists, and some were hanged.

5. Afro-Americans in Texas celebrate 'Tuneteenth" because Union official Gordon Granger carried out the Emancipation Proclamation in Texas on June 19, 1865.


A. Reviewing Texas Terms 1.f 2. j 3. e 4. i 5. b 6. h 7. a 8. c 9. g 10.d

B. Matching Civil War Veterans 1.d 2. g 3. a 4. e 5. h 6. 7. f 8. i 9. c 10.1

C. Discussing the Civil War 1. some Texans wanted to secede to protect slavery;

others thought Texas would be secure as part of the United States.

2. In order to keep Texas in the Union, Governor Sam Houston ignored petitions calling for a convention to decide on secession. Houston also called the legislature into special session. After delegates held a convention anyway and voted to secede, Houston argued that Texans had not voted to join the Confederacy.

3. When the Confederates began drafting men for the army, Texas provided some 80,000 troops during the war. Also, the state government of Texas tried to supply troops with arms and ammunition. Food and clothing went to troops as far away as Virginia, and the farms and plantations provided both cotton and food for the soldiers.

4. Women took the place of men who were away

fighting in the war. They plowed the fields and harvested food and cotton for the troops.


CHAPTER 18

CHAPTER OBJECTIVES *describe the problems Texans faced at the end of

the Civil War. * describe the amendments added to the U.S.

Constitution during this period. * compare the reconstruction plans of President

Lincoln, President Johnson, and the radical Republicans.

* identify and explain the programs of the Freedmen's Bureau.

* describe the administration of Governor E.J. Davis. * describe the Texas Constitution of 1869.

ESSENTIAL ELEMENTS A.1-D

2-A,B,C,D,E,F,H,J,K,L 4-A,B,C,D,F,G,H,I,K,M

B.3-B,C,D,G

PURPOSE This chapter helps students understand the prob-

lems Texans faced in bringing their state back into the Union after the Civil War. One of the first they encountered dealt with the state legislature's refusal to ratify the Thirteenth and Fourteenth amendments to the U.S. Constitution. Students are made aware that in choosing former Confederates to represent the state in the U.S. Senate, Texans further prevented political reconstruction from occurring in their state.

A lengthy discussion about the difficulties of African Texans after the war helps students understand the social, political, and economic problems that, as a result, plagued an entire ethnic group in Texas. For example, the conservative Texas Legislature of 1866 refused to ratify or approve the Thirteenth Amendment to the U.S. Constitution to end slavery; they refused to approve the Fourteenth Amendment, which would give African Americans the right to be citizens of the US.; and they chose two conservative former Confederates to the U.S. Senate. Students learn about the Black codes passed by this legislature. Under these laws,

African Americans had to sign contracts to work; they and their families could not have visitors during working hours; they could not leave the work place without permission; and they could be jailed if they 'talked back to their employers. All of this information challenges students to draw inferences, analyze information, perceive cause-effect relationships, and draw conclusions.

Students learn of the strides taken by Governor Elisha M. Pease and others, however, to rectify many of the injustices bestowed upon African Texans. A description of the Freedman's Bureau offers students an example of a government agency that effectively helped to resolve problems of African Texans. They learn that the bureau provided food and shelter for needy African Americans; told them of their rights as free citizens: and laved an imoortant role in aidino ~,~ ~ ~~

~~ ~ - free African Americans throughout the South.

An account of the Constitutional Convention provides students an oppoltunity to learn about nine African Americans who held elective positions in Texas. In addition, they learn that other African Americans also served in the state legislature and that twelve African Americans served in the Texas House of Representatives. Accounts of African Texans, Richard Allen (businessman) and Benjamin Franklin Williams (cattleman) point out role models for students.

Finally, students learn of the problems faced by Texas governors during this period. In particular, they read about Republican Governor E.J. Davis, who was most supportive of African Texan rights, but did not work well with Democrats in the Texas Legislature.

MOTIVATOR 1. Introducing Reconstructionism Ask students to

think about a time during which they and their families experienced a traumatic event (e.g., family member was seriously injured, divorce, death, bankruptcy, unemployment, etc.). It is not necessary for students to discuss their thoughts, as many may be considered private information. Then encourage students to recall the healing period that occurred after the event. Ask them to think about the difficulties that came about during that time. Draw a parallel for students between their experience in healing and reconstruction after the Civil War.

2. Establishing a Chronology of Events Before students read the chapter, ask them if they know which U.S. Constitutional Amendment ended slavely of African Americans (Thirteenth Amendment) and

which one gave African American males the right to vote (Fourteenth Amendment). Explain that students will read about the ratification of these amendments, as well as other legislative codes and rules that were put into action during Reconstruction.

TEACHING STRATEGIES 1. Writing a Summary of Reconstruction After stu-

dents have read the chapter, ask them to discuss the main ideas. Encourage students to review headings as they review the text. Then have students write a three-paragraph summary of the chapter. Each paragraph can be developed around information presented according to sections of text divided by Texchecks. Each paragraph should include a topic sentence that discusses the most important person, place, thing, or idea. Students may wish to create a title for their summary.

2. Comparing Reconstruction to a Natural Disaster Ask students to describe an account of a recent hurricane, tornado, fire, or another natural disaster that especially interested them. Encourage students to brainstorm the steps (staff involved and funding) required in rebuilding the community that was hit by the disaster. Ask students then to consider the task of rebuilding the South during Reconstruction.

MULTICULTURAL ACTIVITIES 1. Researching the Freedman's Bureau Encourage

students to conduct research about the Freedman's Bureau. Ask them to write a report about the bureau, to include the many ways in which it assisted African Texans during Reconstruction. Motivate them to research by explaining that, as a part of its mission, the bureau educated former slaves, then hired graduates to teach in the schools.

2. Writing an Editorial Remind students that the aim of an editorial is to persuade. Have them consider the provisions of the Texas Constitution of 1869, in which African American males were granted total equality under the law. Ask them to draft an editorial to a newspaper editor expressing their opinions about that provision as it related to rights of African American and other women in Texas. Ask students to compare their editorials by reading them aloud.

EXTENSION ACTIVITIES 1. Making a List of Problems Ask students to work

in pairs or small groups to develop lists of problems

facing Texans as they began to rebuild their lives after the war.

2. Exploring Archeology Students may wish to contact a local archeologist to inquire about whether any Civil War relics have been found in the vicinity. If possible, arrange for an archeologist to demonstrate how archeological digs are conducted (tools and equipment, technique, etc.).

ANSWERS TO TEXCHECKS Texcheck - Page 470 1. State government collapsed. Outlaws broke into

the state treasury and stole the last $5,000. 2. Voters would take an oath of allegiance. A conven-

tion would be held declaring secession impossible, outlawing slavery, and canceling the war debt. The people would elect new officials. The state legislature would approve the 13th amendment.

3. The 13th amendment outlawed slavery. The 14th amendment granted citizenship to African Americans.

4. The black codes were a series of labor laws passed by the Texas Legislature. African Americans were required to sign contracts to work and could not have visitors during working hours. They could n d leave the work place without permission of the owner. They could be jailed for 'talking back" to their employers.

5. The U. S. Congress reacted to the black codes by refusing to allow the Texas Senators and other Southern Democrats to take their seats in Congress.

Texcheck-Page472 1. The South was divided into five military districts

controlled by the U.S. Army. 2. The Freedmen's Bureau worked to help freed

slaves contract with employers and to see that the former slaves were treated fairly. It also provided food and shelter for needy African Americans and informed them of their rights as free citizens.

3. George T. Ruby represented Galveston and was an outstanding leader at the Constitutional Convention of 1868. As a member of the Loyal Union League, he worked to gain support for the Republican party. He served two terms as a state senator.

4. Support was granted for public schools. African American males were granted total equality under the law.

5. The 13th and 14th Amendments were ratified and new U.S. Senators were chosen.

Texcheck - Page 476 1. A militia was created. The governor was given

power to fill many government offices and was placed in charge of registering voters. The legislature delayed election thereby giving the Republicans one more year in office.

2. Governor Davis supported adequate funding for Texas schools and a program to establish a state education office. Compulsory school attendance was begun and minimum standards for graduation were set. Davis also favored aid for the railroads.

3. The push for equality for African Americans and the State police contributed to Governor Davis' fail from power.

4. Because Governor Davis was defeated in his bid for reelection. Also, all six persons elected to the U.S. Congress were Democrats. The majority of state legislators were Democrats.

5. President Grant refused to help Edmund Davis stay in office after Richard Coke won the election.

UNDERSTAND CHAPTER 18

A. Review Texas Terms 1.e 2. a 3. h 4. g 5. c 6. f 7. j 8. i 9. d 10. b

B. Matching Reconstruction Leaders 1.b 2. e 3. j 4. i 5. d 6. g 7. a 8. c 9. f 10. h

C. Interpreting Reconstruction 1. Congress passed harsh Reconstruction laws over

President Johnson's veto. Other answers will vary. 2. Many Southern states passed "black codes"

restricting the freedom of African Americans. Others forms of discrimination continued.

3. Delegates were chosen for the convention in the first election in which African Americans could vote. Nine African Americans were chosen as delegates and were the first to hold elective positions in Texas.

4. Governor Davis' request for a militia was passed, but opposition felt giving the governor command of such a force was putting too much power in his hands. Much opposition to having a state police force with African American members was raised.

D. Creating A Time Line Answers will vary.

CHAPTER 19

CHAPTER OBJECTIVES * describe the Texas economy after the Civil War. * explain the economic and social problems faced by

Texas families after the civil War. * describe the sharecropping system. * describe the difficulties experienced by African

Texans after the civil War. * describe the role of the Texas Rangers on the

frontier. * explain the actions of the federal government taken

to control Native Americans.

ESSENTIAL ELEMENTS A. 1 -A, B,C

3-E 4-A,B,C,D,F,G,H,L,M

6.3-D,E 4-A,C

PURPOSE The purpose of this chapter is to acquaint students

with the change that took place in Texas during Reconstruction. They learn about economic life and the way people reacted to the bartering that took place when Texans found themselves with little money. Students gain an appreciation for the cultiva- tion of cotton as the main crop and for the newly constructed railroads, which carried goods to market.

A portion of the chapter discusses ways in which lives of African Americans, in particular, changed during this time. Students learn about the concept of sharecropping. An introduction to the educational systems and social organizations for African Texans helps students understand the progress realized during Reconstruction.

The problem of lawlessness commands a substan- tial portion of the chapter. Students become aware that vigilante groups and bandits were combatted by frontier justice organizations such as the Texas Rangers. The text points out that within the Texas Rangers, injustices arose, as well.

The chapter concludes with a discussion of changes that took place in the lives of Native Texans. Students are informed of the problems that occurred between Native Texans and frontierspeopie as a result of the buffalo hunters, who exterminated the buffalo which left

Native Texans to stalve. Battles forced tribes to retreat to reservations. As a result, West Texas was open for settlement and the development of the cattle industry.

MOTIVATOR 1. Relating Past to Present Ask students to think

about a time in their lives when a major change in routine was required, then to express their feelings about the change. Transfer those feelings and reactions to those of African and Native Americans during Reconstruction. Ask students to discuss how they might have reacted under the given cir- cumstances.

2. Discussing Lawlessness Encourage students to discuss school rules and regulations. Ask them to speculate about how their school might be different without those rules and regulations. Explain that on the Texas Frontier, lawlessness led to crime and violence. They may look for specific examples of these problems as they read.

TEACHING STRATEGIES 1. Writing a Description About Art Ask students to

review all paintings shown in the chapter, then to select one painting to write about. Rather than identitying the painting with title and artist, students Should write only the description. They can later exchange descriptions with a partner, who will try to identity the piece through its description. Encourage students to use a lot of texture in their writing - describing lines, shapes, forms, colors, spaces, and so forth.

2. Exploring the Bartering System Have students reread the section on pages 481-482, which discusses the bartering system used by early Texans. Ask them to name ways in which they have bartered, perhaps with their friends. Students may wish to set aside a day or a week during which they have an opportunity to conduct business by bartering with their friends at school. For example, they may bring things from home or make items in school that can be bartered. Toward the end of the experiment, ask students to list advantages and disadvantages of the bartering system and to speculate about why Texans currently use money as their primary method of exchange.

MULTICULTURAL ACTIVITIES 1. Analyzing the Contributions of Women Have

students read the caption on page 482, which explains the contribution of Sarah Horton Cockrell, an early Texas businesswoman who took over the family's ferry business, managed land, built the first hotel in Dallas, and constructed the first iron toll bridge across the Trinity River. Ask students to write an imaginary account, which might have appeared in her business journal, depicting each step she took in planning, negotiating, and building either the hotel or the toll bridge. Students should include costs, materials, design plans, people with whom she contracted, and so forth.

2. Researching African American Colleges Point out the section, Education, on page 486, which tells about African American colleges in Texas that originated during Reconstruction. Ask students to write the colleges to find out more about their histories. In addition, students may wish to explore African American colleges that are near their communities. After students have gathered information, ask them to discuss the reasons why many African Americans today (e.g., Bill Cosby) continue to support colleges that are predominantly African American in population. At the same time, encourage students to discuss reasons why other African Americans choose to attend, for example, the University of Texas campuses throughout the state.

EXTENSION ACTIVITIES 1. Creating a Political Cartoon Ask students to

read, discuss, and complete exercise A, Links to GovernmenVSociai StudiedArt, on page 504. As a sequel to the activity, students may wish to create an editorial cartoon to depict whichever topic they selected to protest. Their cartoons should protest the current topic, using the nineteenth century topic for background and contrast. In composing their editorial cartoons, students should use few words to express their viewpoints. Remind students that they may wish to use special techniques as they design their cartoons: caricature, satire, labels, symbols, and exaggeration. Display students' political cartoons along with their placards.

2. Writing a Persuasive Speech Remind students that Abolitionists were of various ethnic backgrounds. Ask them to write a persuasive speech that an abolitionist may have given to inspire a group of townspeople to take a bold stand against slavery. You may wish to review with students

common steps toward organizing a persuasive paper: introduction, proof, refutation (optional, or often included in the proof), and conclusion.

ANSWERS TO TEXCHECKS Texcheck - Page 487 1. The barter economy worked by farmers trading

farm products with their neighbors and merchants for items that they needed.

2. Families' lives changed after the Civil War in several ways. Many families had lost a loved one in the war (husband, father, and brothers). Many veterans were injured and could not work. Many veterans returned home to find their homes destroyed and businesses closed.

3. African American Texans had difficulty finding job opportunities because of lack of skills, a poor farm economy and racial attitudes.

4. The purpose of the Freedman's Bureau was to help get jobs for the freed slaves and see that African Americans were treated fairly.

5. Sharecropping worked by farmers who owned land providing other farm families with land to cultivate.

Texcheck - Page 490 1. Three problems of lawlessness that had to be dealt

with by settlers were: the Ku Klux Klan that com- mitted house burnings and lynchings of African American Texans, cattle rustlers, and bandits that killed people, robbed trains and banks.

2. Sam Bass was the leader of a group of train rob- bers. John Wesley Hardin was a renegade and studied law and taught Sunday School while in prison.

3. Belle Starr's reputation was that of a bandit queen. She sold stolen cattle that her male compadres gave her.

4. Judge Roy Bean called himself 'The Law West of the Pecos."

5. The legend of Ben Thompson was that he once fought a duel with a Bowie knife and worked as a hired gunman. He was also elected marshal in Austin.

Texcheck-Page498 1. The Frontier Battalion and the Special Force of

Rangers were started in 1874. 2. The duties of the Texas Rangers spanned protec-

tion of settlers from native tribes, capturing cattle thieves, and apprehending outlaws.

3. The United States Army was sent to the frontier to

OCCUPY forts and protect the settlers from the attacks by the native tribes.

4. The purpose of the meeting of the Council of Chiefs at the Medicine Lodge Creek in 1867 was for the government to sign a treaty with the chiefs, getting the tribes to move to a reservation in the Indian Territory.

5. The buffalo hunters killed a large number of buffalo, therefore making it difficult for native tribes to find enough food to eat.


A. Reviewing Texas Terms 1.e 2. f 3. d 4. c 5. h 6. b 7. j 8. g 9. i 10.a

B. Matching 1.c 2. h 3. a 4. i 5.9 6. f 7. j 8. d 9. b 10.e

C. Debating Texas Issues All answers will vary somewhat.

D. Recording Texas Life All answers will vary.

E. Talking Texas All answers will vary

UNIT 4 LINKS

A. LINKS TO GOVERNMENTISOCIAL STUDIESIART

All answers will vary.

B. LlNK TO MATHEMATICSISOCIAL STUDIES 1. 5 years 2. 14 years 3. 16 years 4. 1862 5. 8 years 6. 13 years 7. the period of Reconstruction

C. LlNK TO GOVERNMENTISOCIAL STUDIESIART All answers will vary.

D. LlNK TO WRlTlNWOURNALlSM SPEECH All answers will vary.

This unit addresses the era in which the theme of settlement in Texas reaches an apex. By the turn of the twentieth century, civilization had arrived in all areas of the vast state. The social and economic history of Texas during the final half of the nineteenth century provide exciting potential for teaching both the history and the geography of Texas. The unusual experiences of Texans during this era formulated the styles of life and institutions of the state. Many of today's customs and traditions specific to Texas emerged during that era.

Information in this unit marks the culmination of the isolation among Texas farmers and ranchers. Political stability and relative prosperity made it possible for Texas to stabilize its schools, government, churches, and culture. Even today, these institutions reflect the image of that era.

Most concepts and themes introduced earlier are continued in this unit: the relationship between environment and the way of life, immigration and cultural pluralism, economic change, the impact of technology, the continuity of styles of life, the interdependence of humankind, and so forth.

The dominant political themes of the era represented in this unit are those of reaction and reform. Students are challenged to study the interrelationship of society and politics. The system designed by the conservative Democrats, as it is described in the unit, proves unacceptable when the social and economic changes wrought by the cattle and cotton cultures take place. Political change, then, necessarily follows social and economic change.

CHAPTER 20

CHAPTER OBJECTIVES kcompare the United States Constitution and Texas

Constitution. *discuss the development of public education in

Texas. * understand Texas's land policy. *describe the expansion of railroads in Texas. * understand the problems of railroad expansion. *describe how the Texas economy expanded and

improved in the 1880s.

ESSENTIAL ELEMENTS A. 1 -A, B, C

4-A,B,C,D,F,G,H,I,J,K,L,M B. 3 - D, E

4-A, D, E, F

PURPOSE Having studied about the social and economic

developments of the last quarter of the nineteenth century in the two previous chapters, students become aware in this chapter of political developments during that time. They learn that politics during the 1880s grew more complex because of the more involved social and economic issues.

An emphasis on weak and inexpensive government, which dominated this era, points out the continuation of pre-Civil War agrarian ideals. Students gain an understanding of ramifications concerning the actions of conselvative Democrats to undo former Governor Davis's policies.

In this chapter, students are introduced to the composition of the Texas Constitution of 1876, which remains the basic document of state government. They are made aware of the passage of amendments, for example, the amendment that allowed local school districts to tax to provide for public schools.

Students read about the history of the state capitol that stands today in Austin. An account of the exchange of public lands for construction of the capitol helps students comprehend the way in which the magnificent building was erected.

Finally, students become acquainted with labor unions in Texas, The Grange, and Farmers' Alliance, which lobbied to control the railroads through the establishment of the Texas Railroad Commission. The related gubernatorial campaign of attorney general, James Stephen Hogg, concludes the chapter.

MOTIVATOR 1. Establishing a Time Frame for the Texas

Constitution Ask students to calculate the age of the United States Constitution. (The Constitutional Convention met in 1787.) Then ask them if they know the origins of the Texas Constitution. Explain that it was written in 1876, almost a century after the U.S. Constitution was written. It was designed for a rural, agricultural state, and it remains the basic document that governs Texans today, even though it has been amended more than 200 times (See pages 511-513 in the chapter.).

2. Comparing Terminology of Past to Present Discuss the references in the chapter to Republi- cans and Democrats during the 1880s. Explain that during that time, Republicans were often more liberal in their political philosophy and practice than were Democrats, who were known as conservative Democrats. Ask students to compare those descriptors with those that typically accompany the Republican and Democratic parties of today.

TEACHING STRATEGIES 1. Writing an Editorial About the Need For a

Railroad Commission Have students reread pages 520-521, which discusses the development of Texas railroads and the Texas Railroad Commission. Ask students to imagine that they are Texas farmers in 1880 and to draw up a list of com- plaints and concerns about the railroads. Students may then write an editorial for a fictitious early Texan newspaper (either a letter to the editor of a newspaper or a persuasive article to be submitted as an editorial). In their writings, students should express their opinions and concerns; they should also offer suggestions for solutions (e.g., the Texas Railroad Commission).

2. Considering Cause and Effect Ask students to inquire about the history of the railroad in their community. Encourage them to determine how the absence of the railroad might have affected the community and thus how their lives today would have been changed. Ask students to create a chart that lists causes (the coming of the railroad to their area) and effects (the many changes that resulted). If time allows, students may write comparative essays about the effects of the arrival of the railroad.

MULTICULTURAL ACTIVITIES 1. Conducting Research About the Hogg Family

When students have read about the gubernatorial campaign issues of Texas's young attorney general, James Stephen Hogg, in 1890, explain that throughout the years, the Hogg family contributed to Texas in many ways. Students may wish to conduct research concerning, for example, the philanthropic endeavors of Texas of Hogg's daughter, lma Hogg, to preserve the cultural heritage of the state .

2. Considering Alternative Points of View Explain that during the time when the Farmers' Alliance

was politically active, some its members joined to form a new political party known as the People's party. Members of this party were known as Populists, who were in favor of government control (policies ruled by the people) of railroads, tele- phones, and telegraph lines. Ask students to conduct research to find out more about the People's party (e.g., Does the party exist today? If so, what are its platforms on modern-day issues?)

EXTENSION ACTIVITIES 1. Researching the State Capitol Ask students to

conduct library research about the origins of the Texas Capitol. They may wish to write their findings in a report. Some of the information in their reports may include the exchange of the XlT Ranch (almost the size of Connecticut) in the Texas Panhandle for construction in 1888 of the building that continues to serve as the Capitol today. The landmark is constructed of pink granite from Marble Falls in the Texas Hill Country.

2. Relating Past to Present After students have read about the establishment of the Texas Railroad Commission (pages 520-521), ask them to conduct research about the current status of that commission. They may ask questions such as:

Who leads the Texas Railroad Commission? Is this person elected? appointed? HOW many Texans serve on the railroad commission? Are they elected? appointed? What is the modern-day purpose/function of the Texas Railroad Commission? Has the railroad commission become more or less powerful during the last 100 years?

3. Having a Debate About Labor Unions Point out to students that, in addition to the reform efforts of farmers during the late 1880s, industrial workers also banded together to form labor unions. Students may recall information about labor unions from having studied American history in grade five. Explain that in Texas during the late 1880s, a branch of a national union called the Knights of Laborwas composed of about 30,000 Texas miners, railroad workers, factory employees, and laborers. Students may wish to conduct research about this labor union or others in Texas (e.g., the United Mine Workers and the American Federation of Labor) to discover the advantages and disadvantages to having labor unions. You may wish to

ask students to divide into two groups to prepare and conduct a debate about the pros and cons of Texas labor unions during the 1880s.

ANSWERS TO TEXCHECKS Texcheck- Page 514 1. The needs of farmers in rural Texas were given

major considerations in the design of the Constitution of 1876.

2. The steps the delegates took to save money were not paying a secretary to record the proceedings. A record of the proceedings was not printed. Salaries were cut for state officials and support cut for public education.

3. Texas could only go in debt up to $200,000 according to the state Constitution.

4. Judges are elected by the people. 5. The strongest branch was the legislative branch. Texcheck - Page 517 1. Some important issues to Texans were: Should the

state of Texas provide public schools for its citizens? How could the state reduce its debts? How should public lands be distributed? Who should be granted public lands? Should the railroads be regulated or controlled?

2. Under the constitution local school districts did not have the power to tax.

3. Governor Roberts felt the state could not afford the bill.

4. The citizens called for a constitutional amendment that allowed local school districts to tax citizens in order to raise funds for educational opportunities.

5. Two duties of the state appointed school superintendent were to set standards for teachers and school programs.

Texcheck - Page 519 1. Governor Roberts' plan was to cut expenses and

sell the states' public lands. 2. Too much land had already been given away as

bounty grants to veterans, to railroad companies, and colonization companies.

3. The Fifty-Cent Law made available land for fifty- cents per acre.

4. After the fire of 1881, a company offered to build a new capitol for land.

5. The Texas capitol building is larger than the U.S. Capitol building.

Texcheck - Page 524 1. The railroad.

2. By granting over 30,000,000 acres of land. 3. The settlers resented the railroads because they

claimed the railroads stood in the way of settlement. Land that was close to the tracks was too expensive. In order to ship crops to market, settlers had to be close to the railroad.

4. Because of unfair rate charges. 5. Regulation of the railroads.


A. Reviewing Texas Terms 1.c 2. b 3. e 4. a 5. h 6. g 7. j 8. d 9. f 10.i

B. Matching 1.b 2. e 3. a 4. d 5. c 6. f 7. g

C. Discussing Texas 1. Cutting public services, laying off state workers,

cutting state aid to schools. Answers will vary. 2. Regulation of the railroads rates and practices. They

organized and called for reform. Answers will vary. 3. Appropriations from the legislature was a problem.

A constitutional amendment was passed to allow districts to tax. The state increased aid. A bad economy and shortage of money were problems at this time. Answers will vary.

D. Solving Texas's Problems Answers will vary.

CHAPTER 21

CHAPTER OBJECTIVES * understand the Texas cattle industry in the 1800s. * identify major figures that played important roles in

the development of the Texas cattle industry. * describe the events that led to the development of

the cattle drive. * locate the Texas cattle trails used in the 1870s and

1880s. * understand the reasons for the end of the cattle

drives. * describe the importance of the cattle and ranching

industry in Texas today.

ESSENTIAL ELEMENTS A. 1 -A,B,C

4-A,B,C,D,F,G,H,I,J,K,L,M 8.3-D,E

4-A, D, E, F

PURPOSE The cattle industry offers an excellent example that

the impact of geography and technology can have on an institution such as the cattle industry. Therefore, in addition to the attempt to place cowboys and cattle in their true perspective, this chapter presents oppoltuni- ties to demonstrate that impact.

The relationship of geography to ranching in this chapter helps students develop a more advanced understanding of the geographic concepts addressed during the beginning chapters of this book. The early history of ranching provides many examples of cultural "borrowing" and "mixing" thereby adding to the idea of confluence of cultures. Students gain an appreciation of the multicultural aspects of the cattle industry.

The cattle industry in Texas during the late nineteenth century was in many ways a modern industry, depending as it did on technology (railroads, barbed wire, windmills, scientific breeding, etc.) and on the existence of an urban society to absorb its products. It can act as an introduction to the modern economic developments in Texas to be discussed during the rest of the text. Students are introduced in this chapter to some of the more complex aspects of industry and economics, as they applied to the early cattle industry.

Firsthand accounts of cowboys and ranching life, which comprise the last of the documentary sections, lead students to a more realistic, if less romantic, view of the work of the cowboy. As with the previous sections, this adds enrichment to topics previously discussed in the narrative. There is one major difference, however - the built-in interest that most students bring. Many students are familiar with the cowboy through television and movies. The romance of the cowboy transcends age, culture, and geography. Therefore, students are ready to read stories by cowboys about their lives both on trail drives and on the ranch.

MOTIVATOR 1. Establishing a Base of Knowledge Ask students

to discuss what they already know about the lifestyles of cowboys, stating their information

source(s) as they comment (e.g., television, movies, actual experience on a ranch, etc.). Encourage students to include aspects of cowboy life such as: food, clothing, sleeping quarters, transportation, careers, job responsibilities, hob- bies, talents, entertainment, travel, etc.).

2. Using Map Skills Have students look at the map of cattle trails on page 535. Ask them to locate the trails that are closest to their community. Students may wish to discuss ways in which to find out more about the history of such cattle trails (e.g., inviting a local historian to talk to the class, visiting a local museum, conducting library research, contacting the local historical society, etc.).

I I I I I

2. Writing a Diary Entry Encourage students to imagine that they are cowboys in about 1879 who are riding up the Chisholm Trail. Ask them to write a diary entry describing a day in their lives.

TEACHING STRATEGIES 1. Planning For a Cattle Ranch Have students

divide into small groups of four or five. Refer to page 530, in which the text lists five items that a successful rancher had to have: grass, water, cattle, working cowboys, and markets. Ask each group to imagine that they are members of an early Texas family that has recently purchased a ranch. Family members (both male and female) are meeting to determine the best way to go about setting up a cattle business on the ranch. Have each student in each group assume responsibility for one of the items and make a chart listing potential problems, solutions, costs, and expectations.

MULTICULTURAL ACTIVITIES 1. Considering Another Point of View Have stu-

dents reread the section about dangers on the cattle trail (page 535). Ask them to consider the problem from the point of view of a farmer, whose crops were being destroyed by the cattle that crossed their land to reach the railhead at St. Joseph, Missouri. Students may divide into groups of three: a trailboss, a farmer, and a mediator (whose responsibility it is to settle the dispute peaceably). Ask students first to brainstorm ways

Potential Problems

Solutions Costs Expectations

to resolve the problem(s) nonviolently, then to dramatize the scenario.

2. Writing a Play After students have read the chapter, ask them to discuss the varieties of ethnic origins of cowboys. Encourage them to point out the contributions of each ethnic group and to name specific cowboys within each group. Students may then wish to write a play that incorporates cowboys from each ethnic group. They may write the script around a central theme, such as a rodeo, a round- up, or a trail drive.

3. Writing a Monologue Have students discuss the accounts of women in the chapter. Ask them to select a specific woman from whose point of view they may write a monologue. Encourage students to include real-life situations in their monologues. For example, history tells us that Mollie Goodnight became so lonely being the only human being on the Goodnight Ranch for months at a time that she gave names to each of her chickens and talked with them each day.

EXTENSION ACTIVITIES 1. Writing a Cowboy Poem Explain to students that

a modern-day cultural event among cowboys and interested literary types is to attend cowboy poetry readings, at which cowboys recite their poetry. The colorful poems reflect life on the range expressed from the cowboy's point of view. Some of the poems follow sophisticated forms of meter and verse, while others are expressions without poetic structure. Some are humorous; others are serene and poignant. Some are even written to guitar music. They all offer firsthand description about cowboy life. After reading the chapter, students may wish to try writing a cowboy poem from a cowboy's point of view. They may recite their poems at their own "Cowboy Poetry Reading."

2. Writing a Summary After students have read and discussed the chapter, ask them to summarize the history of the cattle industry in Texas by writing an essay about the chapter. Remind them to include main points, follow a narrative flow, and use some excerpts from primary sources.

3. Painting a Cowboy Picture Students may select an episode from the chapter that especially inspires them or captures their imagination. Ask them to paint a picture of the scene as they envision it might have appeared.

4. Creating a Dialogue of Cow Crowd Slang After students have read Texans Write on page 539, ask them to work in pairs to create a dialogue in which the slang terms in the feature are incorporated. Students may wish to perform their sketches for each other.

ANSWERS TO TEXCHECKS Texcheck - Page 534 1. A successful rancher must have the following five

things: grass, water, cattle, working cowboys, and markets.

2. Cattle were brought to the New World by Europeans; the Spanish were the first to bring cattle to Texas.

3. The Texas longhorn was the breed of cattle most successful in the early cattle industry; this was because the longhorns were hardy, they could stand cold winters and hot summers.

4. Before 1860 the cattle industry made most of its money from the hides and the tallow of the cow.

5. Three reasons the cattle industry grew after the Civil War were: people in the United States were eating more beef, more people were moving off the farm and into cities and could no longer produce their own food, and the railroad was spreading westward and ranchers could ship their cattle East and make a profit.

Texcheck-Page538 1. Cattle were walked to the railhead on trail drives. 2. Trail drivers faced the following four problems: the

cattle becoming spooked and stampeding, life being very lonely on the long, harsh trail, cattle had to be driven through settled country which angered landowners, and bandits and cattle thieves threatening the cattlemen.

3. Until 1880, the Chisholm Trail was the most popular. 4. Three Texas cattle trails were the Chisholm Trail,

which extended from Brownsville, Texas to Abilene, Kansas, the Great Western Trail, which began at Mason, Texas and went up to Dodge City, and the Goodnight Loving Trail, which headed west from Young County and turned north into New Mexico and Colorado.

5. The end of the cattle drive in Texas came when a disease called "Texas fevei' broke out in Kansas and Missouri, causing these states to not allow Texas cattle to pass over their lines, and railroads moved closer to the South and West Texas ranches so it was no longer necessary to drive

cattle up the trails to the railheads. Texcheck - Page 544 1. Members of the Perez and the De la Garza families

were Hispanics who were part of the cow crowd, and Nat Love and Mathew "Bones" Hooks were African Americans who were members of the cow crowd. (Others are mentioned in the text.)

2. Four Texas women who were part of the cattle industry were Belle Vandewer Barton, Margaret Bourland Amanda Burk and Mary Taylor Bunton.

3. Other women playing important roles on Texas ranches were Mary Ann Goodnight, Cornelia Adair, Henrietta King, and Annie E. Brown.

4. Cattle were branded to identify which ranch or whose herd they belonged to. It was done with a burning hot branding iron.

5. The vaquero and the cowboy used the lasso, the branding iron, a working saddle, chaps, and a sombrero.

Texcheck - Page 550 1. Food was prepared at the chuck wagon that fol-

lowed the cow crowd on the trail. Beans, beef, and biscuits were suited to the trail. They were prepared and served in tin pans.

2. Four ranches in the Texas Panhandle were: the J.A. Ranch in Palo Duro Canyon established by Cnarles Goodn ghl, Thomas Bugoee's Q~arter C rcle T and Shoe Bar. H.H. Camme 1's Mataoor. and James Hall's Spur.

3. The pastures were separated by board fences and by barbed wire fences. The more successful way to fence the pasture lands was with the barbed wired fences.

4. Joseph F. Glidden invented barbed wire. He sent John W. "Bet-a-Million" Gates to San Antonio to sell it to South Texas ranchers.

5. The invention of the windmill made it possible to pump water from underground wells to the surface.

Texcheck - Page 554 1. The XIT Ranch covered more than 3,000,000

acres. It was the Chicago cattle company that built the state capitol.

2. Europeans got involved in the Texas cattle industry by visiting Texas ranches and buying some of them.

3. These Texas ranches still belong to the original families: the YO Ranch owned by the Schreiner family, the SMS Ranch belonging to the Swenson family, the O'Connor Ranch, the Waggoner Ranch, and the King Ranch.

4. In 1886 a terrible drought hit Texas, and many cattle died for lack of water. Freezes and snow- storms for several years caused many others to die, and ranchers went into debt.

5. Ranchers had to create better breeds of stock that produced good quality beef, and they began growing feed instead of depending on grass to improve cattle stock.

Texcheck - Page 559 1. Brahman bulls could endure on the hot South

Texas plains, and later they were crossed with Angus cattle to form Brangus cattle.

2. The King Ranch developed the breed named for its ranch, the King Ranch's Santa Gertrudis. They also joined the Texas coastal bermuda grass with the Texas bluestem to form one of the best feeds for cattle.

3. A new wave of settlers came to West Texas around 1890 because a new "dry-land" method of farming was developed, and farmers began to try new varieties of crops. Also, the state government sold much of its land to investors, who sold it to settlers on credit. And the railroad companies promoted settlement through advertising in newspapers and offering land for sale along the railroad tracks, which now reached out to West Texas.

4. The large ranchers who needed money broke up their spreads into smaller plots and sold these to farmers looking for tertile land.

5. The Texas cowboy remains a hero through stories depicting them as lone heroes fighting the odds and as brave men building a frontier.


A. Reviewing Texas Terms 1.g 2. d 3. i 4. b 5. h 6. a 7. f 8. e 9. c l0.j

B. Who Am I? Who Are We? 1. Abner KuykendaN 2. James Taylor White 3. Joseph G. McCoy 4. Jesse Chisholm 5. Charles Goodnight and Oliver Loving 6. Perez and De la Garza 7. Daniel Webster "80 John" Wallace 8. Al Jones and Bose lkard 9. Belle Vandewer, Margaret Bourland, and Amanda

Burks

10. Mary Taylor Bunton 11. Lizzie Johnson Williams 12.Mary Ann Goodnight, Cornelia Adair, and

Henrietta King 13. H.H. Campbell 14. James Hall 15. John W. "Bet-a-Million" Gates 16.Charles A. Schreiner 17. John G. Adair 18. Svante M. Swenson 19. Shanghai Pierce 20. Thomas Bugbee

C. Interpreting the Cattle Kingdom 1. Answers will vary. 2. The market for cattle changed for several reasons:

more people were moving away from the farm and into the cities where they did not produce their own food, so ranchers tried to fill this need, and at the same time people in the United States were eating more beef; also, the railroad was spreading westward and ranchers could ship their cattle East and make a profit. The Texas longhorn meat was often tough and stringy, and as more people began to eat beef, ranchers had to develop a better, fatter cow.

3. The open range began to disappear as ranchers fenced in their pasture lands for their own cattle to graze on. Inventions such as barbed wire had an effect on the open range, for barbed wire was more effective in keeping cattle in a fenced area. The invention of the windmill made it possible to pump water from underground wells to the surface, so water was made available anywhere on the ranch and cattle no longer had to graze close to creeks or natural springs.


D. Recording Life in the Cattle Kingdom Answers will vary.

E. Discussing the Cowboy Answers will vary.

CHAPTER 22

CHAPTER OBJECTIVES * understand the changes in agriculture from the

1880s to 1990. *discuss the ways in which farm families lived in the

1870s and 1880s. * determine how cotton became the main cash crop

in Texas. * discuss the differences between sharecropping and

tenant farming. * identity the advancements in agriculture. *describe the development and rise of industries in

Texas. * discuss the rise of labor unions in Texas.

ESSENTIAL ELEMENTS A.2-A,B,C,D,E,F,G,H,I,J,K,L

3-A,B,C,D,E,F,G,H,I,J,K 4-A,B,C,D,E,F,G,H,I,J,K,L,M

B.3-D,E, F

PURPOSE This chapter sets about to describe in detail the

agrarian society that dominated Texas for many years. As in the previous chapter, the discussion focuses on the role of geography and technology. The close relationship between cotton culture and a way of life provides an excellent opportunity to reinforce ideas and concepts about environment introduced earlier in the text.

In this chapter, students become aware of two new factors concerning life in Texas: urbanization and indus- trialization. Although both concepts are developed more fully in the final unit of the text, key concepts are introduced here. For example, students learn about the interdependence of city and countly life, the functions of cities, and the relationship of industry and cities.

Several other themes from previous chapters reach an apex in this chapter: the development of transportation facilities in Texas, the maturing of economic institutions such as banks and labor unions, and the final emergence of widespread commercial agriculture.

MOTIVATOR 1. Introducing Business and Trade Explain to stu-

dents that in this chapter they will read about the years in which Texas farmers began to grow commercial crops, which meant that they no longer had time to tan their own leather, carve spoons from wood, and so forth. Ask students how they feel about this transition to a more interdependent society. Help them understand how this period in business and trade marked the beginning of today's

intricately interdependent and technological society. 2. Identifying Modern-day Cotton Industrial Sites

Have students discuss places in Texas that produce cotton today. Ask them to describe the equipment used (farming equipment such as tractors, trucks with wire-mesh siding for holding the harvested cotton bowls, cotton gins, elevators, etc.).

TEACHING STRATEGIES 1. Understanding the Process of Growing,

Harvesting, and Using Cotton Give students some background information about raising cotton. You may wish to begin the discussion by having students study the map on page 575, which highlights major cotton producing areas in Texas. Help them understand the process by which cotton is grown and harvested by asking several students to research the topic ahead of time and report their findings to the class. Finally, if you or students know of a community volunteer who has worked in the cotton fields, ask that person to speak to the class about the everyday experiences of hoeing cotton. Try to show students a cotton boll, and encourage them to list ways in which we use cotton.

2. Drawing a Diagram of Economic Interdependence After students have read pages 580-582, ask them to complete the diagram below, showing all of the businesses and community events or items whose success depended upon the realization of a cotton crop. Answers may include: general stores, blacksmith shops, cotton gins, hardware stores, banks, dentists, doctors, religious revivals, camp meetings, political elections, local fairs, weddings, fancy clothes, new buggies, furniture, toys, and new tools.

MULTICULTURAL ACTIVITIES 1. Considering Socio-Economic Points of View

Through Debate When students have read the chapter, ask them to discuss tenant farming and sharecropping from the points of view of both the land owners and the farmers. From each point of view, they may wish to create a list of advantages and disadvantages. Finally, divide the class into groups in which they may elect to represent in a debate either tenant farmers or sharecroppers versus the land owners. Remind them to record their points of argument taken from their lists of advantages and disadvantages on index cards. Have students present their debates to the rest of the class.

2. Investigating the Purposes and Functions of Labor Unlons Refer to the picture of Robert L. Smith on page 590, who founded the Farmer's Improvement Society to help African American farmers and other Texas farmers. Find out what students know about modern-day labor unions, and ask a labor union member to speak with students about the history of unions and their functions today. Encourage students to investigate through library research what types of workers join labor unions (ethnic origin, gender, socio-economic group, etc.). From this information, students may then determine how the labor unions in the late 1800s functioned and which segments of the population benefitted from their services.

3. Relating Past to Present Students may wish to discuss comparisons between changes that took place in the farming families of the late 1800s and changes that are taking place among farming families of today. Based on information in the text, students may brainstorm ways in which today's ailing farm industry might best be resolved. You might draw a cause and effect chart to help them reach conclusions about the overall results of a fail- ing farm industry.

EXTENSION ACTIVITIES 1. Writing a Poem About Shipping Cotton Have

students reread the section, Shipping Coiton, on page 576 to discuss the comment by the editor of the Abilene newspaper. In reference to the farmers arriving by rail in Abilene, the editor cautioned they were coming so rapidly that the ranchers had 'just time enough to move their cattle out and prevent their tails from being chopped off by the advancing hoe." Ask students to write a riddle, a limerick, or

any other form of poetry (possibly humorous) about the event. Students may wish to refer also to the poem in Texans Talkon page 577.

2. Writing a Report Ask students to discuss the effects of the boll weevil's damage to the cotton industry. Have them conduct library research about the boll weevil and write a scientific report about it.

ANSWERS TO TEXCHECKS Texcheck - Page 573 1. improvements in transportation made it possible for

farmers to ship their crops to market easily and make money; this new system of transportation helped industry grow.

2. Young, tender corn was boiled on the cob, dried corn was ground into meal to make cornmeal mush, grits, or cornbread, farmers fed corn to their chickens, horses, and pigs, and also to their oxen and cattle when grass and hay were in short supply.

3. The most important farm animal in Texas was the pig. It was raised for food and formed the main dish of most farm families. Also, the fat parts of the hog were rendered into lard used in cooking, to make soap, to grease wheels, and for many other uses around the farm.

4. Leather was used to make shoes, clothing, beds, rope, harnesses, saddles, window shutters, strain- ers, sacks, water bags, and hinges.

5. Then men cut logs and poles to build houses, barns, sheds, and fences. The women and the children tended kitchen gardens, planting, weeding, and harvesting vegetables in spring and summer, and the women also preserved food for the winter. The children often gathered berries and nuts. The men and boys hunted game, and the women cooked it with the vegetables they grew.

Texcheck - Page 578 1. Texas had no good way to transport manufactured

goods to the farms, so the primitive economy continued.

2. The railroad allowed commercial agriculture to exist in the interior of Texas.

3. The Houston and Texas Central was the first railroad line to move into the interior of Texas.

4. Shipping by railroad was much cheaper and faster than shipping by ox-drawn wagon.

5. Cotton was Texas's most profitable crop because it was easy to grow and would grow when other crops failed. It had a short growing season and

would grow when weather was wet or dry, in early frosts or late frosts; and it was not as hard on the soil as other crops, requiring less care than grains, fruits, or vegetables.

Texcheck - Page 583 1. With the growth of commercial agriculture farmers

no longer had time to tan their own leather and do other things they used to do to provide for themselves on the farm, so many more items had to be bought, including clothing, harnesses, shoes, and tools.

2. Merchants, craftspeople, and professional people provided goods and services to the farm community. When the cotton crop was poor and the prices for cotton dropped, farm families could not afford many services or to buy goods.

3. Since the very pace of life centered around cotton, religious revivals and camp meetings were held after the crops were planted and growing. Political elections were held in the summer so farmers could attend. Also, October was the time for fairs and festivals because the cotton had been harvested and it was time to celebrate.

4. The ruin of the cotton crop could be caused by drought, flood, and the boll weevil, which hatches its larvae in the cotton boll and destroys it.

5. the farmer took a mortgage on the farm to guarantee a loan against the cotton crop.

Texcheck- Page 590 1. A tenant farmer pays rent on the land he works

with cash, while a sharecropper pays with a portion of his crop.

2. Farmers along the Texas coast grew sugar cane and rice and marketed them commercially.

3. Horse-drawn plows did several rows at a time and increased production since the farmer could cover more farmland. New types of planters, steam threshers, and binders helped make farming easier and more productive.

4. The lumber industry was located in East Texas. 5. Granite and limestone were quarried in Central

Texas. Texcheck - Page 591 1. Houston and Dallas were two major manufacturing

centers in Texas by 1900. 2. Often owners of industries lived in other states,

making it difficult to get problems solved, so workers began to organize and join labor unions. These unions helped workers get higher wages and better

working conditions. If conditions were very bad, the union might lead a strike.

3. Labor unions were made up of industrial workers, who organized for better wages and working conditions. Craft unions were made up of skilled workers who worked at the same trade or occupation.

4. The Knights of Labor led the first strike in Texas. They lost the strike, but union activity continued to grow.

5. The oil industry began on January 10,1901 when the great Lucas Gusher at the spindletop oil field blew in.


A. Reviewing Texas Terms 1. b 2. f 3. c 4. i 5. a 6.j 7. h 8. g 9. d 10.e

B. Interpreting King Cotton 1. In order to have a cash crop in Texas, it was nec-

essary to get the crop to market. This meant that good transportation was a necessity, and this came with the expansion of the railroad, making it easier for farmers in the interior to ship their crops to market. Cotton became the "cash croo" in Texas for several reasons: it was easy to grow, it would grow when other crops failed, it had a short growing season, it grew in all sorts of weather, it was not as hard on the soil as other crops, and it required less care than grains, fruits, and vegetables. There was a demand for cotton, and the number of acres grew to almost seven million, each crop valued at about $100,000,000 by 1900. Also, new tools and new machines made farming easier and more productive, like the cotton gin.

2. Town life centered around the cotton crop because the life of everyone in the community was tied to the farm. The merchants, craftspeople, and professional people who provided goods and sewices to the farmers were as interested in the success of the cotton crops and the farmers themselves, for if the cotton crop was poor the prices for cotton would drop and farm families could not afford many services or to buy goods. Since town life centered around the cotton crop, religious revivals and camp meetings were held after the crops were planted and growing. Political elections were held after the crops were planted so famlers could attend and more people could hear the politicians speak. By October

the cotton had been hawested, so this was the time for fairs, festivals, weddings, and all celebrations.

3. Many farmers would take a lien on their crop before the crop was hawested, using the crop itself as a guarantee for a loan. If the crop was good, they could pay the money back, but if the crop was poor, they went into debt. Tenant farming was the system created when farmers paid rent on the land on which they worked instead of owning it. Low cotton prices meant that the farmer probably could not pay the mortgage or the rent and went more and more into debt. The boll weevil could destroy an entire field of cotton, bringing the price of cotton down and causing a farmer to make little profit, if any.

4. The cotton industry was extremely important to the economy of Texas. It began on farms in the eastern half of Texas. Other industries included flour milling and baking industries, the lumber and timber industry which began in the Beaumont and Orange area, cottonseed cake and cottonseed oil production, coal mining in Palo Pinto, Stephens, and Erath counties, quarrying of granite and limestone began in Central Texas, small salt works sprang up around the state, the oil industry began around Beaumont, and manufacturing grew from Texas manufacturing centers Houston and Dallas. Each had about 500 factories.

C. Discussing Labor and Industry Answers will vary.

D. Writing Texas Answers will vary.

CHAPTER 23

CHAPTER OBJECTIVES *explain how oil changed the economy of the state

of Texas. * describe the reforms of James Stephen Hogg. * determine how the Farmer's Alliance and the

Grange tried to help farmers in Texas. * describe the rise of the Populist Party. * determine how moderate reform governors used

reform and regulation to help the growth of Texas industry.

* explain how more income helped Texas education

ESSENTIAL ELEMENTS A.1-A,B,C,D

2 -A ,B ,C ,D ,E ,F ,G ,H , I J ,K ,L 3 -A ,B ,C ,D .E ,F ,G ,H , I J ,K ,L 4 -A ,B ,C ,D ,E ,F ,G ,H , I J ,K ,L ,M

8.3-B,C, D, E 4 - D

PURPOSE This chapter is designed to describe to students an

era of reform that came to Texas between 1890 and 1910. To some degree, the reform in Texas was a part of a national trend; therefore, students may benefit by simultaneously reviewing this period of U.S. History. For example, interested students might conduct research about such national movements as the Populists and the Progressives. Students learn that the Populist Party rose out of the work of the Farmer's Alliance and the Grange.

Special emphasis on the changing nature of the Texas society and economy helps students understand the background for political change that occurs within the chapter. For example, cities and industries were growing in Texas. Special attention is devoted to the administration of Governor James Stephen Hogg, who called for and won a state Railroad Commission and saw that public schools received state aid.

Finally, the discovery of oil in Texas introduces students to the next wave of economic prosperity. They become aware that state and local governments had a new source of funds for programs. A description of other positive effects of the oil industry (growth in banks, better wages and working conditions, money allocated to higher education, etc.) offers students a base of understanding for the new era of urbanization.

MOTIVATOR 1. Charting a Gubernatorial Campaign Explain that

in this chapter, students will read about the election campaigns of Governor Hogg and others, whose platforms were made quite clear to the public. Ask students to chart their own modern-day campaign platform, listing at least five "campaign promises" to be presented to the voters of Texas in the next election.

2. Analyzing What Makes a Good Leader By this time in their reading, students probably have some concrete ideas about what makes a good leader. Review accounts of leaders such as Sam Houston,

Stephen F. Austin, Juan Seguin, Mollie Goodnight, and others from early Texas history. Explain that in this chapter, students will read of political leaders who helped direct reform in Texas. Ask them to look for traits that show honesty, loyalty, respect for other people, and so forth. Students may wish to make a list of preferred traits for both early and modern-day government leaders. If time allows, an extended discussion about the effects television has had on leadership may be helpful.

TEACHING STRATEGIES 1. Locating Oil Sites On a Map On a map of Texas,

students may locate the sites of the first oil fields, as they are cited in the text (Corsicana, Spindletop near Beaumont, Sour Lake, Batson, Humble, Petrolia, Mexia, and Electra). If students live near these areas, perhaps a field trip to the original sites would be helpful.

2. Writing a Paragraph About Reform in Public Schools Refer to the passage on page 599 that discusses Governor Hogg's reform program in reference to public schools. Ask students to express their ideas about what types of reform need to be instituted in today's public schools of Texas. Encourage them to be specific and to address a spectrum of areas such as curriculum, building facilities, appropriation of state monies, textbook selection, free time for students, year-round schools, and so forth.

3. Forming a Hypothesis Ask students to discuss ways in which they go about contemplating questions concerning historical information. For example, Why was Governor Hogg popular? Why did the new Populist Party begin? Explain that they may wish to follow four steps both individually and through group work in thinking about their historical questions: 1. Identify the problem. 2. Form a hypothesis, or a guess that you can

use to find more information. 3. Test the hypothesis by comparing it to things

you know to be true. 4. Decide on a conclusion

MULTICULTURAL ACTIVITIES 1. Creating a Sand Painting of Oil in Texas Refer

to page 604, which describes the first sighting of oil in Texas by Native Americans. Have students

create sand paintings of the flares of light around the Neches River. They may wish to use cardboard as a base, nontoxic water-base glue as an adhe- sive, and powdered tempera to mix with sand for variation in color. (Safety caution: You should mix the tempera with sand in a ventilated room away from students: to avoid contact with lungs, wear a mask while mixing.)

2. Researching Child Labor Laws Point out the reference on page 607 to the passage of child labor laws in Texas. Ask students to discuss their knowledge of the provisions of those laws and how they are enforced today. You may wish to ask students to conduct research about child labor laws in Texas and other parts of the world. Students can write an opinion paper addressing the status of child labor in Texas and other parts of the world, making suggestions for improvement.

EXTENSION ACTIVITIES 1. Creating a Diorama of an Oil Boom Town When

students have read page 605, which describes the oil boom towns, ask them to create from found objects a diorama of an oil boom town. They may use a cardboard box as a base, then incorporate buildings, streets, animals, people, oil wells, and such.

2. Drawing a Political Cartoon After students have read the chapter, point out the political cartoon on page 596 and ask students to interpret its humor. Then ask students to draw a political cartoon centered around the discovery of oil in Texas. You may wish to remind students of the elements of political cartooning: caricature, symbols, satire, labels, and exaggeration.

3. Proposing a New Political Patty Discuss with students the development of a new political party in Texas as it is described in the chapter (Populist Party, or People's Party). Ask students to discuss the formation of a new modern-day political party. Encourage them to list problems with existing parties and characteristics of a newly-envisioned party.

ANSWERS TO TEXCHECKS Texcheck - Page 600 1. Texas had money to make changes. The discovery

of oil made Texas a wealthy state. 2. Hogg wanted to reform education, reform the

system of taxation, improve prisons, and control

monopolies. 3. Because a constitutional amendment to allow a

commission was on the ballot. 4. Public schools got more state aide, the prisons

were improved, and law enforcement was improved.

5. Clark claimed that Hogg's policies were hurting business in Texas.

Texcheck-Page603 1. After the Civil War, farmers made less money

because prices went down and goods and services went up.

2. Through newspapers they called for railroad and trust regulation.

3. They felt Hogg was not doing enough. 4. Jerome Kirby and Charles Culberson. 5. He spoke out for Populist reforms. Texcheck-Page608 1. The Democratic party had adopted many of these

reforms. 2. Towns grew up around the oil fields. Workers had

to be fed, clothed, housed, and transported. This provided jobs for people.

3. The oil boom created new sources of funds for state and local governments. With people and the rise of the cities, pollution became a problem.

4. To break away from dependence on agriculture. 5. Reform legislation created a banking system, gave

workers the right to strike, and simplified the method of collecting taxes.


A. Reviewing Reform in Texas 1.e 2. f 3. b 4. d 5. i 6. h 7. c 8. j 9. g 10.a

B. Matching Politicians and Groups l.i 2. h 3. f 4. a 5.d 6. c 7. e 8. d 9. j 10.b

C. Interpreting Reform 1. Hogg appealed to farmers who wanted control of

railroad monopolies. He went to work for people and stop illegal actions by insurance companies. Hogg supported a constitutional amendment for a railroad commission. Populists stormed out of the 1892 Democratic convention because they felt his policies were hurting business.

2. The Farmers' Alliance worked to raise prices and grow better crops. They called for railroad and trust

regulation. Not as effective as they would have liked,they abandoned Hogg. Democrats eventually adopted Populist ideas and spoke out for them at a national level.

3. Railroads did not want to be regulated. The commission required railroads to stop unfair practices and establish fair rates. Today, the Railroad Commission regulates trucking, oil production, environmental concerns among other things.

D. Discussing Reform in Texas Answers and views will vary.

UNIT 5 LINKS

A. LINKS TO LANGUAGE ARTWRITINWART Answers will vary.

6. LlNK TO GEOGRAPHYlWRlTlNG Answers will vary.

C. LlNK TO GOVERNMENTISPEECHMIRITING Answers will vary.

D. LlNK TO JOURNALISM AND SPEECH 1. All answers will vary. 2.Answers will vary.

E. LlNK TO ECONOMICSIFREE ENTERPRISE1 SCIENCWRITINWART

1.All answers will vary. 2. Answers will vary. 3. All answers will vary. 4.Answers will vary.

+ UNIT 6 * This final unit of the text seeks to tie together and

extend many of the themes and concepts developed throughout the previous chapters. Since this unit reflects recent events, students will likely bring to the study more firsthand knowledge and understanding. Based on information in the text and on their own experiences, then, they can be encouraged to discuss and speculate.

Some of the ideas and concepts in this unit are rel-

atively advanced: for example, cultural pluralism and theories of urban development. With skillful guidance, however, students will be able to understand the content.

The social and economic development of Texas in this century offer multiple occasions to explore the problems of modern society - pollution, ecology, overpopulation, and so forth. The unit provides opportunity for students to 0bSe~e and reflect to determine how the present relates to the past that they have read about.

The political climate of Texas in the twentieth century has undergone two major developments: the increasing influence of Texans on the national political scene and the influence of state politics as it affects business interests and cities. d he unit correlates these factors with change in the size and nature of the Texas economy,

CHAPTER 24

CHAPTER OBJECTIVES * understand how reform moved from rural concerns

to urban ones. * explain the ideas behind the Progressive move-

ment in Texas. * discuss what effects changes had on Texas

elections. * discuss the controversy surrounding Senator

Joseph Weldon Bailey. * describe the effects of the Prohibition movement on

life and politics in Texas. * describe the issues concerning the impeachment of

Government James E. Ferguson. * discuss the importance of the Petticoat Lobby in

winning the vote for Texas women.

ESSENTIAL ELEMENTS

PURPOSE This chapter is designed to introduce students to

the early part of the twentieth century, when reform moved to the burgeoning cities of Texas. Students learn about the Terreli Election Laws, which brought reform to elections; at the same time, the poll tax and the white primary prevented many Texans from voting.

An indepth discussion of city reformers called "Progressives" helps students understand their platform to make government more efficient and businesslike. The establishment of city commissions throughout Texas is presented in the context of its origin as a result of the hurricane that destroyed Galveston in 1900.

As they read, students are made aware of national events that were interrelated to Texas. For example, the Progressives' link with other national reformers resulted in the election of President Woodrow Wilson. Students learn that during that administration, prisons and schools were improved, and laws were passed to regulate utilities and control chemicals in foods and drugs.

Just as they learn about positive change in Texas, students likewise are made aware of problems within administrations. The accounts of U.S. Senator Joseph W. Bailey and Governor Jim Ferguson, centers of controversy, challenge students to analyze and evalu- ate ways in which the public has dealt with corruption and impeachment.

The issue of Prohibition becomes a topic of interest in this chapter. Students become aware of the involvement of women in political issues, even before they had voting rights. The chapter concludes with a lengthy discussion, along with insightful biographies, about the struggle for suffrage and the victorious outcome for women.

MOTIVATOR 1. Understanding the Significance of The Primary

Election System Before students read the chapter, ask them to explain their understanding of primary elections. Then have them read the description of Judge Alexander Watkins Terrell's Election Laws, as they are explained on page 621. Have students investigate the function of the modern-day primary election system by contacting their local precinct chair, the headquarters of either Democratic or Republican Parties, the city library, or possibly the local newspaper. Encourage students to find out percentages of eligible voters who currently vote in the primaries. Then ask students to write a letter to the editor expressing their opinions about the information they gather.

2. Identifying Significant Individuals You may wish to begin this chapter by introducing students to the biographies of suffragists on pages 637-639. During the course of this chapter, encourage students to take note of the names of towns and cities in which the suffragists lived. if they are within proximity to students' communities, students may conduct research at the local history center or library and talk with people who knew or knew of the suffragists.

TEACHING STRATEGIES 1. Comparing Past to Present Ask students to

reread the passage aooJt Governor Thomas M. Campbell's plans to reform Texas (pages 624-625). Students may then create a list of his proposed changes; in addition, they may create a list of typi- cal modern-day election platforms in Texas gubernatorial races. Encourage students to compare the lists for similarities and differences, then to discuss progress that has been made in each area since Campbell's term in 1908.

2. Staging a Debate About Prohibition After students have read the information on page 627 about Prohibition, ask them to divide into two teams and formulate a debate about the issue. Remind them to write notes on index cards.

3. Understanding Reasons for Impeachment Review with students the text on pages 630-632, which explains Governor Ferguson's impeachment. Ask students to discuss the definition of impeachment and to research other instances when, for example, impeachment was necessary on the national level of government. Students may wish to write an opinion paper about whether or not they feel weak leaders should be impeached.

MULTICULTURAL ACTIVITIES 1. Writing a Persuasive Speech When students

have read the account of the poll tax on page 622, ask them to write a speech that a Progressive might have given at a town meeting, in which the inequities of the poll tax were detailed. Remind students to include in their speeches: an introduction, proof, refutation, and a conclusion. In convincing their audience, students should persuade their listeners to trust the writer, be engaged emotionally, and be convinced by reasons and evidence.

2. Writing an Opinlon Paper About Suffrage Have students reread pages 632-635, along with 637-

639, which tell about the suffrage movement in Texas. Ask them to write an opinion paper in which they express their thoughts and feelings about the issue of suffrage: its time and place in history, the way in which suffragist leaders conducted the campaign(s) for the right to vote, platforms of opposition, and the effects of legislation allowing women the right to vote.

EXTENSION ACTIVITIES 1. Relating Past t o Present Have students reread

page 634, which discusses the process in which suffragists taught women to vote by setting up schools. Encourage students to become acquainted with the process of voting in modern- day elections. You may wish to have them fill out voter registration cards in preparation for the time when they are old enough to vote. Finally, ask students to brainstorm ways in which they might instruct others to vote, as the Suffragists set up schools for that purpose.

2. Writing an Editorial About Prohibition Ask students to reread pages 626-628, which describe the events and ideas leading to the passage of the Eighteenth Amendment to the U.S. Constitution in 1919 (later abolished in 1933). Ask students to discuss their ideas and feelings about the issue, then to write an opinion paper, or editorial, about the sale of alcohol as it relates to modern-day society.

ANSWERS TO TEXCHECKS Texcheck-Page 625 1. People thought only a few politicians were choos-

ing candidates. Candidates were chosen by party convention.

2. People who had no money could not afford to pay the tax to vote.

3. Progressives had ideas about how government should work. They believed government should be honest, efficient, and businesslike.

4. The commission form of government has a number of commissioners on the commission. Each commissioner heads a specific city department.

5. Laws were passed to regulate insurance and license physicians and control health practices.

Texcheck-Page629 1. Senator Bailey was linked to Waters-Pierce Oil

Company. Allegations were made that he accepted large sums of money from Waters-Pierce Oil Co.

2. After a bitter investigation by the legislature, he was found not guilty.

3. "Drys" wanted statewide prohibition on alcohol. "Wets" thought the government should not decide the issue.

4. An eight hour day for state employees, women in industry could not work for more than ten hours a day, and a law limiting child labor in factories.

5. David F. Houston, Thomas B. Love, Cato Sells, Albert Sidney Burleson, Thomas Gregory.

Texcheck-Page635 1. Jim Ferguson called for a law limiting the rent

which farmers could be charged and to help rural schools.

2. For misuse of state funds. 3. Women had been active in the Prohibition move-

ment, they spoke out against child labor and for better schools. This experience taught them to organize.

4. The Texas Equal Suffrage Association presented a riaht to vote bill to the leaislature. Thev oraanized - - , - other women's groups in the effort.

5. The Nineteenth Amendment guaranteed women across America the right to vote in all elections.


A. Reviewing Progressive Terms 1.i 2. d 3. a 4. c 5.9 6.1 7. f 8. b 9. e 10. h

B. Matching Progressives and Issues 1.d 2. i 3. g 4. f 5. a 6. c 7. j 8. b 9. h 10.e

C. Interpreting the Progressive Movement in Texas 1. Progressives believed that government should

serve all society. Trained experts should develop policy and recommend solutions. Progressives developed the commission form of government. Progressives took active part in government and tried to improve life through regulation and licenses for physicians. Answers will vary.

2. People without any money could not afford to pay the poll tax to vote. Answers will vary.

3. After setting up an office in the capitol, suffrage leaders lobbied legislators and other women's groups. Some women felt that suffrage would destroy the American home. Answers may vary.

D. Debating Progressive Issues Answers may vary.

CHAPTER 25 MOTIVATOR 1 1. Relating Past to Present You may wish to intro-

CHAPTER OBJECTIVES * understand why Texas was the training ground for

World War I. * identity the first two Texas women to hold

statewide office. * explain the effects of the Ku Klux Klan on Texas

oolitics. . ~ ~~-~ * understand why Texans voted for a Republican president in 1928.

* identity sports figures of the 1920s who came from Texas.

* explain the need for organization on the part of Texas Hispanics.

* identify New Deal agencies that helped put Texas on the road to recovery.

ESSENTIAL ELEMENTS A. 1 -A, B,C,D

2-A,B,C,D,E,F,G,H, IJ ,K,L 3-A,B,C,D,E,F,G,H,iJ 4-A,B,C,D,E,F,G,H,IJ,K,L,M

B.3-C,D,E,F,G 4-D, E, F

PURPOSE This chapter is designed to expose students to the

moods and events in Texas from the World War I era through Roosevelt's New Deal. An indepth discussion of the effects of war leads students to understand that in Texas, this meant the end of Progressivism and the beginning of military build-up in many of the towns and cities.

Students learn that women, having the right to vote, elected two women to statewide office. With Ma Ferguson as governor, the Ku Kiux Klan became defunct as a result of a bill that outlawed masks in public.

The chapter ends with a detailed description of the Great Depression in Texas, as well as Roosevelt's New Deal programs for relief, recovery, and reform - which boosted the nation and the state. Throughout the chapter, students can begin to read about parts of history that occurred during the life spans of many of the senior citizens whom they know.

duce the chapter by discussing va"ous areas of progress that were made during the years after World War I in Texas. For example, Ma Ferguson finallv outlawed the Ku Klux Klan. hiohwavs were . - , improved, the prison system was reformed and reor- ganized, and textbook adoptions were made competitive. Students may wish to investigate the method@) by which their modern-day textbooks are adopted and selected. Resources for research: Texas Education Agency in Austin, and the Textbook Coordinator of students' local campus or district.

2. Identifying Texas Sports Heroes Ask students to name any Texas sports heroes who have achieved national or international fame. Explain that in this chapter, they will read about sports heroes from 1908-1932, who claimed Texas as their home (See pages 653-654: Jack Johnson, heavyweight boxing champion; Rogers Hornsby, batter; Tris Speaker, outfielder; and Babe Didricksen, Olympic champion.)

TEACHING STRATEGIES 1. Discussing Cause and Effect Through Supply

and Demand Point out to students the section on pages 655-656, which discusses the price drop in oil when the East Texas oilfield was discovered. Lead students to the realization that supply and demand work hand-in-hand. Ask them to name modern-day examples of goods for which prices have dropped because of increased supply (e.g., automobiles, computers, etc.).

2. Interviewing Community Members About the Alphabet Agencies Point out to students that citizens who palticipated in Roosevelt's New Deal Alphabet Agencies (page 658) are now senior citizens, and their oral histories are invaluable to future generations. Challenge students to find those senior citizens, interview them using either audiotape or videotape, and write their oral histories in an essay. Tapes and other documentation may be donated to local historical societies or cata- logued in the school library. Students may wish to compile a class notebook of their interviews. Suggested resource books: a. The Fodire Books (edited by Eliot Wigginton);

Anchor Books, Doubleday. b. The Loblolly Book (edited by Thad Sitton);

Texas Monthly Press, Austin. c. Oral History: A Guide for Teachers (Thad

Sitton, George L. Mehaffy, and O.L. Davis, Jr.); University of Texas Press, Austin.

MULTICULTURAL ACTIVITIES 1. Writina a R e ~ o r t About a Texas Educator ASK -

students to reread the section on page 646, which discusses Annie Webb Blanton's election to the office of state superintendent of public instruction in 1918. Ask students to conduct library research toward writing a report about Blanton or another early Texas educator.

2. Writing a Monologue After students have read about Babe Dldricksen's fame as a Texas athlete, ask them to research other Texas athletes from both genders and all ethnic backgrounds. Students may write a monologue (in first person) about their sports figure and read it aloud to the class for others to guess the name of the sports figure being showcased.

3. Investigating Modern-Day LULAC Have students reread information on Daoe 655 referrino to LULAC. . " - the League of United Latin American Citizens. If possible, ask students to identity a member of LULAC in the community to speak to the class about the goals, philosophy, and projects of modern-day LULAC. If not, ask students to conduct library research to find out more about this organization.

4. Comparing the Tenures of Texas's Women Governors After students have read the chapter, to include the feature about Ma Ferguson on pages 661-662, ask them to compare the campaign platforms and the attitudes and actions of the two female governors in the history of Texas - Ma Ferguson and Ann Richards. For detailed information about Richards, students may read back issues of their local newspaper. Ask students to approach the comparison by using historical imagination, or perspective, and to express their opinions about their findings.

EXTENSION ACTIVITIES 1. Interviewing Elderly Citizens About World War I

When students have completed the chapter, ask them to interview someone in their family, neighborhood, church, or other civic group who can recollect life as it was during World War I. Emphasize to students that this generation of

Americans will soon be deceased, and impress upon them the value in talking one-on-one about life experiences during the war. When students return to class with their interviews, ask them to share information at a round table discussion. You may wish to have students compile a notebook of their interviews.

2. Researching the First Automobiles in Texas Refer to the caption on page 649, which explains that Miriam Ferguson often drove her own automobile to political rallies. Ask students if they know the origins of the automobile in Texas. Motivate them to conduct research about the topic by relating that the horseless carriage arrived in Texas during the early 1900s. The Houston Daily Post printed an article on March 16, 1897, which claimed that an electric horseless carriage was seen on the streets. Encourage students to investigate attitudes of both rural and urban dwellers toward the first automobiles and to find out how the arrival of the automobile affected the Texas economy. You may wish to have students write their findings in a report or in a newspaper article that might have appeared during turn-of-the-century Texas.

ANSWERS TO TEXCHECKS Texcheck - Page 647 1. Texans volunteered for the armed forces and

showed support for the troops. They staged "Meatless Tuesdays."

2. Because of the dry, warm climate and abundance of land.

3. Military funds brought prosperity to the state. Industries were developing and cities were growing. The population was moving to more urban areas. Women won the right to vote.

4. Education improved with mandatory attendance and free textbooks.

5. Lawlessness had developed across the nation in response to the prohibition of alcohol. Labor strikes became a problem.

Texcheck-Page653 1. By violence including burning crosses on lawns,

burning houses, and hangings. 2. Since women had won the right to vote and she

opposed the Klan, Ferguson took advantage of the politics of the 1920's.

3. Moody announced his opposition to the Klan and many switched their vote to him. Moody chose

Jane McCalium as Secretary of State. 4. The legislature had become conservative and

Texas was going through hard economic times. 5. Hoover seemed to have a better economic plan

and was from the American West. Texcheck-Page 659 1. Texans looked for their heroes and heroines on the

sports fields. Radio brought sporting events into many homes.

2. To educate Hispanics in politics and civil rights and end segregation. During the Depression LULAC helped Hispanics develop an active voice in Texas politics.

3. Oil flooded the market, and the price of crude fell to eight cents per barrel.

4. Relief for the people, recovery of the economy, and change in the way social institutions worked.

5. The New Deal began programs that put people to work. They built roads, schools. libraries and parks, etc. The CCC was created and the WPA.


A. Review Texas Terms 1.f 2. g 3. j 4. a 5. c 6. h 7. e 8. d 9. b 10.i

B. Interpreting World War I 1. The sinking of the Lusitania prompted the Texas

Senate to consider a resolution asking the nation to stop diplomatic relations with Germany.

2. Many Texans volunteered for the armed forces. 500 Texas women served as nurses. Women returned from the war after experiencing much suffering with a better sense of themselves.

3. Military funds had made Texas more prosperous and Texas was moving from a rural state to an urban one, women had won the right to vote. These changes affected politics.

C. Discussing the Depression and New Deal Answers will vary.

D. Role Playing Texans Answers will vary.

CHAPTER 26

CHAPTER OBJECTIVES * explain the participation of Texans in World War II.

* describe Texas politics during 1930s and 1940s. * understand changes in the Texas economy that

began in the 1930s. * identify technological advances that helped improve

Texas agriculture. * understand the importance of Texas's mineral

resources. * explain the importance of a concern for our endan-

gered environment.

ESSENTIAL ELEMENTS A.1-A,B,C,D

2 -A ,B ,C ,D ,E ,F ,G ,H , I J ,K ,L 3-A,B,C,D,E,F,G,H,IJ 4-A,B.C.D,E,F,G,H,IJ,K,L,M

6.3-C,D,E,F,G 4 - D, E, F

PURPOSE This chapter is designed to help students compre-

hend the political mood and socio-economic status of Texas as it celebrated its one-hundredth birthday. Nationally, Texans played an important role in the political arena, while at home, Texans elected W. Lee "Pappy" O'Daniel to the governor's office. Students learn of O'Daniel's appeal as a hillbilly politician, even to the extent that he won a U.S. Senate seat over Lyndon Baines Johnson.

An account of Texas's role in World War II informs students of the resulting military training grounds that were established or reactivated in the state. They become familiar with many Texas military heroes from a variety of ethnic origins.

An in-depth discussion of the development of agriculture in Texas offers students a backdrop for today's farming industry to include agriculture, forestry, ranching, and livestock endeavors. The chapter concludes with a review of the petroleum and other mineral industries in Texas, suggesting to students that the Texas economy needs to move away from natural resources and toward other businesses and industries.

MOTIVATOR 1. Understanding Charts, Graphs, and Maps

Because this chapter has several helpful charts, graphs, and maps, you may wish to introduce and discuss these visual aids before students begin reading the chapter. For example, students may need assistance with reading the graphs on pages

677,678, and 683, as well as the map on page 684. 2. Establishing the Relationship of Texas With

OPEC Write the following question on the chalkboard: What does OPEC mean, and how has it affected the economy of Texas? Students may discuss that OPEC is the organization of Petroleum Exporting Countries, which was founded in the Middle East and stopped selling oil to the United States in 1973. As a result, until 1981 the price of oil skyrocketed, and Texas oil was in demand. Then other countries discovered oil, and supply overran demand; oil prices dropped. Today, few Texas oil- fields operate at full capacity. Explain that in this chapter, students will read about oil and other natural resources that fuel the Texas economy.

TEACHING STRATEGIES 1. Drawing Comparisons Between Dry Farming

and Irrigation Farming Ask students to reread the portion of the chapter that discusses agricultural development in Texas (pages 675-681). Ask them to conduct library research about the methodology and locations of both dry farming and farming by irrigation in Texas. Have them create a chart that compares aspects of one method with the other. From this information, you may then wish to have students write a comparison paper that includes the various locations of dry land and irrigation farming throughout the state, types of crops grown in each, and the method of growing the crops.

2. Comparing Statistics Ask students to examine the charts and graphs on page 678, which show the evolution of the number of farms in Texas, as well as changes that have come about in the production of corn and cotton. In addition, ask students to express their knowledge of and opinions about the plight of the modern-day farmer.

MULTICULTURAL ACTIVITIES 1. Relating Past to Present Point out information on

page 666, which refers to President F.D. Roosevelt's trip to Texas to participate in the Centennial celebration. Ask students to discuss other Texas holidays that have been celebrated since the days of the Centennial. Encourage them to include a variety of ethnic celebrations (Juneteenth, Cinco de Mayo, Texas Sesquicentennial, Texas Independence Day, etc.).

2. Keeping a Log of Military Heroes Point out the

passage on page 672 that describes the heroic actions of African Texan, Doris Miller, aboard an American ship at Pearl Harbor when the Japanese attacked on December 7,1941. Explain that Miller dragged the wounded captain of the ship to safety and fired at the Japanese attack planes. For his actions, Miller was awarded the Navy Cross. Encourage students to identify additional heroes of African American, Hispanic, Asian, and other ethnic origins, as well as women who served in the armed forces. They may wish to enter one-paragraph descriptions of each hero and illustrate their logs.

EXTENSION ACTIVITIES 1. Identifying Local Texas History Monuments

Have students reread The Texas Centennial section on page 666, which describes several of the many monuments that have been erected across the state in honor of events in Texas history. Ask students to identify such monuments within their own communities. They may wish to conduct research about the monuments and to write a repolt on the monument that appeals most to them. Encourage students to draw, paint, or sculpt their impressions of the monument to accompany their report.

2. Writing and Producing a Radio Script Ask students to reread the portion of the text about W. Lee "Pappy" O'Daniel, pages 667-668, which describes his hillbilly radio program as a campaign tool for the gubernatorial elections. Students may wish to work in small groups to write and produce a radio program in which Pappy is the commentator. Encourage students to include music, commer- cials, guest speakers, and other elements of a lively radio production. They may wish to present their radio programs to the class or perhaps to other classes, as well.

3. Expressing the Irony of Historical Fact Refer to the passage on page 669, which explains that Lyndon Johnson lost the U.S. Senate race to the hillbilly governor, Pappy O'Daniel. Ask students to discuss the meaning of irony and, in light of Johnson's political successes during the following years, to consider the irony involved in the senato- rial race. Students may wish to express the irony of the situation by writing a poem or creating a political cartoon.

4. Assuming the Role of Lobbyist Point out the passage in the text in which the use of chemicals

was begun during the 1930s in Texas agricultural practices (page 676). Ask students to conduct research about harmful pesticides and pretend that they can go back to the 1930s with today's scientific research about the adverse effects of many chemicals used in agriculture. Challenge them to assume the role of a lobbyist who tries to persuade a Texas lawmaker of the 1930s that the use of specific chemicals on crops will endanger the health and lives of consumers and farm workers.

ANSWERS TO TEXCHECKS Texcheck - Page 673 1. Texans celebrated the states centennial in many

ways. The Texas Centennial Fair opened in Dallas, and 13,000,000 people came from all over the state. Monuments marking Texas's history were build. Aided by centennial funds, the hall of State at the Dallas fairgrounds and other museums presented exhibits on the history of Texas.

2. Congressmen Maury Maverick of San Antonio, Sam Rayburn of Bonham, Mawin Jones of Amarillo, and Lyndon Johnson of Stonewall helped make New Deal laws. Senators Morris Sheppard and Tom Connally were also major supporters of Franklin D. Roosevelt and his New Deal policies.

3. W. Lee O'Daniel told his radio audience that "professional politicians" had failed to solve Texas's economic problems and asked his listeners to send him a dollar as a campaign contribution. Money flowed in, and he hit the campaign trail, announcing that he was running on a platform supported by the Ten commandments and the Golden Rule. he supported old-age pensions and a tax on all new industries coming into the state.

4. More than 750,000 Texans sewed in World War II, and Texans sewed as a training ground for the armed forces. fifteen major military bases, more than forty airfields, and several navel installations were located in Texas. Some 12,000 Texas women enlisted in the Women's Army Corps, and many of them sewed overseas.

5. These were some of the Texans who won Congressional Medals of Honor during World War II: Sergeant Luciano Adams of Port Arthur and Sergeant Macario Garcia from Sugar Land.

Texcheck - Page 681 1. The GI Bill helped veterans afford to go to colleges

and universities and gain technical skills. The

American GI forum worked to achieve equality of opportunity for all veterans.

2. Technological advances brought better agricultural tools and machines. The adaptation of the gasoline engine to power farm equipment revolutionized agriculture. Developments in science made possible a greater of crops, improved methods of farming, and the use of chemicals to increase crop yield.

3. Four important Texas agriculture crops are cotton. corn, wheat, and rice. (Also, citrus fruits and vegetables are important crops.)

4. Answers will vary, but may include the following: cotton remains Texas's most important crop, more grain sorghum is being grown, corn is still a major Texas crop, wheat and rice have become more important crops, Texas long grain rice is shipped around the world, through biotechnology a new variety of rice has been produced, the lower Rio Grande Valley is one of the largest fruit and veg- etable producing areas in the world, cattle ranching continues to be an important industry in Texas, new breeds of cattle that are resistant to disease have been highly productive in the hot, humid coastal areas, Texas remains the major mill producing state in the nation, and the poultry industry has grown steadily during the past forty years.

5. Agribusiness has had the greatest impact on Texas agriculture. It is the production, processing, and distribution of agricultural products.

Texcheck-Page688 1. The largest oil find in Texas's history was the East

Texas field that came in 1930 near Henderson. 2. The most dramatic change in the petroleum indus-

try was brought about by the formation of the Organization of Petroleum Exporting countries, of OPEC. OPEC stopped selling oil to the United States in 1973, causing a great fuel shortage. Though it ended the boycott, OPEC tried to keep oil prices high by limiting the amount of oil produced, resulting in the price of oil skyrocketing. Texas oil was in demand, and oil producers began exploring.

3. An important rule for the future is natural gas. 4. The tidelands have proven to be a rich source of

oil, and they will undoubtedly become more important as sources of petroleum on land decrease.

5. It is important to protect the Texas environment for several reasons: our rivers and bays are polluted by industrial waste from farms and factories, wildlife

1 is endangered when timber is cut and farmland is

plowed, refineries and chemical plants foul the air with hazardous gases, and drilling for oil and strip mining present hazards to our land and air.


A. Reviewing Texas Terms 1.d 2. g 3. e 4. h 5. b 6. i 7. f 8. j 9. c 10.a

B. Matching Texas Heroes and Leaders 1.f 2. a 3. i 4. d 5. h 6. b 7. e 8. j 9. c 10. g

C. Interpreting World War II and Texas Agriculture 1. During Governor Allred's administration old-age

pensions began, soon to be supplemented by the federal social Security Act. A retirement system was started for teachers and state employees. As there was a need for more law enforcement with Texans driving more automobiles, the Texas Highway patrol and the Texas Rangers were brought under the new Department of Public Safety. Funds were granted to public schools, colleges, and universities. despite the Depression, Governor Allred's administration had been a progressive one. People were helped, roads were built, and programs were started that would help Texans in the future.

2. Mexican American GIs could not find jobs or hous- ing, and often found they could not enter the schools they wanted. Sometimes medical service was denied to them. The American GI Forum, founded by a medical corps veteran named Dr. Hector P. Garcia, worked to achieve equality of opportunity for all veterans. Answers will vary on the last question.

3. Governor W. Lee O'Daniel got voters' attention and support several ways: he told his radio audience that "professional poli!iciansS had failed to solve Texas's economlc problems and asked his listeners to send him one dollar as a campaign contribution; he was well known for his radio program of country music broadcast throughout the state, and he took to the campaign trail with the Hillbilly Boys playing country music as he announced that he was running on a platform supported by the Ten Commandments and the golden Rule; he supported old-age pensions and a tax on all new industries coming into the state. Answers will vary on the other two questions.

4. Some of the problems raised in relating Texas agriculture and industry to the environment include: strip mining lays waste to thousands of acres of

land, burning lignite will pollute the air if not done under controlled conditions, rivers and bays in Texas are polluted by industrial waste from farms and factories, cutting timber and plowing farmland endangers wildlife, refineries and chemical plans foul our air with hazardous gases and onen create unsafe workplaces. Answers will vary on the last two parts of this question.

CHAPTER 27

CHAPTER OBJECTIVES * understand how African Americans gained the right

to vote in Texas primaries. * identify political leaders in Texas from the 1940s to

the present. * describe the rise of the Republican party in Texas. * describe the rise of the Republican party in Texas. * describe advances made in state government from

the 1940s to the present. * understand how African Americans, Hispanics, and

women have played a larger role in the political life of the state.

* describe the growth and diversity of Texas industry from the 1940s to the present.

* understand how Texas cities and their population have changed.

* describe problems that continue to face the modern, industrial state that Texas has become.

ESSENTIAL ELEMENTS A . l -A,B,C, D

2 -B ,C 3 - H 4 - A , B , C , D , E , F , G , H , I J , K , L , M

B. 3 - D, E, G 4 - D, E, F

PURPOSE This chapter is designed to help students advance

through the history of Texas politics as the field has progressed since 1940. Students become aware of the many changes that have taken place in Texas politics. They may be surprised to learn that Texas claims three presidenteDwight D. Eisenhower, born in Denison; Lyndon Baines Johnson from the Hill Country; and George Bush, who lived in Houston for a while.

A discussion of the civil rights legislation that took place during LBJ's tenure as president of The Great Society acquaints students with necessaly rules to follow Constitutional Amendments already in place. During this time, they learn of many women and ethnic minorities who were appointed or elected to public office.

The chapter points out the strong Democratic con- tingency in state, as well as national, politics during the 1950s. Likewise, the text discusses the shift in state political influence to the Republican Party during the 1980s, when Bill Clements served as governor. The return of the Democrats, however, with the election upset of Ann Richards over Clayton Williams in 1990 brings students up-to-date with the structure of the Texas political arena.

A part of the chapter describes key aspects of major cities in Texas, helping students understand how geography and industry work together in their state. International trade, as in the maquiladora factories, is highlighted in the text to emphasize Texas as a participant in the global market.

MOTIVATOR 1. Understanding the Influence of the Texas

Delegation Point out on page 698 the section Democrats vs. Republicans, which describes the powerful Texas delegation that represented Texans in Washington. D.C. during the late 1940s. Ask students to discuss their knowledge of, for example, Sam Rayburn and Lyndon Johnson. Explain that as they read this chapter, they will learn about the rise of these delegates to political prominence.

2. Discussing LBJ's Role in the Vietnam War Ask students to discuss their knowledge of the Vietnam War. For example: Why and when did it begin? What was LBJ's role in the war? Why did LBLI choose not to seek the presidential re-election in 1968? When did he come back to Texas? When and where did he die? Explain to students that they will learn more about the Vietnam War while reading this chapter, and that they may wish to research libraly books and other resources for more in-depth accounts of the war.

TEACHING STRATEGIES 1. Comparing Populations of States By Creating

Bar Graphs Have students read the chart on page 707, which shows the population growth in Texas

since 1950. Using a U.S. atlas, students may compare these figures with those of other states. They may wish to make a bar graph in which Texas is ranked nationally in population.

2. Diagramming the Chapter When students have read the chapter, ask them to create a diagram of their choice that graphically organizes the information. For example, they may wish to organize facts through a chart, which categorizes facts and data according to the decade in which events happened. You may wish to help students get started by drawing the outline of a chart on the chalkboard:

11940s 1 1950s I 1960s 1 19761 1 1980s I 1990s

Political

Economic I I I I I I Industrial Agricultural Military I I I I I I Social

Cultural

MULTICULTURAL ACTIVITIES 1. Writing a Comparison Paper About The Great

Society After students have read the chapter, ask them to reflect upon the contributions of Lyndon Baines Johnson to the United States. Examples of discussion topics are: setting goals to overcome poverty: support for education: and civil rights for all Americans. Ask students to compare both the goals and actions to those of the modern-day administration. Students may write a comparison paper in which they express their opinions and suggestions for changes.

2. Staging Legislative Change When students have become familiar with the legislative changes that were strongly influence by Frances "Sissy" Farenthold (page 708), ask them to conduct further research about the Open Records Law and the Sharpstown Scandal. They may then wish to stage a controversial legislative session during which Farenthold advocates the passage of the Open Records Law.

EXTENSION ACTIVITIES 1. Presenting a Debate Ask students to discuss the

section, The Republican Challenge, on page 698, which explains the end of the organized labor movement in Texas and the beginning of the right- to-work state legislation. Have students divide into

two groups to conduct research about each side of the issue. Encourage them to include contemporary data about labor unions in Texas. Using their notes, they may then present a debate about whether or not Texas should re-enact organized labor laws.

2. Creating a Word Puzzle With Names of Famous Texans Ask students to make a list of names of the 20 Texans in the chapter who interest them most. On a grid, students may write only a few letters of the names following numbers from one to 20, leaving blanks for classmates to complete the spelling of the name. On a separate sheet of paper, students can write a list of 20 important facts as clues about their list of Texans. These clues should be numbered to correlate to the list of names. Finally, students can exchange word puzzle grids and lists of facts for classmates to solve.

ANSWERS TO TEXCHECKS Texcheck - Page 703 1. Lyndon Johnson gained the nickname "Landslide

Lyndon" when he won a seat in the U.S. Senate against Coke Stevenson by a narrow and controversial margin of 87 votes.

2. Several things helped African Americans gain the right to vote. Both President Roosevelt and his suc- cessor President Truman supported civil rights. The National Association for the Advancement of Colored People worked to get African Texans the right to vote in the Democratic primary. A major law, Smith v. Allwright, was passed in 1944 saying African Americans should not be barred from the Democratic primary. This and another case, Nixon v. Herndon, helped African Americans gain the right to vote.

3. Governor Shivers' chances of running for president of the United States were hurt when his third term was marred by scandals involving insurance companies and veteran's landholdings in the state.

4. With the election of Eisenhower, the Texas Democratic party split into two wings, the conservative wing led by Governor Shivers and the liberal wing led by Judge Ralph Yarborough.

5. As Eisenhower proved to be a popular president with Texans, local Republican leaders hoped to run candidates in state races. Texas Republicans were elected to Congress and a number of Republicans held local offices. The Democrats responded to the organization and strength of the Republican party

by trying to regroup. Governor Price Daniel was more moderate, and the number of liberals in the party grew and elected Ralph Yarborough to the United States Senate.

Texcheck - Page 717 1. The 1960s saw numbers of Hispanics in the Texas

legislature and in local political offices. Also, a man named Eligio de la Garza joined Henry B. Gonzalez in the U.S. House of Representatives.

2. The aims of Johnson's Great Society were over- coming poverty, support for education, and civil rights for all Americans.

3. As more and more troops were sent to Vietnam and President Johnson was ordering more bomb- ings, students in the United States protested the war, problems at home were not being solved, more and more money was being spent on the war, and Congress joined other Americans in thinking that Vietnam was a war that could not be won. Americans wanted the troops to come home, and protests and antiwar feelings continued. Johnson knew he would not be reelected and announced he would not seek his party's nomination.

4. Texas's population increased by over 1,000,000 people, the state budget rose from $1.4 billion to $2.3 billion, the number of people who reached college age rose, federal grants for highways, public health, welfare, and education helped the state, and funding for higher education helped public and private colleges and universities grow. Also, tourism became a major industry in Texas, bringing in tourists and tourist dollars.

5. Texas teachers resented taking tests over basic skills to keep their jobs, and though students did score higher on tests as a result of the rule, the "no pass, no play" part of the bill was controversial.

6. Governor Richards' "New Texas" faced the challenges of a suffering Texas economy, inadequate funding of public schools, the need for ethics reform in state government, and the re-drawing of congressional district lines.

Texcheck - Page 728 1. The growth of Texas industry actually led to the

growth of urban areas. As industry grew in an area, the population of that area also grew with the increase of job opportunities and the availability of service industries.

2. Maquiladora factories use American industrial "know

how" along with available Mexican workers to assemble products for American markets. Many Mexicans benefit by having stable industrial )obs and many Texans benefit by the promotion of other relative Texas businesses. Both Mexicans and Texans benefit by the increased trade between them.

3. "High Tech industries are growing and increasing in Texas.

4. Larger cities attract industry because they are near airports and interstate highways.

5. People in service industries serve the public; they do not produce products. They serve people in the areas of education, government, health-care, insurance, etc.

6. Younger Texans want good schools and parks and stronger law enforcement for their families. Answers will vary as to how cities respond to these needs.


A. Reviewing Texas Terms 1.e 2. a 3. j 4. h 5. b 6.f 7. d 8. i 9. 57 1O.c

8. Matching Adventurers and Revolutionaries 1. h 2. f 3. j 4. h 5. b 6. f 7. d 8. i 9. g 1O.c

C. Interpreting Texas Politics 1. Answers will vary. 2. Answers will vary. 3. Answers will vary.

CHAPTER 28

CHAPTER OBJECTIVES * describe why Texas has appealed to writers, artists,

and musicians in the past. * explain why Texas remains a source of inspiration

to writers, artists, and musicians. * describe why Texas is a source of inspiration to

dramatists. * identify writers, artists, musicians, and dramatists

who have contributed to Texas culture. * explore why Texans have always enjoyed partici-

pating in and observing sports.

* identify sports that appeal to Texans and sports figures from the state.

* explore the world of Texas sports for your own enjoyment.

ESSENTIAL ELEMENTS A.1-A,B,C,D,E,F,G,H,I,J,K,L,M,N

PURPOSE This chapter summarizes for students the rich cul-

tural and sports heritage within their state. They become aware of the contributions of both past and contemporary writers, musicians, visual artists, and sports figures, many of whom have achieved national and international tame.

A discussion of the growing film industry in Texas informs students of the reason that Texas is rapidly acheving fame as "The Third Coast." Students may integrate this information with their understanding of the evolution of the Texas economy to determine that perhaps the new industry will help boost the state rev- enue during the aftermath of the oil and gas decline.

The chapter concludes with a lively account of Texas sports figures. As is characteristic of all other aspects of this text, a multicultural selection of key figures enhances this chapter about culture and sports in Texas.

MOTIVATOR 1. Setting the Stage Ask students to name their

favorite artists (writers, musicians, visual artists) and sports figures as you record the names on the chalkboard. Then ask if any of those figures claim Texas as home. Explain that in this chapter, students will read about artists and sports figures from Texas, and that they might be surprised to learn of the abundance of nationally and internationally known figures from their state.

2. Drawing Conclusions Before students read the chapter, write the names of some of the featured artists and sports figures on the chalkboard. Ask students to name character traits that each of these figures likely has in common. Write students' descriptors on the chalkboard (e.g., self-confidence, talent, determination, organization, a sense of humor, insight, etc.). Ask students to discuss how self-confidence can help anyone reach a goal. Encourage them to name things they have done to increase their self-confidence.

TEACHING STRATEGIES 1. Categorizing Types of Texas Writers On the

chalkboard, draw the grid below. Ask students to classify Texas writers and collectors by placing their names, type of writing (e.g., folklore, folksongs, historical account, novel, short story, newspaper article, magazine article, movie script, poetry) and the titles(s) of their publications in the appropriate spaces.

Texas Writer or Collector I Type I Title(s)

132. I 1 I 2. Critiquing Chapter Art Help students critique each

visual artwork in the chapter by asking the following questions that promote higher-order thinking skills: a. Upon first impressions, how does the artwork

make you feel? b. What is happening in the artwork? What is the

subject doing? What is happening with lines, shapes, and colors?

c. How would you compare what is going on with subject or technique in one part of the picture with what is happening in another?

d. What is your interpretation of what the artist intended the artwork to mean?

e. In consideration of steps a-d, how does the artwork affect you now?

MULTICULTURAL ACTIVITIES 1. Reciting a Summary and Excerpts From a

Texas Folktale Ask students to find in the library a folktale written by African American J. Mason Brewer or one within the collection of Americo Paredes. Students may read and summarize their favorite folktale from the coilection(s). Ask students to take turns giving an oral summary and two or three selected excerpts to the class.

2. Writing a Play Script About Texas Women Artists Have students reread the chapter to search for names of women artists (writers, musicians, visual artists). Ask them to write a fictional play in which all of these Texas women artists con- vene at a contemporary gala event in their honor. The tone of the play may be humorous or serious. Remind students to incorporate a plot in which they show conflict and resolution, as well as a begin-

ning, middle, and end. Students should integrate titles of literary works, songs, visual artworks, and SO forth into the script. If time allows, they may wish to ask other students to read their plays aloud.

EXTENSION ACTIVITIES 1. Creating a Texas Pageant Point out the reference

to the colorful pageant, Texas, which is performed each summer in the Palo Duro Canyon. Encourage students who have seen the pageant to describe their experiences. Explain to students that a pageant is an elaborate procession consisting of music, colorful displays, elaborate costuming, and several scenes. Encourage students to plan their own original Texas pageant based on one or more historical events that they have studied this year in their Texas History class. Begin by dividing students into small groups (script writers, choreographers, set designers, costume designers, musical composers, etc.) to create the pageant. Students may then select an aspect of the pageant to produce (acting, dancing, playing or singing music, etc.). If time allows, students may wish to perform their Texas pageant for other classes.

2. Creating a Playbill or Billboard to Promote Texas Culture or Sports After students have read the chapter, review with them the meanings of playbill (a bill or poster advertising a play, usually announcing the cast) and billboard (a large panel designed to carry outdoor advertising). Try to provide photographs of each. Encourage students to design a playbill or a billboard that advertises one or a combined cultural topic within the chapter. For example, they may wish to select as a subject a musical event featuring Willie Nelson, a short story "read off' with Shelby Hearon, or an Astros game in which Cesar Cedano plays. Encourage students to include textural detail about the event, which they may find by conducting research about the topic.

ANSWERS TO TEXCHECKS Texcheck - Page 739 1. Texas's cultural heritage is so rich because each

ethnic group in Texas has added its own culture to it. 2. Three collectors of folksongs and folktales are J.

Frank Dobie, Americo Paredes, and Dorothy Scarborough. (Answers will vary. There are more than three mentioned in the text.)

3. Three Texas writers who used the Texas locale in

their stories are Mary Austin Holley, William Sydney Porter, and Tom Lea. (Answers will vary.)

4. Katherine Anne Porter wrote short stories and novels, many set in Texas. Loula Grace Erdman wrote novels that dealt with women and their roles in West Texas. Laura Krey wrote of women and early Texas. (Answers will vary.)

5. Three Texas poets were Mirabeau B. Lamar, W I iam Chitlenden, and Margaret Bell Houston. (Answers will vary.)

Texcheck - Page 748 1. Three German painters were Carl G. von lwonski,

Richard Petri, and Herman Lungkwitz. (Also Louisa Wueste)

2. Robert Onderdonk and his son and daughter painted in and around San Antonio.

3. Ruby Yount, Alma Gunther, and Emma Lee Moss were famous for their cloth art and their use of color. (Also Consuelo Amezcua)

4. Robert Rauschenberg became famous as a pop artist.

5. Statues by Elisabet Ney are in the state capitol. Texcheck-Page757 1. Guitars, drums, flutes, and other native instruments

were used in religious ceremonies in Texas. 2. Ragtime and jazz began with African Americans

and became part of the Texas musical tradition. conjunto music began as accordion music played for and performed by working class ~ispanicsl

3. Van Cliburn of Fort Worth became a classical suoerstar. Vikki Carr heads a foundation to helo &dents get college education.

4. Willie Nelson and Waylon Jennings lead the modern country scene. Freddy Fender, Johnny Rodriquez, Santiago Jimenez, Jr., Flaco Jimenez, Beto y 10s Fairlanes, and Little Joe y la Familia play modern conjunto music.

5. Texas is gaining the reputation as 'The Third Coast" because more and more films are being made in Texas.

Texcheck - Page 764 1 Bobby Layne, Tommy Novis, Bill Bradley, Jerry

Sizemore, and Earl Campbell were five UT football players who were All-American.

2. The Dallas Mavericks, the Houston Rockets, and the San Antonio Spurs are the three Texas professional basketball teams.

3. The Texas Negro League and the Spanish American League gave African American and Hispanic players a chance to compete.

4. Ben Crenshaw and tom Kite are two Texas golf stars that now play on the professional golf circuit.

5. Strong athletic programs in Texas's public and private schools, colleges, and universities assure that Texans will be "champs" of the future.


A. Reviewing Texas Terms 1.h 2. f 3. d 4. a 5. c 6.1 7. i 8. g 9. e 10. b

8. Matching Texans 1.f 2. h 3. a 4. j 5. d 6. b 7. i 8. e 9. g 1O.c

C. Interpreting Texas Culture 1. Answers are numerous and will vary. 2. Answers are numerous and will vary. 3. Answers are numerous and will vary. 4. Answers will vary.

D. Staging a Texas Star Talent Program All answers will vary.

UNIT 6 LINKS

A. LINKS TO PHYSICAL EDUCATIOWRITINW SPEECH

Answers will vary.

B. LlNK TO SPEECHmRAMA Answers will vary.

C. LlNK TO READINWGOVERNMENT Answers will vary.

* UNIT 7 * This unit covers the Texas Constitution, the three

branches of government, the role of the citizen in government, state and local government, how a bill becomes law, and good citizenship. Students will learn that government provides us with many things - rights as citizens, law enforcement, and other selvces we need. Students should learn that government also expects things of us. Paying taxes for the

sewices we recieve and voting for elected officials. Charts in Chapter 29 and 30 provide an opportu-

nity to develop an understanding of government's function and it's role. Students should be challenged to analyze and examine the myriad of problems and solutions that confront government every day.

CHAPTER 29

CHAPTER OBJECTIVES * describe the purposes of the Texas Constitution. * explain the differences in Texas's seven

Constitutions. *analyze the Constitution of 1876 in terms of

twentieth-century Texas. * describe the role and duties of the governor and

executive department. * describe the roles and duties of the Texas House

of Representatives and the Texas Senate. * trace how a bill becomes a law * describe the roles and duties of the Texas judicial

system. * describe the effect of citizens, citizen groups, and

lobbyists have on state government. * analyze how Texas citizens can influence state

government

ESSENTIAL ELEMENTS A. 1 -A, B,C,D

2-A,B,C,D,E,F,G,H,I,J,K,L 4-A,B,C,D,E,F,G,H,I,J

PURPOSE This chapter is designed to help students under-

stand the composition and purpose of the state constitution and government. The chapter discusses what state government can and cannot do, based upon the Texas State Constitution.

As they read, students become familiar with the Bill of Rights within the state constitution. They are informed that Article I is so important that it cannot be changed or amended.

Divisions of Texas government are detailed in the chapter. Students are made aware that the executive branch of Texas government is headed by the governor, who has the power to appoint citizens to office and to veto legislation. They read about the Texas legislature,

the lawmaking body, which is divided into the House of Representatives and the Texas Senate. Students become familiar with how a bill becomes a law and with the scheduling of regular legislative sessions and special sessions. Finally, students are informed that the judicial system is made up of courts and judges. A detailed description of the configuration of the courts helps students understand how cases move through lower courts to appeals courts to higher courts.

Although students may prefer other more dramatic chapters to the content in this chapter, they benefit in learning about how government in Texas works. In order to be an informed citizen and an intelligent voter, every Texan must be familiar with this vital information.

MOTIVATOR 1. Uslng the Dictionary for Review Ask students to

read about the term federalin the dictionary (...of or constituting a form of government in which power is distributed between a central authority [United States government] and a number of con- stituent territorial units [state governments]). Explain that in this chapter, students will learn about how state laws and divisions of power influence their lives. At the same time, it is important for students to realize that when state and federal powers come into conflict, the United States Constitution prevails.

2. Drawing Parallels Between the Texas and United States Governmental Structures During fifth grade, students learned about the three branches of the United States government (executive, legislative, judicial). Encourage them to name the three branches: explain that in this chapter they will discover that the Texas government is structured in a similar way.

TEACHING STRATEGIES 1. Outlining the Chapter to Build a Graphic

Organizer After students have read the chapter, ask them to organize their understanding of the content by writing an outline of the information.

2. Writlng an Editorial About the Texas State Constitution Ask students to reread The Texas Constitution Today on page 780. Encourage them to brainstorm ways in which they might change the constitution to more adequately meet the needs of today's society. Students may write an editorial or a letter to the editor of the local newspaper in which

their concerns and proposals are presented. Remind students that they may wish to organize their persuasive papers with an introduction, proof, refutation, and conclusion.

MULTICULTURAL ACTIVITIES 1. Establishina the Oriains of Democracv Point o ~ t - -

the meaning of democracy (Greek: '?he people speak") on page 776. Explain that direct democracy was practiced in the Ancient Greek citystate of Athens, in which citizens gathered from time to time in enormous assemblies to talk, argue, and vote about what should be done. A few officials with limited power executed decisions made at these meetings. This type of democracy was limited to men, as women and slaves were not citizens. Point out that the United States and the Texas democracies are different from those of the Greeks in that they are representative democracies, in which elected representatives lead the government for the people. (Refer students to page 777 in which our republican form of government is discussed.) Ask students to analyze and discuss advantages to having a representative democracy with respect to women, as well as ethnic and religious minorities. (Large groups of people gathered together often behave as mobs, thus ignoring the needs and opinions of minorities and women. Careful thought and due process are more likely to occur in small groups of representatives.)

EXTENSION ACTIVITIES 1. Drawing a Mural to Depict Texas's Seven

Constitutions In small groups, students may wish to draw a mural that portrays in context the seven constitutions of Texas. (Refer to page 778.) For example, they may begin the mural sequence by drawing a facsimile of how the Mexican Constitution of 1827 appeared; surrounding the document, students may draw a scene that reflects Texas as a part of the province of Texas and Coahuila. Encourage students to surround each document with action scenes to include people, landscapes, events, and so forth. You may wish to display the completed mural.

ANSWERS TO TEXCHECKS Texcheck-Page780 1. In the federal system powers are divided between

the federal government and the state government. 2. The Texas Constitution represents the fundamental

law of the state. 3. The Bill of Rights establishes the basic rights of all

citizens. 4. The separation of powers provides a system of

checks and balances for the three branches of government.

5. Critics of the Texas State Constitution say it limits government too much to be effective in the twentieth century, it is too long, and it has been amended too many times.

Texcheck-Page787 1. The major role of the executive branch is to carry

out the laws that are passed by the legislative branch and to conduct the state's business.

2. The governor may sign a bill into law, veto a bill, or allow a bill to become law without her or his signature, (or exercise the line item veto on appropriations bill.)

3. The duties of the lieutenant governor include the following: serves as the state's executive when the governor is out of the state, presides over the Texas Senate, serves as the chair of the Legislative Budget Board.

4. The duties of the state treasurer include the following: collects state funds and deposits them into interest-bearing accounts, authorizes the payment of all accounts, serves on the State Banking Board and State Depository Board, and advertises for the rightful owners if the state has unclaimed funds.

5. The commissioner regulates all laws relating to agriculture. The office of the commissioner regulates products grown in Texas and promotes the sale of Texas agricultural products.

Texcheck-Page796 1. The Texas legislature is made up of the Texas

House of Representatives and the Texas Senate. 2. 150 members serve in the Texas House of Repre-

sentatives. 31 members serve in the Texas Senate. 3. The Texas legislature meets in the regular ses-

sions, which are every other year in odd-numbered years and last 140 days, and they may also meet in special sessions, which meet between regular sessions and last no more than 30 days.

4. A bill may originate in either the House of Representatives or the Senate. Tax bills, however, originate only in the House of Representatives.

5. A conference committee is a committee made up of

five Senators and five House members who work together to solve differences in the bill. A bill goes to conference committee when the House and the Senate cannot agree on the language of the bill.

Texcheck - Page 800 1. An interest group is a group of citizens concerned

with either a single issue or with many causes who want to put their ideas before legislators or other state and local officials. Lobbyists represent the views of interest groups before the legislators, often presenting information, issues, and statistics to legislators and testifying for or against bills in committees.

2. State courts hear cases and resolve disputes; they interpret the law and enforce the law.

3. Trial courts are the courts in which cases are heard for the first time. The appeals courts stand above the trial courts, reviewing cases from the trial courts to make sure all persons have a fair and impartial trial.

4. Civil cases involve citizens who are not state officials or state agencies. In criminal cases, the state of Texas accuses a person or persons of committing a crime. Then the state tries them, attemDts to convict them, and may sentence them to a prison term.

5. Critics have proposed that the governor appoint judges with the advice of legal experts and the con- sent of the Texas Senate, and Texas should streamline its court system and eliminate one of its higher courts so both civil and criminal cases would be heard in one Supreme Court.


A. Reviewing Progressive Terms. 1.f 2. g 3. d 4. i 5. b 6. c 7. h 8. j 9. a 10. e

8. Matching Constitutions and Needs of the Time 1.c 2. e 3. a 4.9 5. b 6. f 7. d

C. Discussing Texas Politics Answers will vary.

D. Researching the Legislature Answers will vary.

CHAPTER OBJECTIVES * understand how local government functions in the federal system. * describe how county and city governments function. * identify the types of city government. * identify special districs and the services they provide. * explain how local governments cooperate. * describe how citizens can participate in local government. * understand the role of elections and voting in the political process. * undersatnd how political parties function. * explain the ways in which citizens can participate in government aand politics.

ESSENTIAL ELEMENTS A.1-A.B.C.D

PURPOSE This chapter is designed to help students better

understand the procedures and concepts of local government. They learn about the structure of local government, county and municipal, as these divisions are described in the Texas Constitution.

Students become aware that the Texas Constitution divides the state into 254 counties, each with a county seat. They learn about the importance of county government in that county officials administer state laws.

The text likewise explains the functions of the municipal government and the system of governing the city. Students learn about the varieties of city government: mayor-council, council-manager, or commission.

Attention is devoted to the imperative of citizenship as the voting entity. Students are made aware that voting is both a right and a privilege that all Texans enjoy and that political participants work through interest groups, for their neighborhoods, through political parties, and in political campaigns and elections.

This final chapter of the book concludes with a discussion about the importance of being an informed, aware citizen. Students are reminded that the strength of a democracy depends on the actions of its citizens, and they are encouraged to exercise their rights in the Lone Star State.

MOTIVATOR 1. Establishing a Perspective About the Structure

of Local Government Review the structure of federal and state governments as they relate to each other; for example, ask students to diagram on the chalkboard the three branches and the balance of powers of each. Then ask them if they know the term for yet another system of government that is closest to the people and demonstrates the strength of the federal and state systems (answer: local government). Draw a diagram on the chalkboard illustrating both county and municipal branches of the local governmental system. Help students graphically understand the three systems of government and the branches of each.

2. Changing the Name of Your Community Challenge students to a hypothetical situation in which citizens of their community want to change the name of it. Ask students to describe the procedure necessary for such a change. Show students a charter of your local government and encourage them to read about how such a name change would legally be instituted according to the provisions within the charter. Explain that in this chapter, students will leam about ways in which the charler affects overall decision making procedures in their community.

TEACHING STRATEGIES 1. Naming County Commissioners Ask students to

work in small groups to create lists of their county commissioners. The lists may be combined as a larger class list. Help students complete the class list by filling in names of all commissioners.

2. ldentifying Services Provided by the Community Ask students to list several services provided by their community (e.g., construction of sidewalks, public buildings, streets; lighting systems; fire and police protection; maintenance of parks; regulation of gas, water, electric, and telephone companies, as well as buses and other city-run transportation services; swimming pools and other recreational facilities; hospitals and other health clinics; libraries; schools; airports; play- grounds and parks; city golf courses; parking facilities; waste facilities such as garbage collection, disposal, sewers, and waste-water treatment; maintenance of museums, opera and ballet companies, and other fine-arts facilities, et~.).

MULTICULTURAL ACTIVITIES 1. Interviewing Local Officials Have students invite a

local official (e.g., county commissioner, mayor, city council member, etc.) to class for an interview about how that person became elected to office. If possible, include officials who are women andlor members of ethnic and religious minorities. Students may wish to inquire about how these pluralisticfac- tors influenced the success of their elections.

EXTENSION ACTIVITIES 1. ldentifying County Functions Ask students to

identify the place where they can obtain documents such as their birth certificate or a marriage license, as well as purchase automobile license tags. (answer: county courthouse) Encourage them to find other functions within the county courthouse by reading respective listings in the telephone direc- tory, visiting the county courthouse, writing a letter to their county commissioner, or contacting the courthouse by telephone.

ANSWERS TO TEXCHECKS Texcheck - Page 810 1. County governments administer state law, collect

taxes and fees, maintain roads, provide law enforcement, and keep records. County commissioners and a county judge.

2. Property taxes, alcoholic beverages taxes, automobile registration fees, federal funds, bond issues.

3. Such as electricity, water, gas, streets, garbage. sewage, jails, law enforcement, jails, transportation, health care.

4. Property taxes, taxes on utilities, and sales taxes. 5. School districts, community college districts, water

districts, conservation districts, hospital districts, etc.. Texcheck - Page 818 1. General law cities and home rule cities. 2. Mayor council, council manager, commission. 3. Run for office or sit on boards or commissions, be

aware of the issues, and vote. 4. Environmental groups, farmer groups, neighbor-

hood groups, etc.. 5. The project encouraged Hispanics to take an active

part in voting in state and federal elections. Texcheck - Page 822 1. Vote in a election. 2. Primary elections, general elections, and special

elections.

3. Special elections are held to approve constitutional amendments to the constitution or to fill vacancies in the state legislature or congress.

4. Working through political parties and interest groups. 5. To be an informed, aware citizen.


A. Reviewing Government Terms 1.e 2. b 3. f 4. h 5.1 6. a 7. g 8. d 9. i 1O.c

B. Matching Governmental Offices and their Functions

1.e 2. d 3. c 4. !3 5. h 6. b 7. j 8. a 9. f 10.i

C. Discussing Local Government I., 2.. 3., 4. -Answers will vary

D. Lobby City Hall Answers will vary.

UNIT 7 LINKS

LINKS A,, B., C., Answers will vary. Teacher may use links as he or she wishes

* BIBLIOGRAPHY * - CHAPTER1 -

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